Literacy in Minority Languages: What Hope? Literacy Lessons.

Autor/in	Robinson, Clinton D. W.
Institution	International Bureau of Education, Geneva (Switzerland).
Titel	Literacy in Minority Languages: What Hope? Literacy Lessons.
Quelle	(1990), (17 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Community Education; Educational Policy; Elementary Education; Foreign Countries; Literacy; Literacy Education; Minority Groups; National Programs; Native Language Instruction; Official Languages; Oral Language; Sociolinguistics; Unwritten Languages + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Politics of education; Bildungspolitik; Elementarunterricht; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Ethnische Minderheit; nicht übertragen; Native language education; Muttersprachlicher Unterricht; Office language; Amtssprache; Oral interpretation; Mündlicher Sprachgebrauch; Soziolinguistik
Abstract	Many minority languages are unwritten, undocumented, and thus considered unsuitable for institutional communication and for inclusion in national literacy campaigns. Literacy should be set in a context that puts the local people at the center of the process, respects their cultural identity, and enables them to set their own agenda for socioeconomic and cultural development. Within such an orientation, literacy in minority languages finds its justification, since it will enable genuine two-way communication in which local self-expression is at least as important as the transmission of information and messages to the local community. Issues related to minority language literacy include the following: (1) many languages have only hundreds of speakers; (2) many of these languages are marginal to the mainstream of national life; (3) some people think minority language literacy impedes national unity; (4) some people favor a national language; and (5) resources for developing minority language literacy are limited. Minority language use is inappropriate as preparation for higher education, national-level administration, and employment in national institutions. The process of introducing literacy into a community whose language is an unwritten minority language involves a basic research phase, a student motivational phase, the phase during which the program is implemented, and a phase in which local trained personnel provide materials for neoliterate people. (CML)
Anmerkungen	International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC