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Can Schools Save Indigenous Languages?: Policy and Practice by Nancy Hornberger

By Nancy Hornberger

This quantity deals an in depth examine 4 circumstances of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and different indigenous languages in Latin the United States. ranging from the basis than indigenous language revitalization is worthy doing, the authors specialize in the best way to do indigenous revitalization, and particularly, the function of colleges in that pastime. Essays by way of specialists from every one case are in flip mentioned in overseas standpoint via 4 counterpart specialists.

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54–86. Magga, Ole Henrik and Tove Skutnabb-Kangas (2001), ‘The Saami languages: the present and the future’, Cultural Survival Quarterly (Summer 2001), 26–31, 51. Linguistic and Cultural Equality in the Sámi School 41 Magga, Ole Henrik, Ida Nicolaisen, Mililani Trask, Tove Skutnabb-Kangas and Robert Dunbar (2004), ‘Indigenous children’s education and Indigenous languages’, expert paper written for the United Nations Permanent Forum on Indigenous Issues. Ministry of Church Affairs, Education and Research (1989), Minsttarplána vuod¯d¯oskuvlii, 2.

According to Leena Linguistic and Cultural Equality in the Sámi School 33 Huss and many others, language revitalization means ‘a conscious effort to curtail the assimilative development of a language which has been steadily decreasing in use and to give it a new life and vigour’ (1999: 24). In the coastal Sámi area, this kind of revitalization is very obvious and remarkable when looking at individual persons and schools. According to the O97S curriculum, pupils can choose Sámi as their second language, which has functional bilingualism as its goal.

From 1 January 2006, a new municipality, Divttasvuotna/Tysfjord (7), was included in the Sámi Administrative Area. The Education Act (VSL 1990, § 40 a) provided all children living in the Sámi Area, regardless of their ethnic background, the right to receive instruction in and through the medium of Sámi. Pupils with a Sámi background outside the Sámi Area also got the right to instruction in or through Sámi, but there had to be at least three pupils in any one school. The Education Act also granted the municipalities in the Sámi Area the right to decide that all Sámi-speaking pupils in a comprehensive school would be taught Sámi for nine years, and that Norwegian-speaking pupils would also have Sámi as a subject.

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