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Cited by 6Multilingual Education and PolicyLinguistic and Sociocultural StudiesDigital Communication and Language

Reclaiming and Learning Indigenous Languages on Social Media with Digital Activists: Insights from Lampung, Mayangna and Miskitu Youth

Open access
Hinton, LaToya Lynn, Putra, Kristian Adi·2020·The Journal of Second Language Acquisition and Teaching (JSLAT)
DOI 10.2458/jslat.2161
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Abstract

This article explores third space social media spaces for Indigenous language learning, use and activism in secondary schools in Indonesia and Nicaragua. Both studies specifically highlight Miskitu, Mayangna and Lampung youth participation in social media technologies such as Facebook, YouTube, Instagram and Line as a means to reclaim their languages and cultures, as well as their Indigeneity and voices, in the 21st century. In Indonesia and Nicaragua, youth balance intercultural competencies, multilingualism and multimodality layering local, national and international languages as a means to broker between glocal discourse in disparate youth communities. Local and global Indigenous language activists partner with Miskitu, Mayangna and Lampung youth to support their efforts to merge their digital competencies from outside of the classroom into the arena of academic digital activism for both learning Indigenous languages and creating alternative media spaces online.

AI snapshot

Written from the paper’s full text.

TL;DR

This article examines how Miskitu, Mayangna, and Lampung youth use social media as third spaces for Indigenous language learning, use, and digital activism in Nicaragua and Indonesia. Across both cases, youth translanguage and compose multimodally with national and international languages, supported by language activists, to reclaim Indigenous languages and create alternative online media spaces.

Key findings

  • In Nicaragua, the 2016 Leadership School cohort had 54 leadership students, most identified as Miskitu and just three self-identified as Mayangna; reported speaker numbers in Nicaragua were 18,420 Kriol, 113,855 Miskitu, and 8,537 Mayangna speakers (UNSD, 2009). Half of the 54 students already had Facebook accounts before the first multimedia design course, and the students created seven final video projects, six of which were posted on YouTube.
  • Nicaraguan youth produced multilingual multimodal work such as “La Paciente,” which featured Miskitu, Spanish, and English; Mayangna language material was not published online because it was against community elders’ wishes. Students translanguaged across Miskitu, Spanish, Kriol, and English, including hybrid forms like “desmer baman.”
  • In Lampung, language shift from Lampung to Indonesian in home and neighborhood domains has continued, and many Lampung youth lack resources and opportunities to learn and use Lampung. Eight language activists visited three Lampung language classrooms in a private senior high school in Bandar Lampung, took part in triweekly online chats in Line, and helped students work on four Instagram projects.
  • Across both studies, youth used social media technologies such as Facebook, YouTube, Instagram, and Line to learn and promote Indigenous languages; translanguaging and multimodal communication aided second and third language learning, with national and international languages helping non-heritage learners and heritage learners blending languages to join transnational online communities.

Methods

  • The article presents two qualitative case studies: Hinton’s multimedia course with Nicaraguan Leadership School students at URACCAN in Spring 2016, and Putra’s Lampung study in a private bilingual senior high school in Bandar Lampung.
  • The Nicaraguan component involved 54 leadership students, a multilingual multimedia design course initially focused on Movie Maker video editing and later theater improvisations due to lack of working computers, collaborations with CEIMM, IPILC, and Channel 5 Studios, and analysis of student videos, storyboards, and examples such as “La Paciente.”
  • The Lampung component used participatory action research (McIntyre, 2007) involving students, teachers, and language activists; data included classroom and online interactions, Line chats, Instagram projects, focus group discussions, and interviews, with attention to translanguaging practices and indirect feedback.

Limitations

  • The paper states that longitudinal inquiry is still needed to see how Indigenous youth continue digital activist work without language activists’ help, that the full impact of digital activism by Miskitu, Mayangna, and Lampung youth is not yet understood, and that it is unclear how Nicaraguan youth see the impact of their activist work three years after the multimedia course.
  • The paper also states that Hinton and Putra need to hear youth’s voices on learning and using Indigenous language with elders, that Hinton does not know if the Miskitu and Mayangna specialists still help youth, and that both researchers needed best practices for working with multi-ethnic/Indigenous communities.
  • Evident from the text: the study relies on small, context-specific qualitative cases and examples rather than generalizable quantitative outcomes; access problems, such as lack of working computers, shifted the Nicaraguan course focus; and teaching Lampung in schools had not reversed Lampung language shift in home and community domains.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.2458/jslat.2161

Cites

52 of 52 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

1 of 38 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured

  • Findingnone given

    Local and global Indigenous language activists partner with Miskitu, Mayangna and Lampung youth to support their efforts to merge their digital competencies from outside of the classroom into the arena of academic digital activism for both learning Indigenous languages and creating alternative media spaces online.

