scholarly journals WHERE SHOULD WE LEARN OUR NATIVE LANGUAGE? FOUR CASES OF INDIGENOUS COMMUNITIES IN LATIN AMERICA

2021 ◽  
pp. 41-48
Author(s):  
Ана Кондич
Keyword(s):  
Latin America ◽  
Language Learning ◽  
Language Attitudes ◽  
Native Language ◽  
Language Teaching ◽  
Indigenous Communities ◽  
Indigenous Languages ◽  
Language Endangerment ◽  
The Moment ◽  
Academy Of Sciences

Хотя усвоение языка в раннем детстве в семье является важнейшим условием сохранения языка, многие автохтонные языки мира сегодня уже перестали передаваться внутри семьи. Многие родители считают, что их этнический язык для детей бесполезен, и предпочитают воспитывать детей на официальном языке страны. В статье я сравню ситуации четырех автохтонных языков Латинской Америки, с которыми я работаю: юго-восточный хуастекский (майя, Мексика), цоциль де Сан Исидро де ля Либертад (майя, Мексика), виличе/цесунгун (мапудунган, Чили) и михе (михе-зокеанский, Мексика). Эти миноритарные языки находятся в разных регионах и в разных социальных контекстах. В некоторых сообществах естественная передача языка от родителей детям уже давно прервана, а в других, напротив, внутрисемейная передача языка поддерживается. Из этих четырех языков под серьезной угрозой исчезновения находятся, прежде всего, виличе/цесунгун (мапудунган, Чили) и юго-восточный хуастекский (майя, Мексика), поскольку родители перестали передавать эти языки новым поколениям, лишая таким образом собственных детей их языкового наследства. Первым языком детей в этих двух сообществах является испанский. С другой стороны, ситуация с цоцилем де Сан Исидро де ля Либертад (майя, Мексика) и михе (михе-зокеанский, Мексика) гораздо лучше, так как подавляющее большинство детей в этих сообществах говорят на своем этническом языке и усваивают испанский только в начальной школе. Можно добавить, что в Сан Исидро де ля Либертад, как и в некоторых удаленных деревнях михе, в начальной школе преподавание ведется на их этническом языке. This research was presented at the colloquium “The fate of linguistic heritage: transmitted to the younger generations or lost?” held at the RAS Institute of Linguistics of the Russian Academy of Sciences in May 2021. My presentation was a short overview of the language acquisition patterns within four indigenous communities in Latin America, speakers of the following indigenous languages: South Eastern Huastec (Mayan, Mexico), Tsotsil of San Isidro de la Libertad (Mayan, Mexico), Huilliche/Tsesungun (Mapudungan, Chile) and Mixe (Mixe-Zoquean, Mexico). I carried out extensive fieldwork and research with these communities (more details can be found in Kondic 2021, Kondic 2021 (forthcoming), Kondic 2015b, Kondic 2014a, Kondic 2014b, Kondic 2011b, Kondic 2010). At the moment my research concentrates on the sociolinguistic situation with the language Mixe (Mixe-Zoquean, Mexico), namely, on their language attitudes. During each of these four projects I produced learning materials to facilitate language teaching and revitalization (Kondic 2009b, Kodic 2016, Kondic 2015a, Kondic 2013b, Kondic 2015c, Kondic 2018b). The materials I produced and left in the communities are now being used for language teaching and maintenance. In this article I am going to present my insight into the patterns of native language learning within the above four communities. Many of Mexican indigenous languages are at present in decline and falling into disuse. Language endangerment often causes interruption in the process of language transmission, and it will be interesting to see what the situation is like within these different languages of Latin America that I had an opportunity to work with.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

scholarly journals Two approaches to reversing language shift and the Soviet publication program for indigenous minorities

2006 ◽  
Vol 29 (1-2) ◽  
pp. 131-147 ◽  
Author(s):  
Nikolai Vakhtin
Keyword(s):  
State Policy ◽  
Indigenous Communities ◽  
The State ◽  
Indigenous Languages ◽  
Native Languages ◽  
Language Endangerment ◽  
Soviet State ◽  
Publication Program ◽  
Publishing Policy ◽  
Indigenous Minorities

AbstractThe present paper discusses the interplay between the Soviet state policy towards indigenous languages of "Northern Minorities" and the attitudes of the indigenous communities to their languages and to language endangerment. The author uses statistics on the Soviet state program of publishing books (primarily school books) in indigenous languages that was launched in the late 1920s and underwent considerable changes in the course of the decades to follow. It is argued that the publishing policy for all languages of indigenous minorities of the Far North followed the same consistent pattern that included several phases: "a glorious beginning" in the 1930s interrupted by the war, then a strong continuation in the 1950s, then a drop in the 1960-70s, and a resurrection in the 1980s, interrupted by the economic crisis of the early 1990s. The most interesting and the least clear period is the two and a half decades between mid-1950s and late 1970s where changes of the state policy may be connected with changes in community attitudes towards their native languages. A successful policy of language preservation and revitalization is possible only if it is supported simultaneously by the state and the indigenous community.

scholarly journals Language Endangerment and Endangered Languages. Linguistic and Anthropological Studies with Special Emphasis on the Languages and Cultures of the Andean-Amazonian Border Area.

2012 ◽  
Vol 7 (1) ◽  
pp. 97
Author(s):  
Antônio Almir Silva Gomes
Keyword(s):  
Latin America ◽  
Indigenous Languages ◽  
Endangered Languages ◽  
Border Area ◽  
Language Endangerment ◽  
General Studies

O livro “Language Endangerment and Endangered Languages” é o quinto número da série INDIGENOUS LANGUAGES OF LATIN AMERICA (ILLA), que edita a Universidade de Leiden. A presente obra foi organizada por Leo Wetzels, professor das universidades de Vrije Universiteit (Amsterdam) e Paris-III, Sorbonne Nouvelle. A publicação é constituída de duas partes distintas. A primeira parte, intitulada “General Studies: Endangered Languages and Language Endangerment” é composta por cinco artigos escritos, respectivamente, por Marianne Mithun, Marie-France Patte, Maria S. de Aguiar, Maria do Socorro Pimentel da Silva e Jerzy Koopman. A temática central dos referidos artigos centra-se em questões relacionadas ao trabalho de documentação em campo. A segunda parte, diferentemente da primeira, está subdividida em 03 seções; sendo que as duas primeiras tratam de dois grupos genéticos específicos: Maku e Nambikwara. A última seção apresenta informações acerca de diversas outras línguas indígenas.

Towards education in children’s languages in Jharkhand, India

2019 ◽  
Vol 3 (2) ◽  
pp. 218-232
Author(s):  
Binay Pattanayak
Keyword(s):  
Language Learning ◽  
State Government ◽  
Primary Schools ◽  
Mother Tongue ◽  
Indigenous Communities ◽  
Education Programme ◽  
The State ◽  
Indigenous Languages ◽  
Set Up ◽  
Regional Languages

Abstract Jharkhand, India, is home to around 20 indigenous languages. People from around 33 indigenous communities use these languages. Around 2010, the state used to experience children’s highest dropout from primary schools in the nation. In the education system there was no clarity about how to address this persistent issue. In 2011, the author set up a research cell titled M-TALL (Mother-Tongue-based Active Language Learning) akhra in the state. The center undertook a socio-linguistic survey which revealed that around 96% children in the state did not speak in Hindi. They communicated in their local indigenous languages at home, playground and market. The study also found out that children failed to understand their teacher and textbooks written in Hindi. Initially the duty bearers did not pay any attention to the findings. The M-TALL akhra researchers continued their exploration and collected a lot of learning resources from each community. They developed bilingual picture dictionaries in 9 indigenous and regional languages for use in children’s early grades. Then M-TALL akhra developed a pre-school education package. In 2016, the state government with help of M-TALL akhra developed culturally sensitive new textbooks in 5 indigenous and 2 regional languages. Using these, the state initiated a mother-tongue-based multilingual education programme in around 1000 schools.

scholarly journals THE HISTORY OF DEVELOPMENT METHODOLOGY OF UKRAINIAN LANGUAGE LEARNING

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Halyna Krokhmalna ◽  
◽  
Yaroslava Nesterchuk ◽  
Keyword(s):  
Language Learning ◽  
Spiritual Development ◽  
New Technologies ◽  
Native Speaker ◽  
Native Language ◽  
Language Teaching ◽  
Modern Society ◽  
Educational Process ◽  
History Of Development ◽  
History Of

The development of methods of teaching the Ukrainian language in primary school is investigated in this scientific work. There is also finds out the reasons that slowed down the process of its improvement. But nowadays thanks to the constant scientist`s and teacher`s work there are lots of new technologies and methods of education which before were impossible. Modern society needs citizens with a broad worldview, always ready for the challenges of today, and not with limited knowledge on a particular issue. So that the aim «to form a successful personality» should be achieve in each subject. Methodology of Ukrainian language teaching has its own history of development which should know every future teacher. It is a big pity that the ways of it`s were really difficult as it often was forbidden, suffer from political pressure and lack of methodological and technical support. Due to work with various achievements of world pedagogical science and scientists, we can discover more and more about history of different educational methods, means and forms in Ukrainian language lessons. It is considered that language is the product of historical development of society, which use the property of the previous stages of its life. It is the similar for all native speaker but its realization in speech has features. Pedagogical deal with speech as the means of education and knowledge of the environment. Some pedagogues grant great importance to native language as the means of influence on the spiritual development of the child. As a science methodology of Ukrainian language teaching consist of theoretical and practical components, provides preparation of teachers for effective organization of the educational process. Its aim is to find only that educational means which are able to provide the best result in learning the subject. Around the most popular education methods which are used in Ukrainian language lessons in the past and present mark out: narration, conversation, work with books, written exercises. Teaching of native language should accord to all modern demands as personal needs of young pupils in communicative and social development are also always changing.

Metapragmatic perceptions in native language vs. lingua franca settings

2017 ◽  
Vol 2 (1) ◽  
pp. 107-131 ◽  
Author(s):  
Karen Glaser
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
English Learners ◽  
Native Language ◽  
Language Teaching ◽  
Target Language ◽  
Consciousness Raising ◽  
Lingua Franca ◽  
Studying Abroad ◽  
Pragmatic Awareness

Abstract Language learning in study abroad is usually analyzed for settings where the target language is the native language, thereby ignoring the growing number of lingua franca contexts in study abroad. To address this gap, this study examined the pragmatic perceptions of 19 English learners studying abroad, comparing students in native-language settings to their peers in lingua franca environments. During their semester abroad following pragmatic instruction, the learners composed essays which elicited their perceptions of the instruction’s usefulness, applicability, gains in pragmatic awareness, and (dis)advantages of including pragmatics in the curriculum. The results indicate that the native-language setting offers more opportunities to apply pragmalinguistic strategies taught in class, but the lingua franca environment provides more room for sociopragmatic awareness and negotiation. The lingua franca students valued the instruction more, and they highlighted the importance of pragmatic consciousness-raising to complement pragmalinguistic strategies. Implications for study abroad research and language teaching are derived.

scholarly journals Lengua y educación frente a la pervivencia de las culturas nativas de America Latina

2002 ◽  
Vol 22 ◽  
pp. 31-67
Author(s):  
Iwona Stoińska-Kairska
Keyword(s):  
Latin America ◽  
Native Language ◽  
Daily Life ◽  
Short Description ◽  
Indigenous Languages ◽  
Indigenous Cultures ◽  
Original Language ◽  
America Latina

Short Description: Stoińska-Kairska’s article focuses on the problem of language in relation to persistence of native cultures in Latin Americas. She sets up a typology based on the use of language. It includes societies that use in their original language in daily life and pass it on to new generations, societies that use native language but where younger generations are abandoning it, and the societies which do not use their native language. The article analyses the role of language in the process of disintegration of indigenous cultures. As a conclusion, she presents several notions of how to counter this negative phenomenon.The article contains an annex - a list of indigenous languages used in Latin America.

scholarly journals PRZYGOTOWANIE DO PRACY Z UCZNIAMI O SPECJALNYCH POTRZEBACH EDUKACYJNYCH: JĘZYKOWE NARZĘDZIA DIAGNOSTYCZNE W PRAKTYCE NAUCZYCIELSKIEJ

Neofilolog ◽  
2019 ◽  
pp. 187-201
Author(s):  
Katarzyna Karpińska-Szaj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Native Language ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Language Teaching ◽  
Special Educational Needs

Adapting foreign language teaching to the requirements of studentswith special educational needs requires prior diagnosis of the developmentalpotential of the pupils concerned. Because of the educationaland rehabilitative character of foreign language learning in studentswith language and speech deficiencies, the diagnosis addresses thepossibilities of using foreign language learning in developing generaland linguistic competencies in both languages (native and foreign). Thearticle presents the aims of diagnosing linguistic communicative competenciesin the context of foreign language teaching. The differencesbetween speech diagnosis and diagnosis performed for the needs of foreignlanguage teaching are discussed, based on cases of pupils with deficienciesin their native language (Polish). The evaluation of the students’competencies involved reformulation as an instrument of linguistic diagnosis;learning strategies were also considered in the assessment.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Vol 3 (1) ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Critical Analysis ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

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