Titlebook: Can Schools Save Indigenous Languages?; Policy and Practice Nancy H. Hornberger Book 2008 Palgrave Macmillan, a division of Macmillan Publ

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‘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

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草率男

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

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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

follicular-unit

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

follicular-unit

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

SSRIS

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

ADORE

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

narcissism

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