scholarly journals Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism

2022 ◽  
Author(s):  
Tracey Peace‐Hughes
Keyword(s):  
Language Education ◽  
Minority Language ◽  
Minority Language Education ◽  
Language Revitalisation

Onderwijs in de Minderheidstaal als Middel Tegen Taalverschuiving

2005 ◽  
Vol 74 ◽  
pp. 111-121
Author(s):  
Jeroen Darquennes
Keyword(s):  
European Union ◽  
Critical Evaluation ◽  
Language Education ◽  
Minority Language ◽  
Minority Education ◽  
Linguistic Research ◽  
Minority Language Education ◽  
Language Minorities ◽  
Middel Tegen

After briefly situating the state of indigenous language minorities within the present European Union, this article investigates the role of minority language education in language maintenance efforts in present-day Hungary. A sketch of Hungary's contemporary policy on minority education is followed by a description of the daily praxis in minority education. The confrontation of policy and praxis leads to a critical evaluation that mainly focuses on structural shortcomings. To conclude, some statements are formulated on further requirements of sociolinguistic and contact linguistic research in the multilingual Hungarian setting.

Language Ideologies and Minority Language Education: Lessons from Brittany for Kashubia

2017 ◽  
Vol 26 (1) ◽  
pp. 192-206
Author(s):  
Nicole Dołowy-Rybińska ◽  
Michael Hornsby
Keyword(s):  
Language Ideologies ◽  
General Trend ◽  
Language Education ◽  
Minority Language ◽  
Future Generations ◽  
Educational Systems ◽  
Minority Languages ◽  
Minority Language Education ◽  
Educational Programmes ◽  
Ethnographic Data

In many situations of minority language education, the focus has been on gains in the absolute numbers of speakers, with the result that less attention has been paid to the processes and linguistic outcomes associated with students in these educational programmes. In this article, we initiate a discussion on the revitalization situations in Brittany and Kashubia from a comparative perspective. In particular, we look at the different models of education in each of these regions and examine ethnographic data that highlight the attempts of students to attain legitimate ‘speakerhood’ of the minority languages in question. In particular, we take into the consideration the difficulties associated with these situations of attempted additive multilingualism when the general trend, among the majority populations, is toward standardized monolingualism. By way of a conclusion, we attempt to evaluate the different educational systems in both regions in terms of the production of future generations of ‘successful’ Kashubian and Breton speakers by examining the various language ideologies that are apparent in both situations of language revitalization.

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.

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