Norway's “Sámi Language Act”: Emancipatory implications for the world's aboriginal peoples

1995 ◽  
Vol 24 (4) ◽  
pp. 493-514 ◽  
Author(s):  
David Corson
Keyword(s):  
Bilingual Education ◽  
Indigenous People ◽  
Language Education ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Cultural Rights ◽  
Research Questions ◽  
Norwegian Education ◽  
The Impact ◽  
Schooling System

ABSTRACTThe Sámi (formerly called Lapps) are the indigenous people of Arctic Scandinavia and northwest Russia. Legislation giving major language and cultural rights to Norway's Sámi people was enacted in 1992. As an introduction to discussion of the impact of the Sámi Language Act on Norwegian education, this article begins with an outline of the schooling system in Norway. Its review of the act itself covers the following topics: the Sámi culture and the Sámi languages, social and political problems that affect the Sámi, the place of the Sámi languages in education, and recent educational changes that flow from the Sámi Language Act. Three research questions, covering the practice and organization of bilingual aboriginal education in Norway, are then addressed at length. The article concludes by drawing emancipatory implications from the Sámi experience for members of aboriginal cultures and for the future of aboriginal education generally. (Power and culture, Sámi culture, minority education, native language education, bilingual education)

Recontextualizing Immersion in the Chinese Context

2017 ◽  
pp. 177-190
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

scholarly journals Examining New Aboriginal Teachers’ Experiences: Understanding Realities and Building Relationships

2008 ◽  
Vol 4 (3) ◽  
Author(s):  
Lorenzo Cherubini ◽  
Julian Kitchen
Keyword(s):  
Culturally Responsive ◽  
Mother Tongue ◽  
Social Performance ◽  
Critical Role ◽  
Aboriginal Peoples ◽  
Aboriginal Education ◽  
Indian Children ◽  
Building Relationships ◽  
Statistics Canada ◽  
The Impact

The realities of Aboriginal education in Ontario are complex and multi-faceted. After many years of advocacy by Aboriginal leaders, governments and educational authorities are becoming more receptive to Aboriginal education concerns. At the same time, over 42% of 15 to 29 year-olds in Ontario left school with less than a high school education (Aboriginal Peoples Survey, 2001). Even more concerning is evidence that the health of Aboriginal culture continues to decline. A recent Statistics Canada report states that “the proportion of North American Indian children with an Aboriginal mother tongue fell from 9% in 1996 to 7% in 2001” (Aboriginal Peoples Survey, 2001). Aboriginal teachers have a critical role to play in the improvement of Aboriginal education and, particularly, in the preservation and renewal of Aboriginal languages and cultures. Although there is strong evidence that the minority students have higher academic, personal, and social performance when taught by members of their own ethnic group and with culturally responsive approaches (National Collaborative on Diversity in the Teaching Force, 2004), there is little research on the needs of Aboriginal educators. The literature is particularly silent about new Aboriginal teachers’ successes, problems, and the impact of their teacher education programs on their practice. These challenges, particularly the critical need for Aboriginal teachers able to support student learning and contribute to the preservation of their distinct languages and cultures, prompted us to conduct research with new Aboriginal educators.

Recontextualizing Immersion in the Chinese Context

2022 ◽  
pp. 256-269
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

Examining the Impact of COVID-19 Pandemic on Online Education: Reviewing the Indian Schooling System Based on the Perspective of Major Indian E-tutoring Platforms

2021 ◽  
pp. 097226292110290
Author(s):  
Vivek Suneja ◽  
Shabani Bagai
Keyword(s):  
Literature Review ◽  
Online Education ◽  
Education System ◽  
Indian Education ◽  
Online Methods ◽  
The Impact ◽  
Education Process ◽  
Schooling System

The COVID-19 pandemic has halted the typical schooling methodology and forcibly shifted the mode of learning online. This article investigates into the inherent concerns faced by the Indian education system and strategizes ways in which online methods could plug the gaps in India. The spiralling growth witnessed by the major supplemental educational providers testifies the acceptability of a blended approach in India. The literature review highlights how the education process could be more effective based on their strategies, perspectives and benefits.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

scholarly journals Multimodal Transport in the Context of Sustainable Development of a City

