By Nancy Hornberger
This quantity bargains a detailed examine 4 circumstances of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, HÃ±Ã¤hÃ±Ã¶ in Mexico and Quechua and different indigenous languages in Latin the United States. ranging from the idea than indigenous language revitalization is worthy doing, the authors specialise in how you can do indigenous revitalization, and specifically, the position of colleges in that undertaking. Essays by way of specialists from every one case are in flip mentioned in overseas standpoint by way of 4 counterpart specialists.
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Additional resources for Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities)
It is obvious that mainstream with foreign language teaching, assessed as a non-form or weak form, 38 Can Schools Save Indigenous Languages? does not lead to a high level of bilingualism or multilingualism, but it can increase the student’s positive attitude towards multilingualism and multicultural identity and towards herself and others. Transitional bilingual education, defined as a weak form and used especially in some upper secondary level schools, may have negative consequences for the achievement of educational goals.
Hirvonen 2004: 90–1) Linguistic and Cultural Equality in the Sámi School 35 In some settings, instruction is provided in the Sámi language by a resource teacher who works with the Norwegian-speaking teacher in the same classroom (in Billávuotna and Bissojohka schools with Sámi as L1), or through removing children from their regular classrooms to instruct them in the native language; some immersion camps have also been organized. In some areas, schools get assistance from Sámi kindergartens. From these kindergartens, children enter school speaking Sámi and can choose it as their first or second language.
According to Leanne Hinton, it is not easy to revitalize the language through the language-as-a-subject program, because there is rarely enough time or it is not possible to put the language to practical use. However, the program can help young people to overcome shame and create an eagerness to learn their language. ‘Children with such positive attitudes will be tomorrow’s leaders in language revitalization’ (2001: 7). The schools where Sámi is taught only as a subject realize neither the right of native speakers of Sámi to have their education in their own language nor the right of students studying Sámi as a second language to become functionally bilingual.
Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities) by Nancy Hornberger