    “Local and global Indigenous language activists partner with Miskitu, Mayangna and Lampung youth to support their efforts to merge their digital competencies from outside of the classroom into the arena of academic digital activism for both learning Indigenous languages and creating alternative media spaces online.”
    Quote in the paperSubstantial claim
  • Findingnone given

    In Indonesia and Nicaragua, youth balance intercultural competencies, multilingualism and multimodality layering local, national and international languages as a means to broker between glocal discourse in disparate youth communities.

    “In Indonesia and Nicaragua, youth balance intercultural competencies, multilingualism and multimodality layering local, national and international languages as a means to broker between glocal discourse in disparate youth communities.”
    Quote in the paperSubstantial claim
  • Findingown data

    Youth blend national and global languages with Indigenous languages in social media spaces such as Youtube.com, Facebook.com, Instagram, and Line.

    “and the Lampung example which blends English from Indonesia show the common practice of youth blending national and global languages with Indigenous languages in social media spaces such as Youtube.com,Facebook.com,Instagram, and Line.”
    Quote in the paperSubstantial claim
  • Findingown data

    More often than not, the leadership students blended the languages in each speech bubble.

    “More often than not they blended the languages in each speech bubble.”
    Quote in the paperNot a substantial claim
  • Findingreasoning

    Bilingual and multilingual Indigenous youth in Indonesia and Nicaragua get to know their social worlds by actively creating new meaning through translanguaging and multimodal communication practice.

    “Bilingual and multilingual Indigenous youth in Indonesia and Nicaragua get to know their social worlds by actively creating new meaning through translanguaging and multimodal communication practice.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 55
  • May combine two claims. 35
  • The quote only partly states this claim. 2

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Online learning in the present era of social media is highly focused on design or remix culture and involves various multimedia literacies.

    “Online learning in the present era of social media is highly focused on design or remix culture and involves various multimedia literacies (Mainsah, 2017).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Mainsah, 2017 source

      The Design section describes social-media users moving from consumers to producers or designers, and the Social media and networked technologies section describes expression through text, visual, audio and graphic forms. The Introduction also mentions remixing popular culture. These passages support the design, remix and multimedia aspects, but they concern creative citizenship, not online learning; the paper does not establish that online learning is highly focused on these practices or involves particular multimedia literacies. No page numbers are available in our copy. (LLM, conf=0.79)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing), S4 (based).

    Findingnone given

    Before the Spring of 2016, the Atlantic Coast of Nicaragua and its multilingualism did not receive much attention online.

    “He was aware that before the Spring of 2016, the Atlantic Coast of Nicaragua and its multilingualism did not receive much attention online.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Stefán and Nataly express that a leader must be able to represent his or her local community and be able to converse with the international community, meaning leaders should be multilingual.

    “Stefán and Nataly express in Examples 1 and 2 that a leader must be able to represent his or her local community and be able to converse with the international community, meaning leaders should be multilingual.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    The movements, gestures, visuals and text in the video were all aids in helping the students learn the languages spoken in the video.

    “The movements, gestures, visuals and text in this video were all aids in helping the students learn the languages spoken in the video.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The video 'La Paciente' has gestures where second language learners of Miskitu can see a mother holding onto her daughter as a nurse administers a treatment.

    “This video has gestures where second language learners of Miskitu can see a mother holding onto her daughter as a nurse administers a treatment.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingown data

    The youth playing the nurse created her own way to say 'faint' in Miskitu by blending Spanish 'Desmayar' and Miskitu 'baman' because she translanguages between Miskitu, Spanish and Kriol throughout the video.

    “Thus, the youth playing the nurse created her own way to say”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    At the Leadership School, Indigenous and local languages are supported by the faculty and administrators.

    “Thus, at the Leadership School Indigenous and local languages are supported by the faculty and administrators.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    When the leadership students created their storyboards, they wrote in multiple languages in the speech bubbles for each character.

