DOCSLIB.ORG

Global Survey of Revitalization Efforts: a Mixed Methods Approach to Understanding Language Revitalization Practices

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Global Survey of Revitalization Efforts: a Mixed Methods Approach to Understanding Language Revitalization Practices Vol. 13 (2019), pp. 446–513 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24871 Revised Version Received: 22 May 2019 Global Survey of Revitalization Efforts: A mixed methods approach to understanding language revitalization practices Gabriela Pérez Báez University of Oregon & Smithsonian Institution Rachel Vogel Cornell University Uia Patolo Auckland University of Technology The world’s linguistic diversity, estimated at over 7,000 languages, is declining rapidly. As awareness about this has increased, so have responses from a number of stakeholders. In this study we present the results of the Global Survey of Re- vitalization Efforts carried out by a mixed methods approach and comparative analysis of revitalization efforts worldwide. The Survey included 30 questions, was administered online in 7 languages, and documented 245 revitalization ef- forts yielding some 40,000 bits of data. In this study, we report on frequency counts and show, among other findings, that revitalization efforts are heavily fo- cused on language teaching, perhaps over intergenerational transmission of a lan- guage, and rely heavily on community involvement although do not only involve language community members exclusively. The data also show that support for language revitalization in the way of funding, as well as endorsement, is critical to revitalization efforts. This study also makes evident the social, cultural, polit- ical, and geographic gaps in what we know about revitalization worldwide. We hope that this study will strengthen broad interest and commitment to studying, understanding, and supporting language revitalization as an integral aspect of the history of human language in the 21st century. 1. Introduction1 The world’s linguistic diversity is estimated to encompass over 7,000 languages (Hammarström et al. 2018; Simons & Fennig 2018). This diversity, as has 1This research has been made possible primarily through funding from the Recovering Voices initiative of the Smithsonian’s National Museum of Natural History. This study greatly benefited from the support of the Auckland University of Technology and the intellectual stimulus and research assistance from mem- bers of the Linguistics Department at the University of Hawai‘i at Mānoa: Andrea Berez, Lyle Campbell, William O’Grady, and Ken Rehg, and their students and alumni: Carolina Aragon, Raina Heaton, Bradley Rentz, and Kaori Ueki. The interest of national and international interns at the undergraduate and grad- uate level was critical for the research. Thus, we thank Carlos Cisneros, Sarah Johnson, Kate Murray, Jessica Nesbitt, Chris Pérez, Skyler Rachlin, and David Silverman. We appreciate the time that colleagues took to review drafts of this paper. Above all, we are grateful to the respondents of the surveys for taking the time to share their experiences with us. Licensed under Creative Commons E-ISSN 1934-5275 Attribution-NonCommercial 4.0 International Global Survey of Revitalization Efforts: A mixed methods approach to understanding language … 447 been reported for decades, is declining rapidly. Early calculations estimated that as many as 90% of the world’s languages could go dormant by the end of the 21st cen- tury (Hale et al. 1992). More recently, Simons & Lewis (2013) calculated that from a sample of 7,480 languages, the process of intergenerational transmission has been interrupted in 1,480 (20%) of them, and 2,384 (32%) languages are in some stage of shift. The Catalog of Endangered Languages (ELCat; 2018) lists 3,150 languages at some level of vulnerability, amounting to 46% of the 6,879 languages (Campbell & Rehg 2018). To give but a couple of precise examples of the extent to which linguistic diversity has been reduced, of the more than 300 languages documented to have been in use at the time of European contact in what are now the United States and Canada, over half no longer have native users (Campbell & Rehg 2018). Of some 700 lan- guages currently still in use in Latin America, most are in some degree of vulnerability (Pérez Báez et al. 2016). In Africa, home to about a third of the world’s languages, more than one quarter of the languages are endangered (see Belew & Simpson 2018 for details about language endangerment in all other regions of the world). Critically, 24% of the world’s linguistic diversity has been lost in the last 60 years alone (Barlow & Campbell in press, as cited in Campbell & Rehg 2018). The estimates and figures might vary from one study to another and debate has arisen based on the fact that languages have changed and gone out of use throughout history. However, there is general agreement on the realization that the rate at which languages are going out of use is unprecedented in recorded history. As awareness about the issue of language endangerment has increased, so have responses from a number of stakeholders and supporting parties. Independently of the debates about whether it is valid, reasonable, or recommended to intervene and attempt to change the course of the ongoing decline in linguistic diversity (see, for instance, the oft-cited Ladefoged 1992 and ensuing responses), the fact of the mat- ter is that there are numerous ongoing efforts to maintain languages in use. These range from documentation of extant languages; efforts to preserve, disseminate, and analyze historical documentation of languages without first-language speakers; devel- opment of methods in language teaching; approaches to open or re-open domains of use for endangered languages; raising awareness about the importance of sustaining linguistic diversity; and establishing policies at the local, national, and international levels intended to support it. The goal of the present study is to gain greater knowl- edge of the extent of these efforts and as many of their