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Advancing Technology-Enhanced Language Education and Preservation
As Winke and Koné (2023) emphasize, it is “applied linguists’ duty to support the instructional advancement of Indigenous languages and [less commonly taught languages] LCTLs through the power of technology, with a dual purpose of language empowerment and preservation” (p. 226). As they note, technologies, from social media and digital gaming to open digital archives, augmented and virtual realities, and generative artificial intelligence (GenAI)-powered tools, have transformed second language (L2) education at all levels, broadening learning opportunities, promoting culturally responsive teaching, and enabling communities to sustain or preserve their languages.
Remarkably, despite widespread cuts to language programs and declining institutional support worldwide, interest in technology-supported L2 education continues to grow. Reflecting this trend, an increasing number of educational technology co-mpanies (e.g., Duolingo, Babbel, ElsaSpeak, Immerse) are heavily investing in tools for both classroom and individual language learning to meet the rising demand for accessible, engaging, and scalable L2 learning solutions. Yet Indigenous languages and LCTLs remain underrepresented, with fewer digital resources, limited networking opportunities, fewer (though growing) research publications exploring the use of technology in language teaching or preservation (e.g., Hermes & King, 2013; Sato et al., 2017; Shin & Choi, 2025; Snead & Cushman, 2023), and fewer funding opportunities compared to widely taught languages.
To foster collaboration and advance scholarship in this area, the Linguistics Department at Ohio University (OU) is hosting a two-day conference focused on technology-enhanced language teaching for these languages, titled “Digital approaches to teaching less commonly taught and Indigenous languages.” Specifically, the conference will bring together scholars and educators in second language acquisition and instructional technology, as well as developers of educational technologies, to share innovative practices, showcase emerging tools, and foster interdisciplinary collaborations. Participants will gain practical strategies for integrating technology into LCTL and Indigenous language instruction and preservation, and will engage with current research on these underrepresented languages.
References
Hermes, M. & King, K. A. (2013). Ojibwe language revitalization, multimedia technology, and family language learning. Language Learning & Technology, 17(1), 125–144.
Sato, E., Chen, J. C. C., & Jourdain, S. (2017). Integrating digital technology in an intensive, fully online college course for Japanese beginning learners: A standards‐based, performance‐driven approach. The Modern Language Journal, 101(4), 756-775.
Shin, J., & Choi, Y. (2025). Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types. Language Learning & Technology, 29(2), 132–160.
Snead, T., & Cushman, E. (2023). Building a community‐centered archive for Cherokee language description, documentation, and reclamation. The Modern Language Journal, 107(1), 242-267.
Winke, P., & Koné, K. (2023). Call for papers for a special issue on Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology. Language Learning & Technology, 27(2), 226–227ù
Submission types
Submissions will be accepted in various formats, including:
Research paper (20 min presentation + 10 min Q&A)
Classroom report (20 min presentation + 10 min Q&A)
Poster presentation (guided session during poster block)
Technology review (e.g., tools for LCTL/Indigenous language learning) (20 min presentation + 10 min Q&A)
Workshop (e.g., AI-powered tools for language instruction) (60–90 min interactive session)
The conference aims to cover multiple aspects of technology-enhanced language teaching in the context of LCTLs and Indigenous languages, including:
Development and/or implementation of digital tools, platforms, and online curricula;
Digital spaces (e.g., social media, digital games) and immersive realities;
GenAI applications in LCTLs and Indigenous languages;
Language revitalization and technology;
Teacher education and continuous professional development.
Please note: The conference is planned as an in-person event. However, a limited online presentation option may be made available, and a dedicated section of the conference website may be created for asynchronous virtual contributions, if a number of presenters are unable to attend in person.
Submission Deadline: August 16, 2026.
Notification of Acceptance: Notifications will be sent out as soon as possible.
Acceptance Criteria: As this is the first time hosting this conference, the organizers aim to accept as many submissions as possible.
Abstracts must meet requirements regarding the use of technology for the teaching, learning, or preservation of less commonly taught languages or indigenous languages.
Language Scope: Presentations focused on commonly taught languages, such as English, French, Spanish, and Italian, will not be considered. However, submissions that showcase methodologies, pedagogical approaches, technologies, or digital tools developed in the context of commonly taught languages are welcome if they explicitly discuss how these approaches can be adapted, transferred, or implemented in the teaching and learning of LCTLs and/or Indigenous languages. Authors should clearly reflect on the relevance, applicability, and potential impact of their work for LCTL and Indigenous language contexts.
Presenter Confirmation Due: September 1, 2026.
Linguistics Department at OU
Our mission is to develop and disseminate theory-driven, empirically validated applications for both language teaching and other language-related purposes.
We provide professional-level teacher education to novice and experienced language teachers (including pre-service teacher preparation modules in TEFL - Teaching English as a Foreign Language), and offer language instruction to learners of Arabic, Chinese, Japanese, Swahili, and English.
Additionally, our faculty in the Linguistics Department, along with several graduate students serving as teaching assistants, teach and develop curricula for LCTLs and actively explore the integration of technology into LCTL instruction. In detail, the department offers courses in language and technology and in technology-enhanced language teaching (TELT), as well as the opportunity to earn:
a TELT module at the undergraduate level
a TELT certificate at the graduate level.
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