    “When the leadership students created their storyboards, they wrote in multiple languages in the speech bubbles for each character just like I did in the teaching tool above.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    The teachers also feel the pressure to support the national and global languages English and Spanish because they are part of the core curriculum at the Leadership School.

    “However, the teachers also feel the pressure to support the national and global languages English and Spanish because they are part of the core curriculum at the Leadership School.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Half of the 54 students already had Facebook accounts before the first multimedia design course started.

    “Half of the 54 students already had Facebook accounts before the first multimedia design course started.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The examples exhibit youth doing multimodal composition practices as well as translanguaging in Indigenous, national and global languages in the name of digital activism to promote Indigenous language use online.

    “The following examples exhibit youth doing multimodal composition practices as well as translanguaging in Indigenous, national and global languages in the name of digital activism to promote Indigenous language use online.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    Translanguaging and multimodal communication practices are important aids for youths' second and third language learning.

    “The Leadership School Student examples state that translanguaging and multimodal communication practices are important aids for youths' second and third language learning.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Six out of the seven video projects are posted on Youtube.com.

    “Six out of the seven video projects are posted on Youtube.com.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The leadership students created their own storyboards in this style for seven final video projects.

    “The leadership students created their own storyboards in this style for seven final video projects.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The leadership students wrote in Miskitu, Spanish, Mayangna and English.

    “They wrote in Miskitu, Spanish, Mayangna and English.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    Indonesian youth indulge in common interests in multimedia and online learning.

    “Indonesian youth indulge in common interests in multimedia and online learning.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    The multilingual YouTube videos from the studies are still available for views and continue to receive comments.

    “The multilingual Youtube videos herein are still available for views and continue to receive comments.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingnone given

    Both projects used the target Indigenous languages and featured translanguaging practices.

    “Both of them used the target Indigenous languages and featured translanguaging practices.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingreasoning

    Today Lampung is used only among elders, while children and youth speak Indonesian with each other.

    “As a result, today Lampung is used only among elders, while children and youth speak Indonesian with each other.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Findingown data

    Translanguaging practices were taking place in forms of subtitles in videos, translations in posts, and comments from followers in pages.

    “We will also see how translanguaging practices were taking place in forms of subtitles in their videos, translations in their posts, and comments from their followers in their pages.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    This learning process frequently took place in the Line chats and flowed naturally.

    “This learning process frequently took place in the Line chats and flowed naturally.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The observed translanguaging interactions in Line chats and face-to-face settings constitute or facilitate Lampung language learning.

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    National and international languages aid non-heritage speaking youth to learn Indigenous languages.

    “National and international languages aid Non-heritage speaking youth learn Indigenous languages.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Novri, a young traditional Lampung musician and undergraduate at the University of Lampung, uploaded a video of his performance on Instagram and used Lampung language in the caption.

    “From a different example as shown above, Novri, a young traditional Lampung musician and an undergraduate student at the University of Lampung, uploaded the video of his performance in Instagram and used Lampung language in the caption of his post.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Lampung speaking peers and language activists translanguaged to provide translation for the students or to give clarification over the issues being asked.

    “while their Lampung speaking peers and the language activists translanguaged to provide translation for the students or when they wanted to give clarification over the issues being asked”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    The youth met on opposite sides of the world show patterns in engagement in global discourse.

    “We met youth on opposite sides of the world with patterns in engagement in global discourse.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingreasoning

    Youth use social media technologies to both learn and create new alternative media spaces for Indigenous languages.

    “Youth use social media technologies to both learn and create new alternative media spaces for Indigenous languages.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Lampung youth language activists share contents in Lampung language, create space for followers to use Lampung, actively involve people from their community, and invite others to take part in Lampung language and culture revitalization efforts.

    “They do not only share contents in Lampung language and create space for their followers to use Lampung, but also actively involve people from their community and invite others to take part in Lampung language and culture revitalization efforts.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingnone given

    Both researchers faced power hierarchy issues in multi-ethnic/Indigenous communities.

    “Both faced power hierarchy issues in Multi-ethnic/Indigenous communities.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

    Findingreasoning

    Parents are willing to send their children to study English in an after-school English language course, in addition to studying it regularly at school, because they want their children to have a better career in the future.

