I definitely agree with the other panellists in terms of where the funding is directed as well as in terms of knowledge ownership to not only ensure that the communities own that knowledge but that it is also shared with them.
Lots of times western ways of knowing are greatly influencing how language learning and language teaching are taken up within the classroom. We already know through research that there are very effective practices that are based on indigenous language transmission initiatives. How can we get that information to our communities so that they are putting together programs that are already using effective practices?
As I also mentioned in my opening remarks, how are we compensating those fluent language speakers for their time and knowledge? That is a huge consideration that definitely impacts research. I have had many fluent speakers who are very interested in helping out, but when it comes to providing them with an honorarium, because they are on a guaranteed income supplement they are not in a position to help, because the honorarium impacts their income negatively.
There are things that need to be put in place to protect the knowledge as well as the time and experience that those elders and fluent speakers are bringing.