標題: Titlebook: Can Schools Save Indigenous Languages?; Policy and Practice Nancy H. Hornberger Book 2008 Palgrave Macmillan, a division of Macmillan Publ [打印本頁] 作者: 無力向前 時間: 2025-3-21 19:12
書目名稱Can Schools Save Indigenous Languages?影響因子(影響力)
書目名稱Can Schools Save Indigenous Languages?影響因子(影響力)學科排名
書目名稱Can Schools Save Indigenous Languages?網絡公開度
書目名稱Can Schools Save Indigenous Languages?網絡公開度學科排名
書目名稱Can Schools Save Indigenous Languages?被引頻次
書目名稱Can Schools Save Indigenous Languages?被引頻次學科排名
書目名稱Can Schools Save Indigenous Languages?年度引用
書目名稱Can Schools Save Indigenous Languages?年度引用學科排名
書目名稱Can Schools Save Indigenous Languages?讀者反饋
書目名稱Can Schools Save Indigenous Languages?讀者反饋學科排名
作者: 忙碌 時間: 2025-3-21 20:28
‘Out on the fells, I feel like a Sámi’: Is There Linguistic and Cultural Equality in the Sámi School it is the main issue for the Sámi people, too. For instance, a report written by experts of the United Nations Permanent Forum for Indigenous Issues points out that the right to mother-tongue medium education is an educational linguistic human right. These experts have also made draft recommendatio作者: 手榴彈 時間: 2025-3-22 00:57 作者: 草率男 時間: 2025-3-22 07:32
Māori-medium Education: Current Issues and Challengesis that Aotearoa/New Zealand is one of the only national contexts that specifically distinguishes between bilingual and immersion education. Elsewhere, immersion education is regarded simply as one form of bilingual education. However, in Aotearoa/New Zealand, the two forms are consistently juxtapos作者: 粘連 時間: 2025-3-22 11:21
Learning with Differences: Strengthening H??h?? and Bilingual Teaching in an Elementary School in Mehe case of the Alberto Correa Evening Elementary School (EPVAC) and the . or Roma Housing Projects (hereafter, .) close to the school, presenting a description of the objectives of an experience in bilingual education recently set in motion there. Given that the bilingual education project began onl作者: follicular-unit 時間: 2025-3-22 16:33
Revitalization through Indigenous Education: a Forlorn Hope?began in the early 1900s and gradually grew in strength, weathering the period of overt assimilation policies which lasted almost until the 1970s, witnessing then a growing tolerance, and since the 1990s, benefiting from a certain advocacy on the part of the authorities vis-à-vis the strivings of th作者: follicular-unit 時間: 2025-3-22 18:58
Commentary from an African and International Perspectiveey not only carry within them a wealth of knowledge about the local ecosystem, but they also act, as Crystal (2000) observes, as a repository of a polity’s history, traditions, arts and ideas. When a language is lost, much of the wealth of knowledge it embodies is also lost, a point that contributor作者: SSRIS 時間: 2025-3-23 01:03
Riding the Tigerure and moves rapidly to proclaim the greater worth of the conquering or colonial or national language. In my own studies, I have traced two such cases — the effect of schools on the shift from Māori to English in New Zealand (a phenomenon that started in the 1870s and achieved its goals over the ne作者: ADORE 時間: 2025-3-23 05:28
Schools as Strategic Tools for Indigenous Language Revitalization: Lessons from Native America to mean more than ‘preserving’ a language by documenting or archiving its lexicon and grammatical structure, although those are certainly critical tasks. To save a language, linguistic anthropologist Leanne Hinton notes, is to cultivate new speakers: ‘to find ways of helping people learn the langua作者: narcissism 時間: 2025-3-23 07:36
2947-5880 ?h?? in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.978-0-230-28500-2978-0-230-58249-1Series ISSN 2947-5880 Series E-ISSN 2947-5899 作者: 哎呦 時間: 2025-3-23 12:28
https://doi.org/10.1007/978-1-59259-984-4sks. To save a language, linguistic anthropologist Leanne Hinton notes, is to cultivate new speakers: ‘to find ways of helping people learn the language in situations where normal language transmission across generations no longer exists’ (Hinton 2003: 45). This includes spoken language, written language, or both.作者: creatine-kinase 時間: 2025-3-23 17:16 作者: transplantation 時間: 2025-3-23 20:37
The Evidence-Based Neurology Curriculumly the survival and economic viability of their speakers in national contexts where educational systems massively fail Indigenous people, closing them out and leaving them illiterate and oppressed in their own land (Kamwangamalu 2005).作者: 丑惡 時間: 2025-3-23 23:27
Study Approach and Testing-Taking Strategiesations; however, one may present some reflections on the outline, methodology and fundamental direction of the project, whose development is underpinned and guided by Indian identity and bilingualism.作者: GAVEL 時間: 2025-3-24 05:11
Introduction: Can Schools Save Indigenous Languages? Policy and Practice on Four Continentsly the survival and economic viability of their speakers in national contexts where educational systems massively fail Indigenous people, closing them out and leaving them illiterate and oppressed in their own land (Kamwangamalu 2005).作者: employor 時間: 2025-3-24 06:53 作者: 流出 時間: 2025-3-24 12:57
Study Approach and Testing-Taking Strategies World War). This volume asks a challenging question: Can the instrument of defeat be turned around into a method of defense? Can schools preserve rather than weaken the heritage languages of Indigenous peoples? Can those who wish to preserve their heritage language and culture ride the educational tiger that is working so hard to consume it?作者: Slit-Lamp 時間: 2025-3-24 18:45