    “Parents are willing to send their children to study English in an after school English language course, in addition to studying the language regularly at school, because they want their children to have a better career in the future.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Jonny L.K.'s movies mostly have Indonesian subtitles, targeting both Lampung speakers and non-Lampung speakers to watch and learn Lampung language and culture.

    “The movies mostly also have Indonesian subtitles, targeting not only Lampung speakers as their audience, but also non-Lampung speakers to watch and learn Lampung language and culture from the movie.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Findingnone given

    In the school where this study was conducted, students and teachers used Indonesian and English bilingually and have equal competence in the two languages.

    “Similarly, in the school where this study was conducted, students and teachers used Indonesian and English bilingually and have equal competence in the two languages.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In the caption, Novri sent a message to his followers about the importance of preserving Lampung customs, art and culture, particularly Lampung classical guitar music.

    “In the caption, he sent a message to his followers about the importance of preserving Lampung customs, art and culture, particularly Lampung classical guitar music.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Both projects showcase heritage and non-heritage learners' learning processes.

    “Both showcase heritage and non-heritage learners' learning processes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Jonny L.K. collaborates with Lampung youths and elders from his community and produces movies based on daily life stories of people in the community.

    “Jonny L.K. collaborates with Lampung youths and elders from his community and produced the movies based on the daily life stories of the people in the community.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premiseown data

    Translanguaging or blending more than one language together was normal in all neighborhoods of Puerto Cabezas.

    “Living in the city of Puerto Cabezas, I knew that translanguaging or blending more than one language together was normal in all of the neighborhoods, so I praised students when they blended the languages that they were learning at the Leadership School.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Youth such as Nataly and Stefán internalized the mission to emphasize intercultural leadership capabilities and applied it as they composed multilingual multimedia in the Spring of 2016.

    “Youth such as Nataly and Stefán internalized that mission to emphasize intercultural leadership capabilities and applied it as they composed multilingual multimedia in the Spring of 2016.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Some of the students from Puerto Cabezas spoke Kriol at home or mentioned having a parent who belonged to the Creole ethnic group.

    “Some of the students from Puerto Cabezas, spoke Kriol at home or mentioned having a parent who belonged to the Creole ethnic group.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The Indigenous communities, Miskitu and Mayangna, and the Afro-descendant population, the Creole community, of the Caribbean Coast administer their own education, medicine and land management systems apart from the rest of Nicaragua.

    “The Indigenous communities, Miskitu and Mayangna, and the Afro-descendant population, the Creole community, of the Caribbean Coast to administer their own education, medicine and land management systems apart from the rest of the country of Nicaragua, a majority Mestizo population.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cupples & Glynn, 2014 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    In 2016, the majority of the 54 leadership students identified as Miskitu.

    “In 2016, the majority of the 54 leadership students identified as Miskitu.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The Autonomy Law is due to a peace accord passed and ratified in 1990 after the Sandinista Revolution and the Contra War.

    “The Autonomy Law is due to a peace accord passed and ratified in 1990 after the Sandinista Revolution and the Contra War (Cunningham, 2002).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cunningham, 2002

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Just three of the leadership students self-identified as Mayangna.

    “Just three of the leadership students self-identified as Mayangna.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    All three generations on the Northern Caribbean Coast of Nicaragua speak Miskitu.

    “All three generations on the Northern Caribbean Coast of Nicaragua speak Miskitu (Freeland, 1995(Freeland, , 2003(Freeland, , 2013;;Koskinen, 1995).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Freeland, 1995 source
    • cites Freeland, 2003 source
    • cites Freeland, 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    URACCAN's main mission is to support all of the communities represented on the Caribbean Coast to uphold the principle of self-governance or autonomy.

    “URACCAN's main mission is to support all of the communities represented on the Caribbean Coast to uphold the principle of self-governance or autonomy (Cupples & Glynn, 2014)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Cupples & Glynn, 2014 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisereasoning

    This kind of learning is not measured by grades or assessments but rather engages students based on their own motivations and goals.

    “This kind of learning is not measured by grades or assessments but rather engages students based on their own motivations and goals.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Youth's online communication in Indigenous languages often mimics mixed face-to-face communication and draws on national and international languages, but multimodal communication adds new potential for comprehension and understanding.

    “Youth's online communication in Indigenous languages often mimics mixed face to face communication and draws on national and international languages, but with the added layers of multimodal communication there is new potential for comprehension and understanding.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Social media participation, both communication through chat technologies and multimodal composition practices, aids in second and third language acquisition, especially of Indigenous languages that are increasing in representation online due to digital activism.

