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===== From sequential to concurrent: reframing documentation and revitalization ===== ** Natalia Cáceres | Laboratoire DDL **\\ ---- <WRAP group> <WRAP half column justify> Documentation and description of endangered languages has traditionally been the purview of academic linguists, while preservation and revitalization are often viewed as being of greater interest to speech community members. Viewing them as disparate activities can create an artificial hierarchy wherein support for revitalization is seen as secondary to and derivative of documentation. In this talk, I argue instead for an integrative approach that reframes the endeavors as equal, simultaneous, and non-derivative. Reframing the relationship from sequential to concurrent is essential to creating a more robust corpus that better meets the needs of all stakeholders. </WRAP> <WRAP half column justify> Case-study examples from my own fieldwork illustrate the positive impacts of working with community partners to set mutually beneficial goals from the outset of a project. For example, members of the Kari'nja community of Konomerume have begun a revitalization project that includes a teaching component. While planning curriculum, teachers and I struggled to understand the difference between three constructions that native speakers identified as functionally interchangeable (1), (2), 0. </WRAP> </WRAP> <WRAP group> <WRAP half column> (1) Jety 'ne Racquel. j- ety 'ne Racquel 1- name.Pssd Intns Nm ‘My name is Racquel.’ </WRAP> <WRAP half column> (2) Omepaneng me      wa. omepa -neng me wa teach  -one.who.does  Attr 1.Cop ‘I am a teacher.’ </WRAP> </WRAP> <WRAP group> <WRAP half column> (3) Omepaneng me we'i. omepa -neng me w- e'i -i teach -one.who.does Attr 1- Cop - Rec.Pst 'I was a teacher.’ </WRAP> </WRAP>