Riding the Tiger World War). This volume asks a challenging question: Can the instrument of defeat be turned around into a method of defense? Can schools preserve rather than weaken the heritage languages of Indigenous peoples? Can those who wish to preserve their heritage language and culture ride the educational tiger that is working so hard to consume it?作者: 弄臟 時間: 2025-3-24 22:16
Māori-medium Education: Current Issues and Challengesed. This distinction is instantiated by the recognition, and associated funding, of four levels of immersion: Level 1: 81–100 per cent; Level 2: 51–80 per cent; Level 3: 31–50 per cent; Level 4: 12–30 per cent.作者: 老人病學 時間: 2025-3-24 23:28 作者: lesion 時間: 2025-3-25 06:36 作者: Noctambulant 時間: 2025-3-25 07:36 作者: Chandelier 時間: 2025-3-25 11:51
https://doi.org/10.1007/978-1-59259-984-4is region the national policies that promote and regulate the application of bilingual education — in an Indigenous language and Spanish or Portuguese — have, for the most part, been the result of Indigenous suffering in constant struggle against racism and discrimination. This reality arises from t作者: chiropractor 時間: 2025-3-25 19:22
Study Approach and Testing-Taking Strategiesis that Aotearoa/New Zealand is one of the only national contexts that specifically distinguishes between bilingual and immersion education. Elsewhere, immersion education is regarded simply as one form of bilingual education. However, in Aotearoa/New Zealand, the two forms are consistently juxtapos作者: 指耕作 時間: 2025-3-25 20:54
Study Approach and Testing-Taking Strategieshe case of the Alberto Correa Evening Elementary School (EPVAC) and the . or Roma Housing Projects (hereafter, .) close to the school, presenting a description of the objectives of an experience in bilingual education recently set in motion there. Given that the bilingual education project began onl作者: stress-response 時間: 2025-3-26 03:13
Study Approach and Testing-Taking Strategiesbegan in the early 1900s and gradually grew in strength, weathering the period of overt assimilation policies which lasted almost until the 1970s, witnessing then a growing tolerance, and since the 1990s, benefiting from a certain advocacy on the part of the authorities vis-à-vis the strivings of th作者: atrophy 時間: 2025-3-26 05:10 作者: 路標 時間: 2025-3-26 10:23
Study Approach and Testing-Taking Strategiesure and moves rapidly to proclaim the greater worth of the conquering or colonial or national language. In my own studies, I have traced two such cases — the effect of schools on the shift from Māori to English in New Zealand (a phenomenon that started in the 1870s and achieved its goals over the ne作者: BOOR 時間: 2025-3-26 13:12
https://doi.org/10.1007/978-1-59259-984-4 to mean more than ‘preserving’ a language by documenting or archiving its lexicon and grammatical structure, although those are certainly critical tasks. To save a language, linguistic anthropologist Leanne Hinton notes, is to cultivate new speakers: ‘to find ways of helping people learn the langua作者: DEVIL 時間: 2025-3-26 18:35
‘Out on the fells, I feel like a Sámi’: Is There Linguistic and Cultural Equality in the Sámi School it is the main issue for the Sámi people, too. For instance, a report written by experts of the United Nations Permanent Forum for Indigenous Issues points out that the right to mother-tongue medium education is an educational linguistic human right. These experts have also made draft recommendations to governments that:作者: confide 時間: 2025-3-26 21:16 作者: FIR 時間: 2025-3-27 05:02 作者: 等級的上升 時間: 2025-3-27 09:03 作者: heterogeneous 時間: 2025-3-27 10:24
https://doi.org/10.1057/9780230582491education; learning; school作者: DRAFT 時間: 2025-3-27 17:03 作者: 粗糙 時間: 2025-3-27 18:51 作者: 倔強不能 時間: 2025-3-28 00:57 作者: 固定某物 時間: 2025-3-28 05:58 作者: Flustered 時間: 2025-3-28 06:30 作者: 誹謗 時間: 2025-3-28 12:53
Top-down and Bottom-up: Counterpoised Visions of Bilingual Intercultural Education in Latin Americaion has always been looked upon with concern and distrust, practically from the moment our countries became independent and adopted the principles of classical European liberalism. Latin American countries — while conscious of the ethnic, cultural and linguistic diversity inherent to their societies作者: 尊敬 時間: 2025-3-28 18:11
Commentary from an African and International Perspective settings, where various factors, such as the lack of resources and of community and institutional support mitigate against Indigenous language maintenance. But how can society ensure that it preserves the Indigenous languages and the knowledge they embody for the benefit of both current and future 作者: 偽造 時間: 2025-3-28 21:19 作者: 可觸知 時間: 2025-3-29 01:44
https://doi.org/10.1007/978-1-59259-984-4 settings, where various factors, such as the lack of resources and of community and institutional support mitigate against Indigenous language maintenance. But how can society ensure that it preserves the Indigenous languages and the knowledge they embody for the benefit of both current and future 作者: 入伍儀式 時間: 2025-3-29 05:36
9樓作者: Dappled 時間: 2025-3-29 11:16
10樓作者: Frequency-Range 時間: 2025-3-29 15:02
10樓作者: anniversary 時間: 2025-3-29 17:51
10樓作者: 苦惱 時間: 2025-3-29 21:42
10樓
