Read e-book online Can Schools Save Indigenous Languages?: Policy and Practice PDF

By Nancy Hornberger

This quantity deals an in depth examine 4 circumstances of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and different indigenous languages in Latin the USA. ranging from the basis than indigenous language revitalization is worthy doing, the authors specialize in tips on how to do indigenous revitalization, and specifically, the position of faculties in that activity. Essays by way of specialists from each one case are in flip mentioned in overseas point of view via 4 counterpart specialists.

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Read or Download Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities) PDF

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Extra resources for Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents (Palgrave Studies in Minority Languages and Communities)

Sample text

The beginning of the section on principles states that: The Sámi School, as part of the common school, is founded on the principle that education must be common and equal and start from and be based on the nature and needs of the Sámi society. In terms of content and quality, education must provide basic skills which bring the cultural heritage to life, motivate students to make use of the local culture, and provide children and young people with the desire to become active and innovative in both the Sámi and Norwegian societies.

No/servlet/ reform97. GSI (Grunnskolens Informasjonssystem) [The information system of the comprehensive school], Oslo: Norwegian Ministry of Church Affairs, Education and Research, Central Statistical Office. Hætta Eriksen, Edel (1977), ‘Norga vuoddoskuvla sámimánáide/Norsk grunnskole for samebarn/Norjan peruskoulu saamelaisten kannalta’, Diedut 1977:2. Oappahusáššiid seminara. Møte om samiska utbildningsfrågor. Saamelaisten opetusasioita käsittelevä seminaari [The comprehensive school for the Sámi children in Norway.

Teachers working outside the central Sámi Area often have to defend the children’s right to learn Sámi, and also their right to have the subject of Sámi language and culture treated on an equal basis with other subjects. Teachers say that the Sámi lessons are often assigned the most unfavorable teaching hours. This means that schools are not taking into consideration either learning results or pedagogical arguments when organizing the teaching of Sámi. This is evident in the failure to plan the teaching so as to give Sámi equal status with other subjects.

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