    “To conclude the Leadership School Students' example, I must note social media participation both communication through chat technologies and multimodal composition practices aid in second and third language acquisition especially of Indigenous languages (that are increasing in representation online due to digital activism).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Indigenous youth learning their Indigenous language as a second or third language, and non-Indigenous youth learning Indigenous languages, translanguage for a different purpose: they intentionally blend their first and/or second languages in mixed Indigenous language discourse as part of the language learning process.

  • May combine two claims.

    Premisecitation

    Scholars have reported expanding language shift in periurban and rural areas still dominated by Lampung people, causing a decreasing number of Lampung speakers in the last three decades and a threat of Lampung language endangerment.

    “Recently, scholars (Katubi, 2006;Rachmatia & Putra, 2015) also reported some cases of expanding language shift in periurban and rural areas whose population was still dominated by the Lampung people, causing the trend of the decreasing number of Lampung speakers in the last three decades (Badan Pusat Statistik, 1990, 2000, 2010) and the threat of Lampung language endangerment (Gunarwan, 1994;Putra”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Katubi, 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Rachmatia & Putra, 2015

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Badan Pusat Statistik, 1990, 2000, 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Due to hundreds of years of Miskitu leadership, particularly during the British Protectorate years in the 1700s and 1800s, the Mayangna community has faced considerable discrimination and adversity.

    “Due to hundreds of years of Miskitu leadership, particularly during the British Protectorate years in the 1700s and 1800s, the Mayangna community has faced considerable discrimination and adversity (Benedicto, Shettle, & Mayangna, 2016).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Benedicto, Shettle, & Mayangna, 2016 source

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

    Premisenone given

    Translanguaging layered with multimodality in digital spaces is a fairly new concept, not yet explored in Indigenous youth contexts.

    “But, translanguaging layered with multimodality in digital spaces is a fairly new concept, not yet explored in Indigenous youth contexts.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

    Interpretationnone given

    In the present world of communication through social media technologies, blending, mixing and hybridity both in language choices and modal choices display uncontested manners of youth expression online.

    “In the present world of communication through social media technologies blending, mixing and hybridity both in language choices and modal choices display uncontested manners of youth expression online.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    The leadership school students did these kinds of themes as leaders who wanted to affect positive change and empower youth to voice their struggles and concerns in their own language to adult authority figures such as parents and professionals.

    “They did these kinds of themes as leaders who wanted to affect positive change and empower youth to voice their struggles and concerns in their own language to adult authority figures such as parents and professionals.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    The leadership school students wanted to show how people in their multilingual city naturally translanguage and in the process they created teaching materials for second language Miskitu, Spanish and English learners.

    “They wanted to show how people in their multilingual city naturally translanguage and in the process they created teaching materials for second language Miskitu, Spanish and English learners.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). The quote only partly states this claim.

    Interpretationreasoning

    The Leadership School's students called their communication 'intercultural leadership capabilities,' but it actually mimicked well-known global youth's online language learning steeped in transnational discourse and multimodal composition.

    “The Leadership School's students called this kind of communication”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Most of the leadership students came from rural areas on the North Caribbean Coast.

    “Most of the students came from rural areas on the North Caribbean Coast.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Situated, game-like or DIY learning through design are just a few ways that global scholars describe online learning.

    “Situated, game-like or DIY learning through design are just a few ways that global scholars describe online learning (Gee, 2003(Gee, , 2009;;Denner, 2011;Kafai & Peppler, 2011;Hayes & Game;2008).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Gee, 2003 source
    • cites Denner, 2011
    • cites Kafai & Peppler, 2011 source

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Knowledge exchange between cultures, particularly between youth's digital literacies and elders' interests in passing on Indigenous ways of knowing and doing, cannot be underestimated.

    “The knowledge exchange between cultures cannot be underestimated particularly between youth and their interests in digital literacies and elder's interests in passing on Indigenous ways of knowing and doing (Kral, 2012).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kral, 2012

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationown data

    The expert in language socialization is not only the language activists, but also Lampung speaking students who help their non-Lampung speaking peers.

    “Therefore, borrowing the terms from language socialization theory (Schieffelin & Ochs, 1986), the expert here is not only the language activists, but also Lampung speaking students in the classroom who helps their non-Lampung speaking peers.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Schieffelin & Ochs, 1986

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisereasoning

    English is valued highly in Lampung due to its role in the job market and globalized world.