particularities as possible, and to do so in a systematic, comparative manner that might pave the way for future growth and improvement in our understanding of language revitalization. The academic literature reporting on language revitalization efforts is now co- pious and dates back several decades. In order to contribute to this literature, we present here the results of what we believe to be the first study to survey, at a global scale and in a mixed methods and comparative format, efforts to revitalize languages: the Global Survey of Language Revitalization Efforts (henceforth the Survey). This study follows a pilot project in which the Survey methods were tested, with prelim- inary results reported in Pérez Báez et al. (2018). Through the Survey we obtained data on 245 efforts to revitalize languages, providing some 40,000 bits of data on lan- Language Documentation & Conservation Vol. 13, 2019 Global Survey of Revitalization Efforts: A mixed methods approach to understanding language … 448 guage revitalization practices around the world. In this paper we present frequency counts from most sections of the Survey followed by a discussion of the contribution of such data to what is currently known about language revitalization. This study provides data to back some assumptions about language revitalization. This study also presents new findings, some which are surprising. For instance, efforts that began after the year 2000 make over 50% of the sample, prompting the question as to what factors might be motivating an increase in engagement in revitalization. This study provides evidence that while languages in the more advanced stages of lan- guage shift make up a large percentage of the cases surveyed, the data do not support the assumption that engagement in revitalization might be dependent on the realiza- tion that a language is in an advanced stage of shift – cases of maintenance of extant vitality are well represented in the survey. The Survey reveals a strong focus on lan- guage teaching over language socialization and intergenerational transmission of the language amongst its respondents. Nevertheless, practitioners engage in a diversity of activities which require collaborations which are not limited to the language commu- nity: Over half of the efforts documented involve collaborations between individuals from within the language community as well as individuals external to it. The Sur- vey shows unequivocally that support for revitalization, both in the way of funding and in the way of moral, social, political, and institutional support, constitutes the greatest asset to the efforts as well as their greatest need. This study is the result of an interdisciplinary collaboration directed by the lead author and made possible by the Recovering Voices initiative of the Smithsonian’s National Museum of Natural History. The impetus for this study came from numer- ous discussions with colleagues in the Linguistics Department at the University of Hawai‘i at Mānoa about the need to develop methods of comparative analysis in or- der to better understand how revitalization is being practiced around the world and how best to contribute towards revitalization depending on one’s own set of skills and the particular circumstances of any given effort. The research began painstak- ingly with an extensive literature review carried out primarily by co-author Vogel (see Pérez Báez et al. 2018 for details). A pilot survey ensued, followed by analysis of its results and improvements leading to the implementation of the full Survey. Data processing was carried out by co-author Patolo, sociologist with the International Center for Language Revitalization whose participation in the research was made possible by the Auckland University of Technology. §2 explains the rationale for a comparative mixed-methods study of this kind based on the review carried out of the literature on language endangerment and revi- talization. In doing so, it builds upon Pérez Báez et al. (2018). In §3, we describe the methods used during the research, both in terms of the design, pilot, and full-scale implementation of the survey, and in terms of the processing and analysis of the data. Results of the Survey are presented in §4 mostly in the form of frequency counts.
Load more

Recommended publications
  • Program-UPDATED-2019-06-18.Pdf
    1 Victoria University - Wellington Māori and Indigenous Analysis Ltd Te Pouhere Kōrero Tū Tama Wahine o Taranaki 2 PROGRAMME INFORMATION DURING THE CONFERENCE Abbreviations Transport to the conference venue GAPA: Gallagher Academy of Performing Arts Complimentary buses will circulate between Hamilton LHC: Local Host Committee City and the University of Waikato throughout the day, Thursday to Saturday. City stops will be Victoria Street, near the Ibis and Novotel hotels, with a Concurrent Session Types morning pick-up at Distinction Hotel, Te Rapa. Film: Film screening and discussion. Hamilton Taxis is offering a special conference Individual Paper Session: Individual papers organized rate for delegates, just mention NAISA when booking. into sessions by NAISA Council with the chair of the Free call 0800 477 477. Local Host Committee. Panel: A chaired panel of scholars who present Karakia | Prayer developed papers on a defined topic. Some panels Every morning, 8:15 am, S Block G.01. have commentators who will discuss the papers. Roundtable: A group discussion of a defined topic that Kaumātua (Elder) Space opens up to the audience. Somewhere for elders to gather and take time out: A Block tearoom. Presentation Room Technology All presentation rooms have: Tā Moko and Healing Space • a PC connected to an audio system and Tā moko and healing services will be available daily in projector; A Block. For appointments, please contact the artists • a DVD player; and and practitioners directly via the conference website. • speakers with an external audio jack. All PCs have a USB port for you to access, and HDMI Registration and VGA input to connect devices such as laptops, Find the registration desk on Thursday in L Block, and including Macs.