2021 ◽  
Vol 13 (4) ◽  
pp. 2239
Author(s):  
Marzena Kramarz ◽  
Edyta Przybylska
Keyword(s):  
Sustainable Development ◽  
Freight Transport ◽  
Key Factors ◽  
The Sustainable Development ◽  
Individual Character ◽  
Third Stage ◽  
Multimodal Transport ◽  
Research Questions ◽  
The Individual ◽  
The Impact

Multimodal freight transport in cities is a complex, valid, and vitally important problem. It is more seldom underlined in scientific studies and included in cities’ strategies that devote more attention to passenger transport than freight transport. The increased utilization of multimodal transport matches current transport policy and at the same time, it is one of the most important challenges put before cities striving to achieve sustainable development. In this case, the paper embarks upon the problem of relations between multimodal transport development and the sustainable development of the cities. The objective of the paper is an analysis of the impact of the selected city of the Upper Silesian metropolis on the development of multimodal freight transport and an assessment of the impact of the development of multimodal transport on the sustainable development of the cities of the Upper Silesian metropolis. The authors developed three research questions in order to implement the adopted objective. The process of looking for the answer included four stages. Within the first and second stages, the literature studies and experts’ research allowed for identifying key factors of the multimodal transport development that a city may have an impact on. In the third stage, the research was two-fold and was based on a questionnaire and scenario analysis. Due to the individual character of each of the cities, scenarios were developed for Katowice, being the main economic center of Upper Silesian and Zagłębie Metropolis. As a result of the research, factors have been identified that must be included in a strategy of a city that strives for sustainable development. The last stage of the research focused on the initial concept of the multimodal transport development impact assessment on sustainable development of the cities. Conclusions developed at individual stages allowed for answering the research questions.

scholarly journals The interplay between environmental exposures and COVID-19 risks in the health of children

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Peter D. Sly ◽  
Brittany A. Trottier ◽  
Catherine M. Bulka ◽  
Stephania A. Cormier ◽  
Julius Fobil ◽  
...  
Keyword(s):  
Air Pollution ◽  
Air Quality ◽  
Disease Severity ◽  
Research Effort ◽  
Severe Disease ◽  
Environmental Exposures ◽  
Research Strategy ◽  
Lessons Learned ◽  
Research Questions ◽  
The Impact

Abstract Background An unusual feature of SARS-Cov-2 infection and the COVID-19 pandemic is that children are less severely affected than adults. This is especially paradoxical given the epidemiological links between poor air quality and increased COVID-19 severity in adults and that children are generally more vulnerable than adults to the adverse consequences of air pollution. Objectives To identify gaps in knowledge about the factors that protect children from severe SARS-Cov-2 infection even in the face of air pollution, and to develop a transdisciplinary research strategy to address these gaps. Methods An international group of researchers interested in children’s environmental health was invited to identify knowledge gaps and to develop research questions to close these gaps. Discussion Key research questions identified include: what are the effects of SAR-Cov-2 infection during pregnancy on the developing fetus and child; what is the impact of age at infection and genetic susceptibility on disease severity; why do some children with COVID-19 infection develop toxic shock and Kawasaki-like symptoms; what are the impacts of toxic environmental exposures including poor air quality, chemical and metal exposures on innate immunity, especially in the respiratory epithelium; what is the possible role of a “dirty” environment in conveying protection – an example of the “hygiene hypothesis”; and what are the long term health effects of SARS-Cov-2 infection in early life. Conclusion A concerted research effort by a multidisciplinary team of scientists is needed to understand the links between environmental exposures, especially air pollution and COVID-19. We call for specific research funding to encourage basic and clinical research to understand if/why exposure to environmental factors is associated with more severe disease, why children appear to be protected, and how innate immune responses may be involved. Lessons learned about SARS-Cov-2 infection in our children will help us to understand and reduce disease severity in adults, the opposite of the usual scenario.

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