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In the Naskapi community, the presence of a locally-based linguistspecializing in the language with some programming ability has obviouslyhelped to integrate computers into language work. Since 1988, the residentlinguist has maintained all of his own language learning materials andlanguage data on computer. He has also provided the local technical supportthat is needed in a small, isolated community, especially with regard to theesoteric development of computer programs that allow syllabic wordprocessing. While it is not impossible to use computers in Native languagework without a full-time, onsite computer resource person, it has been anobvious asset to have such a person available to provide training andtechnical support.

At both the Naskapi Nation and the Naskapi Development Corporationoffices, the promotion of written materials in Naskapi has been mandated.This has resulted in the establishment of a number of ongoing languageprojects: the translation into Naskapi of all official business of theadministrations, a lexicon, a grammar, a history, a monthly newsletter,legends and stories, and Bible translation. Both offices retain severalfull-time employees involved in language work, all of whom have eagerlyadopted computers for their drafting and production work. As the number ofprojects increased (and funding became available) additional personnel werehired to translate and development language materials and were trained to usethe computers; in every case, without exception, their ability to read andwrite the language improved.

Of course, part of this increased ability must be attributed to agreater exposure to and practice in reading and writing Naskapi, which becametheir full-time job. There is also evidence that increased levels ofconfidence in literacy are directly related to the use of computers for theirown language. In two separate cases, the Naskapi responsible for officelanguage work had already been employed for a number of years prior to theacquisition of computers. Their ability in reading and writing was observedto be adequate, but unremarkable. Following the introduction and continueduse of computers, both employees noticeably improved in their reading andwriting ability, as well as in linguistic confidence.

On the other hand, the youngest primary school students are nowbenefiting from a new focus on Naskapi language literacy. Through theestablishment of the curriculum department, sophisticated computer publishingequipment was put in the hands of a few Naskapi-speaking staff, who are thenable to bring a project from conception to production completely"in-house." Unfortunately, while these materials are prepared byspeakers knowledgeable in the culture, there is currently no full-timecurriculum specialist on hand ensuring the pedagogical appropriateness andeffectiveness of the small amount of materials produced.

In contrast, members of the Cree Programs unit of the Cree SchoolBoard, beginning with minimal support for computer use, have providedsufficient pedagogically-appropriate materials in Cree in all subjects makinginstruction solely through the medium of Cree a reality from pre-kindergartenup to Grade 8. At present, several hundred Cree speakers work as full-timecurriculum developers, pedagogical consultants, and elementary teacherswithout recourse to English or French. On the other hand, outside theeducational sector, the use of written Cree has received little more than lipservice.

The identification and use of key resource personnel to providecomputer support, linguistic consultation and training is still an importantconsideration when applying computer technology to Native language work.Often it is difficult if not impossible to secure this kind of assistance inremote communities. In such situations, the planning and execution ofintensive training sessions and workshops for Native language workers canmake up for the lack of full-time, on-site resource personnel.

Simply providing computers for Native speakers to use in theirdaily work does little to develop their language skills. In fact, sincecomputer use requires some literacy in a majority language (English orFrench), Native computer users may find themselves using the majoritylanguage more. Computer equipment has to be thoughtfully and deliberatelydeployed in order for indigenous language user to benefit. First, theequipment has to be matched to the situation, as it is unwise to introducenew computers that are not compatible with existing systems. Any attainablegoal for the use of computers must focus on the intended results. The Naskapiand Cree communities are producing stories, curriculum materials,translations, administrative documents, and dictionaries, among otherlanguage materials. Software must be developed to appropriately use Nativelanguage elements (orthographic system, character set, left or rightrendering system, keyboard modifications, etc.). Most of all, the Nativespeakers who will be expected to use the computers must be adequately trainedand have plenty of opportunity to practice. The initial learning curve issometimes steep, but there is no substitute for hands-on experience. 2b1af7f3a8

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