    [Show full text]
  • Indigenous People of Western New York
    FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018.
    [Show full text]
  • Redalyc.A Summary Reconstruction of Proto-Maweti-Guarani Segmental
    Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas ISSN: 1981-8122 [email protected] Museu Paraense Emílio Goeldi Brasil Meira, Sérgio; Drude, Sebastian A summary reconstruction of proto-maweti-guarani segmental phonology Boletim do Museu Paraense Emílio Goeldi. Ciências Humanas, vol. 10, núm. 2, mayo- agosto, 2015, pp. 275-296 Museu Paraense Emílio Goeldi Belém, Brasil Available in: http://www.redalyc.org/articulo.oa?id=394051442005 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Bol. Mus. Para. Emílio Goeldi. Cienc. Hum., Belém, v. 10, n. 2, p. 275-296, maio-ago. 2015 A summary reconstruction of proto-maweti-guarani segmental phonology Uma reconstrução resumida da fonologia segmental proto-mawetí-guaraní Sérgio MeiraI, Sebastian DrudeII IMuseu Paraense Emílio Goeldi. Belém, Pará, Brasil IIMax-Planck-Institute for Psycholinguistics. Nijmegen, The Netherlands Abstract: This paper presents a succinct reconstruction of the segmental phonology of Proto-Maweti-Guarani, the hypothetical protolanguage from which modern Mawe, Aweti and the Tupi-Guarani branches of the Tupi linguistic family have evolved. Based on about 300 cognate sets from the authors’ field data (for Mawe and Aweti) and from Mello’s reconstruction (2000) for Proto-Tupi-Guarani (with additional information from other works; and with a few changes concerning certain doubtful features, such as the status of stem-final lenis consonants *r and *ß, and the distinction of *c and *č ), the consonants and vowels of Proto-Maweti-Guarani were reconstructed with the help of the traditional historical-comparative method.
    [Show full text]
  • Peoples in the Brazilian Amazonia Indian Lands
    Brazilian Demographic Censuses and the “Indians”: difficulties in identifying and counting. Marta Maria Azevedo Researcher for the Instituto Socioambiental – ISA; and visiting researcher of the Núcleo de Estudos em População – NEPO / of the University of Campinas – UNICAMP PEOPLES IN THE BRAZILIAN AMAZONIA INDIAN LANDS source: Programa Brasil Socioambiental - ISA At the present moment there are in Brazil 184 native language- UF* POVO POP.** ANO*** LÍNG./TRON.**** OUTROS NOMES***** Case studies made by anthropologists register the vital events of a RO Aikanã 175 1995 Aikanã Aikaná, Massaká, Tubarão RO Ajuru 38 1990 Tupari speaking peoples and around 30 who identify themselves as “Indians”, RO Akunsu 7 1998 ? Akunt'su certain population during a large time period, which allows us to make RO Amondawa 80 2000 Tupi-Gurarani RO Arara 184 2000 Ramarama Karo even though they are Portuguese speaking. Two-hundred and sixteen RO Arikapu 2 1999 Jaboti Aricapu a few analyses about their populational dynamics. Such is the case, for RO Arikem ? ? Arikem Ariken peoples live in ‘Indian Territories’, either demarcated or in the RO Aruá 6 1997 Tupi-Mondé instance, of the work about the Araweté, made by Eduardo Viveiros de RO Cassupá ? ? Português RO/MT Cinta Larga 643 1993 Tupi-Mondé Matétamãe process of demarcation, and also in urban areas in the different RO Columbiara ? ? ? Corumbiara Castro. In his book (Araweté: o povo do Ipixuna – CEDI, 1992) there is an RO Gavião 436 2000 Tupi-Mondé Digüt RO Jaboti 67 1990 Jaboti regions of Brazil. The lands of some 30 groups extend across national RO Kanoe 84 1997 Kanoe Canoe appendix with the populational data registered by others, since the first RO Karipuna 20 2000 Tupi-Gurarani Caripuna RO Karitiana 360 2000 Arikem Caritiana burder, for ex.: 8,500 Ticuna live in Peru and Colombia while 32,000 RO Kwazá 25 1998 Língua isolada Coaiá, Koaiá contact with this people in 1976.
