scholarly journals Hand in Hand or Worlds Apart? An Overview of Translation and Education in the Upper Sorbian Context

2021 ◽  
Vol 1 (2) ◽  
pp. 5-15
Author(s):  
Antony Hoyte-West
Keyword(s):  
Professional Training ◽  
Tertiary Education ◽  
Publishing House ◽  
Language Education ◽  
Relevant Information ◽  
Minority Language ◽  
New Developments ◽  
Slavic Languages ◽  
Minority Language Education

The second smallest of the Slavic languages, Upper Sorbian (hornjoserbšćina) is a minority language spoken in Upper Lusatia, located in eastern Germany close to the Czech and Polish frontiers. Building on previous work, this literature-based preliminary study explores the intersection between the domains of translation and minority language education with regard to the Upper Sorbian language. Initially, a historical and contemporary overview of the relevant sociolinguistic environment is provided, which is followed by an examination of the links between translation and education in the Upper Sorbian secondary and tertiary education sectors, as well as in professional training for language professionals. In addition, particular attention is also paid to the role of Domowina Verlag, the Sorbian-language publishing house. Finally, relevant information and new developments regarding the provision of translation and interpreting within the Upper Sorbian context are also presented, and the need for further empirical research is outlined.

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.

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 APPLYING THE PRINCIPLES OF NEW PUBLIC MANAGEMENT TO MEASURE THE PERFORMANCE IN EDUCATION – VALUE FOR MONEY

2019 ◽  
Vol 2 (1) ◽  
pp. 50-57
Author(s):  
Jana Štrangfeldová ◽  
Štefan Hronec ◽  
Jana Hroncová Vicianová ◽  
Nikola Štefanišinová
Keyword(s):  
Public Management ◽  
New Public Management ◽  
Tertiary Education ◽  
Relevant Information ◽  
Value For Money ◽  
The Public ◽  
New Public ◽  
Comprehensive Measurement

Education is a key area, the results of which play an important role in the development of each society. The role of education focused on the inclusion of children into school groups, to prepare students to enter the labour market or continue their studies in the context of tertiary education is a sufficient argument to enable beginning to look for answers and possible solutions to the difficult question of the quality of schools. Constant pressure from the public forces them to monitor and improve the provision of public services, and continually enhance their own performance in order to achieve long-term existential security. These facts consequently require a comprehensive measurement of their performance. This opens up opportunities for applying the concept of Value For Money based on the principles of New Public Management. The purpose of the scientific study is to show the potential uses of Value for Money on the example of education. The suggestion of methodology of VFM to measure the performance in education presented in this study shows possibilities to measure, evaluate, monitor and achieve necessary and especially relevant information about the situation of education and subsequent decision-making not only for public forces, but also, it can be the suitable tool for public grammar schools themselves. The article is co-financed by the project VEGA 1/0651/17.

Enabling characteristics of new budgeting practice and the role of controller

2016 ◽  
Vol 13 (1) ◽  
pp. 31-56 ◽  
Author(s):  
Tiina Henttu-Aho
Keyword(s):  
Design Methodology ◽  
Relevant Information ◽  
Management Control ◽  
Holistic View ◽  
New Developments ◽  
Role Change ◽  
Content Type ◽  
Paper Company

Purpose This paper aims to investigate the emergence of the enabling characteristics of new budgetary practices and their implications for the role of controller. Design/methodology/approach The longitudinal perspective of this qualitative case study is based on interviews of controllers and managers involved in budgetary work. This study monitored the four enabling characteristics of management control, namely, repair, internal transparency, global transparency and flexibility (Adler and Borys, 1996), related to the new budgeting practices in one global paper company. Findings The findings of the study demonstrate that the implementation of rolling forecasting was a major attempt at “repair” to remedy the incompleteness of accounting information, which made controllers experts in producing and delivering more realistic forward-looking information in the organization. The increasing internal and global transparency of new budgetary practices enabled controllers at various levels of organization to develop new competences, which helped controller network to build a holistic view of the totality of control and supply more relevant information in organization. Moreover, the inherent flexibility of the system was a major condition for improving organizational effectiveness in budgetary work. However, the study shows that the controller’s attitude towards enabling formalization is not necessarily positive if the system is not aligned with professional mindset and competence. Originality/value This study adds to the understanding of the complementarity between new developments of budgeting and controller role by addressing the enabling uses of management control systems, which have the potential to enhance the controller role change.

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.

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