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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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

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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

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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

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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

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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

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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

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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 recommendations to governments that: