@techreport{bennett_saving_2003,
	type = {Descriptive; speeches/meeting papers},
	title = {Saving a {Language} with {Computers}, {Tape} {Recorders}, and {Radio}.},
	url = {http://eric.ed.gov/?id=ED482035},
	abstract = {This paper discusses the use of technology in instruction. It begins by examining research on technology and indigenous languages, focusing on the use of technology to get community attention for an indigenous language, improve the quantity of quality language, document spoken language, create sociocultural learning contexts, improve study skills, and expand reading comprehension skills. It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. The paper describes how to create language lessons in a community language class, explaining that linking language lessons to objectives identified in prior research in technology},
	urldate = {2016-07-20},
	institution = {Northern Arizona University},
	author = {Bennett, Ruth},
	year = {2003},
	keywords = {Activities, American Indian Languages, American Indians, Computer uses in Education, Cultural relevance, Curriculum development, Education, Elementary Secondary Education, Hawaiian, Hupa language, International indigenous, Kounga, Language Maintenance, Multimedia, Native Language Instruction, Planning, Technology, Tāwāhi, Uncommonly Taught Languages, broadcasting media, decrease/decline, language lesson structures, reading/speaking/writing comprehension, recording equipment, social learning, study skills, translation},
	pages = {59--77},
}

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It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. 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It begins by examining research on technology and indigenous languages, focusing on the use of technology to get community attention for an indigenous language, improve the quantity of quality language, document spoken language, create sociocultural learning contexts, improve study skills, and expand reading comprehension skills. It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. 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