    “English, on the other hand, is valued highly due to its role in the job market and globalized world.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    Lampung youth activists' initiatives indicate that Indigenous youth are aware of the challenging situation and willing to do something to help their community and defend their cultural identity.

    “Their initiatives also indicate how Indigenous youth are not only aware of the challenging situation, but also willing to do something to help their community and defend their cultural identity.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    Everyday youth interactions shed light on commonly held language ideologies and attitudes that colored understandings of the individual language statuses discussed.

    “Everyday youth interactions shed light on commonly held language ideologies and attitudes which colored understandings of the individual language statuses discussed herein.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Premisenone given

    Indigenous languages are in contexts at different stages of reclamation or maintenance.

    “Indigenous languages are in contexts at different stages of reclamation or maintenance”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Both projects continued previous Indigenous youth language studies that encourage youth's funds of knowledge to take part in Indigenous language revitalization efforts.

    “Both continued previous Indigenous youth language studies (Wyman, 2012) that encourage youth's funds of knowledge to take part in Indigenous language revitalization efforts.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Wyman, 2012 source

  • May combine two claims.

    Premisecitation

    People, including Indigenous youth, are situated in a language contact zone and get used to being exposed and possibly speaking in multiple languages.

    “It is the era where people, including Indigenous youth, are situated in a language contact zone and get used to being exposed and possibly speaking in multiple languages.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites May (2014)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Indigenous youth are afraid to try to speak in their Indigenous language with elders from their community, as they are afraid of making mistakes, being teased and shamed in public and becoming impolite.

    “they are also afraid to try to speak in the language with elders from their community, as they are afraid of making mistakes, being teased and shamed in public and becoming impolite.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites McCarty & Wyman, 2009 source
    • cites Wyman, 2012 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Multilingual competence could be potential resources for Indigenous language acquisition and teaching.

    “May argued that such multilingual competence could be potential resources for Indigenous language acquisition and teaching.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites May (2014)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Lampung youths' awareness of the challenging situation and their increasing access and literacy on web-based technology open up the possibility for them to take part in efforts to reverse Lampung language shift, individually or collaboratively with peers and adult language activists from their community, academics, government, and NGOs.

    “Their awareness on the challenging situation and their increasing access and literacy on web-based technology open up the possibility for them to take part in the efforts to reverse Lampung language shift, either individually or collaboratively with their peers and adult language activists from their community, academics, government, and NGOs.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Comparing and contrasting Indigenous youth digital activism across different parts of the world must account for the socio-historical context of language movements in each region and country.

    “One of the caveats about comparing and contrasting Indigenous youth digital activism in different parts of the world surrounds the socio-historical context of language movements in each region in each country.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The socio-historical contexts of language movements in Lampung, Mayangna and Miskitu communities are sufficiently comparable to draw cross-case similarities about youth digital activism.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Javanese youth avoided speaking Javanese with elders and would rather speak in Indonesian.

    “A study done by Smith-Hefner (2009), for instance, shows how Javanese youth avoided speaking Javanese with elders and would rather speak in Indonesian.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Smith-Hefner (2009) source

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationnone given

    Differences exist between reclaiming language and culture for online spaces and fighting against language endangerment or shift.

    “Differences exist between reclaiming language and culture for online spaces and fighting against language endangerment or shift.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    Lampung youths' language activism efforts are interdisciplinary, transdisciplinary, and multidisciplinary.

    “In other words, their efforts are not only interdisciplinary in nature, but also transdisciplinary and multidisciplinary.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationown data

    Students needed to feel safe and supported so that they were not reluctant to try to speak Lampung with one another and the language activists.

    “Students needed to feel safe and supported, so that they were not reluctant to try to speak Lampung with one another and the language activists.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The study used participatory action research involving students, teachers and language activists in discussion about all activities from beginning to end.

    “In this study, I used participatory action research (Mclntyre, 2007), involving students, teachers and language activists in discussion about all the activities from the beginning until the end.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mclntyre, 2007

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Although the number of Lampung speakers is declining, many Lampung youths today are willing to take initiatives to look for resources and opportunities to learn and use Lampung and to promote its use.