    [Show full text]
  • Dee-Ni' Mee-Ne' Wee-Ya' Lhetlh-Xat
    Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class A TERMINAL PROJECT PRESENTED BY Pyuwa Bommelyn TO THE LINGUISTICS DEPARTMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LINGUISTICS WITH A LANGUAGE TEACHING SPECIALIZATION /~--, UNIVERSITY OF OREGON August 2011 Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class 1 UNIVERSITY OF OREGON DEPARTMENT OF LINGUISTICS, COLLEGE OF ARTS AND SCIENCES MA TERMINAL PROJECT APPROVAL FORM August 25, 2011 The examining committee appointed by the Department of Linguistics for the Terminal Project submitted by Pyuwa Bommelyn has read this terminal project and determined that it satisfactorily fulfills the program requirement for the degree of Master of Arts. Project title: Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class Committee Chair: ru~~ Dr. Janne Underriner . Universityg.on, N~orthn _· n-Lan --stitute Committee Member: ' C"' ----~~~--------~~-------- Robert Elliot on, American English Institute Department Chair: Dr. Eric Pederson Linguistics Department Chair \. Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni' Home Language Class 1 ABSTRACT Title: Dee-ni' Mee-ne' Wee-ya' Lhetlh-xat: Dee-ni Home Language Class Author: Pyuwa Bommelyn Committee Chair: Dr. Janne Underriner University of Oregon, Northwest Indian Language Institute Committee Member: Robert Elliot University of Oregon, American English Institute Program: Language Teaching Specialization, Department of Linguistics The Dee-ni' community has been subjugated to many acts of genocide and repression that began when Europeans invaded the Dee-ni' homelands. One result is language loss leaving our community with two remaining fluent speakers ofDee-ni'.
    [Show full text]
  • Considerations for Non-Dominant Language Education in the Global South
    FIRE: Forum for International Research in Education Vol. 5, Iss. 3, 2019, pp. 12-28 LANGUAGE-IN-EDUCATION POLICIES AND INDIGENOUS LANGUAGE REVITALIZATION EFFORTS IN CANADA: CONSIDERATIONS FOR NON-DOMINANT LANGUAGE EDUCATION IN THE GLOBAL SOUTH Onowa McIvor1 University of Victoria, Canada Jessica Ball University of Victoria, Canada Abstract Indigenous languages are struggling for breath in the Global North. In Canada, Indigenous language medium schools and early childhood programs remain independent and marginalized. Despite government commitments, there is little support for Indigenous language-in-education policy and initiatives. This article describes an inaugural, country- wide, federally-funded, Indigenous-led language revitalization research project, entitled NE OL EW̱ (one mind-one people). The project brings together nine Indigenous partners to build a country-wide network and momentum to pressure multi-levels of government to honourȾ agreementsṈ enshrining the right of children to learn their Indigenous language. The project is documenting approaches to create new Indigenous language speakers, focusing on adult language learners able to keep the language vibrant and teach their language to children. The article reflects upon how this Northern emphasis on Indigenous language revitalization and country-wide networking initiative is relevant to mother tongue-based education and policy examples in the Global South. The article underscores the need for both community level initiatives (top-down) and government level policy and funding (bottom up) to support child and adult Indigenous language learning. Keywords: Indigenous language practices, language-in-education policies, policy reform, First Nations, Indigenous, Canada, Global North, Global South 1 Correspondence: Dr. Onowa McIvor, C/O Dept. of Indigenous Education, University of Victoria, PO Box 1700 STN CSC, Victoria BC V8W 2Y2; Email: [email protected] O.
