By Nancy Hornberger
This quantity deals a detailed examine 4 situations 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 basis than indigenous language revitalization is worthy doing, the authors specialise in how one 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 through 4 counterpart specialists.
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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)
Every year, we have maybe five to ten such students. ’ It is important to remember that Sámi is the language of a minority and has a lower status in society and only a few domains in which it is used (see Magga 2003). In many areas, it is also a language which is only taught as a subject in school and there are few people in the community who have it as their native language. On the other hand, the pupils who choose Sámi as a second language are supposed to become bilingual. In such a situation, teaching methods – and how suitable the methods are for Sámi children – are of importance.
The most significant thing about the curriculum – in terms of politics – is that the syllabuses do not apply only to Sámi but to all students in the implementation area of the Sámi Act, and Sámi do not need to be a majority in such Sámi schools. 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.
A year after the Model Plan (M74) came into force, the Sámi Educational Board was founded through a Royal Resolution in Norway (1976). Its purpose was to attend to educational issues concerning the Sámi, and during the first years of its existence, the board worked to integrate Sámi content into the curriculum and to ensure that teaching materials were available in Sámi. The board worked under the auspices of the Ministry of Education until the end of 1999. Since then, Sámi educational issues have been administered by the Sámi Parliament (established in 1989), and the Sámi Educational Board is now called the Sámi Parliament’s Department of Education.