Can Schools Save Indigenous Languages? Policy and Practice on Four Continents: Palgrave Studies in Minority Languages and Communities

Sonst. Personen	Hornberger, Nancy H. (Hrsg.)
Titel	Can Schools Save Indigenous Languages? Policy and Practice on Four Continents: Palgrave Studies in Minority Languages and Communities
Quelle	(2010), (182 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-2302-8500-7
Schlagwörter	Stellungnahme; Language Maintenance; Multicultural Education; Foreign Countries; Bilingualism; Language Minorities; Educational Policy; Educational Practices; Indigenous Knowledge; Indigenous Populations; Essays; Native Language; Case Studies; Sociolinguistics; Barriers; Performance Factors; Bilingual Education; Instructional Improvement; International Studies; Role of Education; School Role; Book Reviews; Cross Cultural Studies; Mexico; New Zealand + Suchen Sie Ihr Suchwort? Sprachpflege; Multikulturelle Erziehung; Ausland; Bilingualismus; Sprachminderheit; Politics of education; Bildungspolitik; Bildungspraxis; Sinti und Roma; Essay; Aufsatzunterricht; Case study; Fallstudie; Case Study; Soziolinguistik; Leistungsindikator; Bilingual teaching; Bilingualer Unterricht; Unterrichtsqualität; Internationaler Studiengang; Bildungsauftrag; Book reviewing; Book review; Rezension; Cultural comparison; Kulturvergleich; Mexiko; Neuseeland
Abstract	This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Sami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts. This book is divided into two parts. Part I, Case Studies on Four Continents, contains the following: (1) "Out on the Fells, I Feel Like a Sami"--Is There Linguistic and Cultural Equality in the Sami School? (V. Hirvonen); (2) Top-Down and Bottom-Up: Counterpoised Visions of Bilingual Intercultural Education in Latin America (L. E. Lopez); (3) Maori-Medium Education: Current Issues and Challenges (S. May & R. Hill); and (4) Learning with Differences: Strengthening Hnahno and Bilingual Teaching in an Elementary School in Mexico City (N. Rebolledo Recendiz). Part II, Commentaries: International Perspectives on the Case Studies, contains the following: (5) Revitalization Through Indigenous Education--A Forlorn Hope? (L. Huss); (6) Commentary from an African and International Perspective (N. M. Kamwangamalu); (7) Riding the Tiger (B. Spolsky); and (8) Schools as Strategic Tools for Indigenous Language Revitalization: Lessons From Native America (T. L. McCarty). It also includes the following: (1) List of Figures and Tables; (2) Preface; (3) Notes on Contributors; (4) Introduction: Can Schools Save Indigenous Languages? Policy and Practice on Four Continents (N. H. Hornberger); and (5) Index. (ERIC).
Anmerkungen	Palgrave Macmillan. 175 Fifth Avenue, New York, NY 10010. Tel: 888-830-8477; Fax: 800-672-2054; Web site: http://www.palgrave-usa.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10