    [Show full text]
  • Youth, Technology and Indigenous Language Revitalization in Indonesia
    Youth, Technology and Indigenous Language Revitalization in Indonesia Item Type text; Electronic Dissertation Authors Putra, Kristian Adi Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 19:51:25 Link to Item http://hdl.handle.net/10150/630210 YOUTH, TECHNOLOGY AND INDIGENOUS LANGUAGE REVITALIZATION IN INDONESIA by Kristian Adi Putra ______________________________ Copyright © Kristian Adi Putra 2018 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2018 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Kristian Adi Putra, titled Youth, Technology and Indigenous Language Revitalization in Indonesia and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. -~- ------+-----,T,___~-- ~__ _________ Date: (4 / 30/2018) Leisy T Wyman - -~---~· ~S:;;;,#--,'-L-~~--~- -------Date: (4/30/2018) 7 Jonath:2:inhardt ---12Mij-~-'-+--~4---IF-'~~~~~"____________ Date: (4 / 30 I 2018) Perry Gilmore Final approval and acceptance of this dissertation is contingent upon the candidate' s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement.
    [Show full text]
  • Dee-Ni' Wee-Ya' Lhetlh-Xat 1
    Dee-ni' Wee-ya' Lhetlh-xat 1 Dee-ni' (Tolowa) language class Textbook 1 Day min' ch'v-ghvt-te'sr (table of content) Title Description Page Number Dan'-waa-ghii~-li~ (history) Language history and current status. 3 Wee-ya' Xwan-tee-ne (language hunter) Teaching language learns how to teach themselves. 24 Dv-laa-ha~ Wee-ya' Slaa Introductions unit 25 Xwee-cha~ Wee-ya' Slaa Weather unit 28 Dee-dvt-nish Wee-ya' Slaa Physical feelings unit 33 Mee-dvt-nish Wee-ya' Slaa Emotional feelings unit 36 Yuu-t'i Wee-ya' Slaa Noun unit 39 Naa-ghvt-na' Wee-ya' Slaa Verbs unit 42 Tv-xvm-t'i Wee-ya' Slaa Postpositions unit 48 Srtaa~ Wee-ya' Slaa Food unit 53 Taa-chv-ghvt-la Wee-ya' Slaa Color unit 55 Taa-chv-ghvt-la nat-trvsh Wee-ya' Slaa Color and clothes unit 56 Tr'vlh-tak yuu-t'I Wee-ya' Slaa Number nouns unit 59 Nay-talh Srtaa~ Wee-ya' Slaa Color with like unit 60 Srii-nis Wee-ya' Slaa Day unit 65 Ghvt-ti~lh Wee-ya' Slaa Time unit 68 Dii-dvn Mvn-taa-dvn Tash Wee-ya' Slaa Modern town, going unit 70 Da'-ye' Wee-ya' Slaa Family unit 74 2 Taa-laa-wa Dee-ni' Dan'-waa-ghii~-li~ "The Tolowa Dee-ni’ History" I. The Taa-laa-waa-dvn A. Dee-ni' / Xvsh The aboriginal lands of the Tolowa Dee-ni', the Taa-laa-waa-dvn, lay along the Pacific coast between Wilson Creek to the south, Sixes River to the north and inland to the Applegate River.
    [Show full text]
  • The Gamella Indians 59
    58 PRIMITIVE MAN THE GAiFITE,AINDIANS CURT NIMUENDAJU * Belem do Para, Brazil AS far back as our historical sources extend two Indian strains are recognizable in the population of the area now forming the state of Maranhao. The unquestionably older element, occupying the center and the south, embraces Ge tribes, includ- ing two linguistically and culturally distinct branches of the stock,-the Timbira in the north and the Akwe in the south. The more recent strain is made up of Tupi tribes, which had settled in the northwest and may likewise be divided into two groups. The dialects of the "he" group-so named from the pronoun of the first person singular-correspond to a somewhat earlier wave of immigrants, represented in this region by the Guajajara and the Amanaye. The speakers of the "ce" dia- lects, on the other hand, in all probability did not immigrate into the area until after the discovery of Brazil, coming from the south; they are here represented only by the Tupinamba. At present the Akwe and the Tupinamba are both extinct in Maranhao, while the Timbira and Guajajara persist. Probably the entire coast of Maranhao and far beyond it in an easterly as well as westerly direction was once occupied by a primitive tribe of fishermen, the Taramembe, part of whose habitat was only subsequently seized by the Tupinamba. The remnants of the Taramembe became extinct in the first half of the last century before anything beyond a few personal names was recorded of their speech. From these and the sparse state- ments about their culture they seem to have been akin neither to the Tupi nor to the Timbira.