    “Although the number of Lampung speakers are declining, there is a hope that many Lampung youths today are willing to take some initiatives to look for resources and opportunities not only to learn and use Lampung, but also to promote the use of the language (Putra, 2018).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Putra, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    Lampung youths' works are informed by their own various experiences and expertise and are done with people from different backgrounds and sectors.

    “Their works are not only informed by their own various experiences and expertise, but also done with people from different backgrounds and sectors.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Providing indirect feedback could give Indigenous youth the feeling of being supported and better facilitate their Indigenous language learning, unlike teasing and shaming.

    “Instead of teasing and shaming that can offend them, providing indirect feedback could give Indigenous youth the feeling of being supported as well as could better facilitate their Indigenous language learning.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The observed translanguaging interactions in Line chats and face-to-face settings constitute or facilitate Lampung language learning.

  • Classified as probably not a substantial claim.

    Interpretationreasoning

    Activist movements look different for every language status.

    “Activist movements thus look really different for every language status.”
    Quote in the paperSubstantial claim
76 of 76

  • The paper relies on this without support.

    The number of Mayangna people is drastically smaller than the number of Miskitu people.

    “The number of Mayangna people is drastically smaller than the number of Miskitu people.”

  • The paper relies on this without support.

    Before this study, on the North Atlantic Coast of Nicaragua, national and international television channels broadcast mainly in Spanish and English.

    “On the North Atlantic Coast of Nicaragua, before this study took place, national and international television channels broadcasted mainly in Spanish and English.”

  • The paper relies on this without support.

    There was only one bilingual news television program in Miskitu and Spanish.

    “There was only one bilingual news television program in Miskitu and Spanish.”

  • The paper relies on this without support.

    Indigenous youth learning their Indigenous language as a second or third language, and non-Indigenous youth learning Indigenous languages, translanguage for a different purpose: they intentionally blend their first and/or second languages in mixed Indigenous language discourse as part of the language learning process.

    “However, when we look at Indigenous youth who are learning their Indigenous language as a second or third language as well as youth who are not necessarily part of Indigenous communities who are learning Indigenous languages, they translanguage for a different purpose.They intentionally translanguage or blend their first and or second languages in mixed Indigenous language discourse as part of the”

  • The paper relies on this without support.

    All actors in the video, including Nataly the mother character and the youth voice, knew that their peers ranged in language competencies in Miskitu, Spanish and English.

    “All of the actors in this video, including Nataly the mother character and the youth voice in Figure 1 above, knew that their peers ranged in language competencies in Miskitu, Spanish and English.”

  • The paper relies on this without support.

    Lampung youth still want to maintain their local identity as Lampung youth, apart from national and global identities they pursue.

    “Apart from national and global identity that they are pursuing, they also still want to maintain their local identity as a Lampung youth.”

  • The paper relies on this without support.

    Lampung youth are faced with inequalities of multilingualism and experience linguistic insecurity because they receive minimum linguistic support from their parents and community.

    “However, they are faced with inequalities of multilingualism and experiencing linguistic insecurity as they receive minimum linguistic support from their parents and community.”

  • The paper relies on this without support.

    Many more Lampung youths beyond Jonny and Novri do various language activism projects using different spaces and modalities and collaborating with different stakeholders of Lampung language.

    “Jony and Novri are, in fact, not alone.There are many more Lampung youths who also do various language activism projects using different spaces and modalities and collaborating with different stakeholders of Lampung language.”

  • The paper relies on this without support.

    The biggest challenge that the students faced was lack of exposure to the use of Lampung.

    “Realizing that the biggest challenge that the students faced was lack of exposure to the use of Lampung, I invited eight language activists to come to three Lampung language classrooms in a private senior high school in Bandar Lampung and share the stories of their language activism.”

  • The paper relies on this without support.

    The observed translanguaging interactions in Line chats and face-to-face settings constitute or facilitate Lampung language learning.

    “This learning process frequently took place in the Line chats and flowed naturally.”

  • The paper relies on this without support.

    The socio-historical contexts of language movements in Lampung, Mayangna and Miskitu communities are sufficiently comparable to draw cross-case similarities about youth digital activism.

    “One of the caveats about comparing and contrasting Indigenous youth digital activism in different parts of the world surrounds the socio-historical context of language movements in each region in each country.”

  • The paper relies on this without support.

    The terms language shift, reclamation and maintenance adequately capture the language situations of Lampung, Miskitu and Mayangna.

