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This paper outlines the design, development, and preliminary usability study of a system comprising 1) a web-based Indigenous lesson-creation interface and 2) an accompanying mobile app for studying the lessons. The Nisotak project was developed in response to the need for the preservation of Indigenous languages and to support reconciliation within Canada. In this paper, the authors discuss the technological aspects of the project and the less tangible decision-making that helped navigate software development in ways that support and honour Indigenous languages, Indigenous knowledge, and Indigenous people while, at the same time, making space for non-Indigenous allies. The key decisions that guided this project included privileging the target language(s), accommodating multiple dialects, creating an easy-to-use and engaging interface for non-technical users, and designing for easy transfer of ownership and management. Finally, the authors share the results of a small usability study.

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the development of mobile learning tools and approaches for Cree language teachers. It is hoped that this article will stimulate a dialogue amongst designers and Indigenous groups regarding language sustainability through mobile learning. The article concludes with key findings: the need to follow protocols, to establish good relationships, and to design for areas of low/no bandwidth. Finally, the examination of current Indigenous language learning methods provides ideas for the development of much needed “apps” appropriate for Cree learners and teachers.

In Canada it is a time of reconciliation. So, while Indigenous languages in Canada are in decline, it is also a time for action and a time for hope. Language loss began with the era of the white settlers. It was exacerbated by the Indian Act (1876) and the introduction of the residential schools. As a result of the trauma, many residential school survivors either abandoned or avoided their ancestral languages. These sleeping languages require positive, sustainable, and culturally appropriate pedagogies for revitalization initiatives. We argue that technology can help to support language maintenance initiatives if implemented alongside culturally appropriate curricula. We offer suggestions for mobile applications that can complement language teaching strategies currently used by Indigenous groups in Canada and abroad.

In this article, the authors explore how mobile learning can complement the Certificate of Indigenous Languages program at the University of Saskatchewan in Western Canada. Through the FRAME model analysis, the authors extract salient cultural, pedagogical, environmental, and technological characteristics that should be considered in the development of mobile learning tools and approaches for Cree language teachers. It is hoped that this article will stimulate a dialogue amongst designers and Indigenous groups regarding language sustainability through mobile learning. The article concludes with key findings: the need to follow protocols, to establish good relationships, and to design for areas of low/no bandwidth. Finally, the examination of current Indigenous language learning methods provides ideas for the development of much needed “apps” appropriate for Cree learners and teachers.