Local Languages as a Resource in (Language) Education

2017 ◽  
pp. 197-217 ◽  
Author(s):  
Ahmar Mahboob ◽  
Angel M. Y. Lin
Keyword(s):  
Language Education ◽  
Local Languages

Multilingual Education in South Siberia: National Schools in the Republics of Altai and Tyva

2012 ◽  
Vol 9 (2) ◽  
pp. 139-155
Author(s):  
Joan F. Chevalier
Keyword(s):  
Language Education ◽  
Minority Languages ◽  
Regional Study ◽  
Indigenous Youth ◽  
Language Programs ◽  
Local Language ◽  
Multilingual Education ◽  
South Siberia ◽  
Local Languages

Subtractive bilingualism is widespread throughout Siberia, with indigenous youth often more proficient in Russian than in their non-Russian local languages. Siberia’s national schools, which are secondary schools offering instruction in local languages of Russia, provide critical institutional support for minority languages. The goal of this interdisciplinary regional study is to present an overview of national schools’ development in two neighboring southern Siberian republics, Altai and Tyva, up to the present, and to evaluate the role of national schools’ local language programs in promoting language vitality. The study examines a shift in priorities and challenges in local language education since 1991, the factors contributing to the shift, particularly federally-enacted educational reforms, and what has been done in these regions to meet these challenges.

scholarly journals The Development of an Android-Based Anggah-Ungguhing Balinese Language Dictionary

2018 ◽  
Vol 12 (1) ◽  
pp. 4 ◽  
Author(s):  
I Made Agus Wirawan ◽  
Ida Bagus Made Ludy Paryatna
Keyword(s):  
Life Cycle ◽  
Learning Process ◽  
Daily Life ◽  
Mother Tongue ◽  
Language Education ◽  
User Needs ◽  
Education Students ◽  
Development Life Cycle ◽  
Software Development Life Cycle ◽  
Local Languages

Indonesia is an archipelago country with a variety of local languages; one of which is Balinese (mother tongue), used by the Balinese people in daily life and in certain ritual ceremonies. In Universitas Pendidikan Ganesha, Department of Balinese Language Education, students have been given Anggah-Ungguhing in speaking subjects where they are taught to understand the use of Balinese language based on social strata.  But in the process of learning the Anggah-Ungguhing, there are some problems, including: 1) There is no media that supports learning of Anggah-Ungguhing vocabulary. 2) The motivation of students when learning Anggah-Ungguhing by using books is low. Based upon the analysis on the problems and previous researches, this study aims to: 1) Development of mobile dictionary to support the learning process Angggah - Ungguhing anywhere and anytime. 2) Measuring the level of student’s motivation are using mobile dictionary while learning vocabulary Anggah - Ungguhing. The method used in this research is Software Development Life Cycle (SDLC) with Waterfall based model. Based on the results of tests that have been done, mobile dictionaries can be declared successfully developed based on user needs. In this research has distributed about 60 questionnaires to measure the level of student’s motivation who use mobile dictionaries on learning Anggah - Ungguhing Balinese language. The result of the student’s motivation measurement shows that the motivation of the students that the learns Anggah - Ungguhing Balinese languange using mobile dictionary is in the positive category.

Minority language education in Nepal

2018 ◽  
Vol 42 (1) ◽  
pp. 16-44
Author(s):  
Kristine A. Hildebrandt ◽  
Jessica S. Krim
Keyword(s):  
Research Question ◽  
Language Education ◽  
Minority Language ◽  
National Language ◽  
Future Role ◽  
Minority Language Education ◽  
The Face ◽  
Local Languages

Abstract This article, a case study in one group of communities of Nepal, considers minority language education in the face of increasing encroachment of the dominant and national language Nepali. Our over-arching research question asks, in the context of local education, what we can observe about the perceived value, use of, and competition between two local languages (Gurung, Gyalsumdo) and also between these languages and Nepali (the national language of Nepal) in the Manang District. We find persistent divisions amongst residents and educators about the current and future role of local languages.

scholarly journals STRATEGI PENYULUH BAHASA BALI DALAM MENINGKATKAN KETERAMPILAN BERBAHASA BALI PADA SISWA SEKOLAH DASAR DI DESA BESTALA BULELENG

2021 ◽  
Vol 24 (1) ◽  
pp. 119
Author(s):  
Ketut Sidang Partayasa ◽  
Ni Nengah Selasih ◽  
I Ketut Sudarsana
Keyword(s):  
Elementary Students ◽  
Education Program ◽  
Language Skills ◽  
Language Education ◽  
Grade School ◽  
Local Content ◽  
Learning Group ◽  
Class Teacher ◽  
Local Languages

<p><em>Balinese was one of the local languages that needed to be preserved. To preserve them requires the planting of understanding that starts with children. The Balinese language lesson got into the local content, so the Balinese study was short. Given matter does not fit the field of possession. The Balinese textbook was also very scant, and the teacher was a class teacher rather than a field teacher. It is to be the student of sd Bestala. Students in the possession of language materials, the characters and literature of Bali are not at maximum. On the basis of this, the Bali language education program with the Balinese learning group provides an additional Balinese lesson outside school hours. In general, the aim of the study is to learn Balinese will be able to improve the Balinese ability of Bestala elementary students, silirite district, buleleng district. Specifically assessed: 1. The upgrade of the grade school student Balinese language skills at Bestala village, 2. The process of learning Balinese in meningthe Balinese language skills at Bestala village, and 3. The implication of the Balinese skills on elementary students in Bestala village. As for the theories used in this study are structural functional theories, constructive theories and behavioristic.</em></p>

scholarly journals Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon

2017 ◽  
Vol 6 (6) ◽  
pp. 106
Author(s):  
Carlous Muluh Nkwetisama
Keyword(s):  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Teaching ◽  
Indigenous Languages ◽  
Access To Education ◽  
English Language Education ◽  
English Language Teachers ◽  
Different Levels ◽  
Local Languages

The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon. 

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

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