    “Languages can be in shift, reclaimed and maintained in Indigenous community contexts around the world.”

  • The paper relies on this without support.

    The youth encountered in the studies are representative enough to support cross-case similarities.

    “The similarity between all of the cases is the youth we encountered in each community embraced these languages online.”

  • The paper relies on this without support.

    The field of youth digital activism in Indigenous language reclamation practice is relatively new.

    “However, since the field of youth digital activism in Indigenous language reclamation practice is relatively new, Putra and Hinton needed best practices for working with multi-ethnic/Indigenous communities.”

  • The paper relies on this without support.

    Many different education policies gear toward assisting youth and adults in the process of learning Indigenous languages.

    “many different education policies gear toward assisting youth and adults in the process of learning Indigenous languages.”
15 of 15

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Wyman, McCarty and Nicholas citation year differs from the reference

    Minor

    The text cites this work as 2014, while the reference list gives 2013.

  • Ruiz citation year differs from the reference

    Minor

    The text cites Ruiz as 1994, while the reference list gives 1984.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 10

  1. Brayboy, B., & McCarty, T. (2014). Editors' Introduction: Critical Indigenous Research Methodologies and the Power of Native Communities. Journal of American Indian Education, 53(1), 1-2.
  2. Cupples, J., & Glynn, K. (2014). Indigenizing and decolonizing higher education on Nicaragua's Atlantic coast. Singapore Journal of Tropical Geography, 35(1), 56-71.
  3. Gee, J. (2004). Situated language and learning a critique of traditional schooling (Literacies). New York; London: Routledge.
  4. Gee, J. P. (2017). Affinity Spaces and 21st Century Learning. Educational Technology, 57(2), 27-31.
  5. Gunarwan, A. (1994). The encroachment of Indonesian upon the Home Domain of the Lampungic Language Use: A Study of the Possibility of a Minor Language Shift. Paper Presented at the Seventh International Conference on Austronesian Linguistics, Leiden University, the Netherlands, 22-27 August 1994.
  6. Hasan, H. (2009). Language Shift in Home Domain in Bandar Lampung. Jurnal Kelasa, 3(2), 20-30.
  7. Katubi. (2006). 'Lampungic Languages: Looking for New Evidence of the Possibility of Language Shift in Lampung and the Question of its Reversal.' Paper Presented at the Tenth International Conference on Austronesian Linguistics, Puerto Princesa, Philippines, 17-20 January 2006.
  8. Putra, K.A. (2018). Youth, Technology, and Indigenous Language Revitalization in Indonesia. Doctoral Dissertation. The University of Arizona, Tucson, Arizona.
  9. San Nicholas-Rocca, T. & Parrish .J. J. (2013).Capturing and conveying Chamorro cultural knowledge using social media. International Journal of Knowledge Management, 9.3 (1).
  10. Wyman, L.T. McCarty, T., & Nicholas, S. (Eds). (2013). Indigenous youth and bi/multilingualism: Language identity, ideology, and practice in dynamic cultural worlds. New York, NY: Routledge.

Cited by

Sorted by citations

Related

Authors
Hinton, L. L., & Putra, K. A.
Affiliations
  • University of Arizona (US)
  • Prince Sattam Bin Abdulaziz University (SA)
ORCID
Putra, Kristian Adi
Venue
The Journal of Second Language Acquisition and Teaching (JSLAT)
Publisher
University of Arizona
Published
2020-10-14
Volume
26
Issue
0
ISSN
2689-8195 (ISSN-L)
DOI
10.2458/jslat.2161
OpenAlex
W3156659621
Semantic Scholar
4530c43b3bda26c4628289a746abf05374bc7664
Cited by
6
References
36
Citations by year
2026: 2 · 2025: 1 · 2023: 3
FWCI
2.32
Type
journal article
Language
en
Open access
Licence
Locations
  • The Journal of Second Language Acquisition and Teaching (JSLAT) (publishedVersion, cc-by)
  • Journal of Second Language Acquisition and Teaching
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Linguistics and Language › Linguistic and Sociocultural Studies
  • Physical Sciences › Computer Science › Human-Computer Interaction › Digital Communication and Language
Keywords
Indigenous language revitalization, social media, digital activism, youth, Miskitu, Mayangna, Lampung language, multilingualism, intercultural competence, multimodality, glocalization, alternative media, language activism, high school students, Indonesia, Nicaragua

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