    [Show full text]
  • Languages in the Post-Primary Curriculum: a Discussion Paper
    Languages in the post-primary curriculum: a discussion paper David Little Centre for Language and Communication Studies Trinity College Dublin Contents Summary 3 1 Introduction 4 2 The current curriculum 6 2.1 Do we have a language curriculum or language curricula? 6 2.2 English 7 2.3 Irish 9 2.4 French, German, Spanish and Italian 10 2.5 Other languages 12 2.6 Issues for discussion 13 3 The language situation in Ireland 15 3.1 Irish 15 3.2 Irish Sign Language 15 3.3 Irish Traveller Cant 17 3.4 “New” languages 17 3.5 Issues for discussion 18 4 The challenge of internationalisation 20 4.1 The international role of English 20 4.2 Ireland’s membership of Europe 20 4.3 Issues for discussion 22 5 The Common European Framework and the European Language Portfolio 23 5.1 Functions, notions, and the communicative approach 23 5.2 The Common European Framework 24 5.3 The European Language Portfolio 26 5.4 Further developments 27 5.5 Issues for discussion 28 6 Trends in language teaching 30 6.1 The “communicative revolution” 30 6.2 The central role of target language use 31 6.3 Learner autonomy and motivation 32 6.4 Immersion programmes 34 6.5 Media and information technologies 34 6.6 Issues for discussion 35 7 Conclusion 36 7.1 Criticisms 36 7.2 Questions 37 7.3 Challenges 38 Appendix 1: The Common Reference Levels – global scale 39 Appendix 2: The Common Reference Levels – self-assessment grid 40 Appendix 3: Complete list of validated European Language Portfolios, validated as of March 2003 41 Appendix 4: Validated European Language Portfolios developed in Ireland 42 2 Summary This discussion paper begins by reviewing the current provision for languages in the post- primary curriculum: English, Irish and foreign languages.
    [Show full text]
  • State of the World's Indigenous Peoples
    5th Volume State of the World’s Indigenous Peoples Photo: Fabian Amaru Muenala Fabian Photo: Rights to Lands, Territories and Resources Acknowledgements The preparation of the State of the World’s Indigenous Peoples: Rights to Lands, Territories and Resources has been a collaborative effort. The Indigenous Peoples and Development Branch/ Secretariat of the Permanent Forum on Indigenous Issues within the Division for Inclusive Social Development of the Department of Economic and Social Affairs of the United Nations Secretariat oversaw the preparation of the publication. The thematic chapters were written by Mattias Åhrén, Cathal Doyle, Jérémie Gilbert, Naomi Lanoi Leleto, and Prabindra Shakya. Special acknowledge- ment also goes to the editor, Terri Lore, as well as the United Nations Graphic Design Unit of the Department of Global Communications. ST/ESA/375 Department of Economic and Social Affairs Division for Inclusive Social Development Indigenous Peoples and Development Branch/ Secretariat of the Permanent Forum on Indigenous Issues 5TH Volume Rights to Lands, Territories and Resources United Nations New York, 2021 Department of Economic and Social Affairs The Department of Economic and Social Affairs of the United Nations Secretariat is a vital interface between global policies in the economic, social and environmental spheres and national action. The Department works in three main interlinked areas: (i) it compiles, generates and analyses a wide range of economic, social and environ- mental data and information on which States Members of the United Nations draw to review common problems and to take stock of policy options; (ii) it facilitates the negotiations of Member States in many intergovernmental bodies on joint courses of action to address ongoing or emerging global challenges; and (iii) it advises interested Governments on ways and means of translating policy frameworks developed in United Nations conferences and summits into programmes at the country level and, through technical assistance, helps build national capacities.
    [Show full text]
  • Minority Language Rights: the Irish Language and Ulster Scots
    MINORITY LANGUAGE RIGHTS The Irish language and Ulster Scots Briefing paper on the implications of the European Charter for Regional or Minority Languages, European Convention on Human Rights and other instruments June 2010 © Northern Ireland Human Rights Commission Temple Court, 39 North Street Belfast BT1 1NA Tel: (028) 9024 3987 Fax: (028) 9024 7844 Textphone: (028) 90249066 SMS Text: 07786 202075 Email: [email protected] Website: www.nihrc.org 1 2 CONTENTS page Introduction 5 1. Development of minority language rights in international human rights law 6 1.1 The European Charter for Regional or Minority Languages 7 1.2 Indigenous languages and the Charter, and obligations relating to ‘non-indigenous’ languages 8 1.3 The Irish language and Ulster Scots 10 2. Duties framework for public authorities 12 2.1 Duties in relation to the Irish language under Part III of the Charter 12 2.2 Policy Objectives and Principles for Irish and Ulster Scots under Part II of the Charter 13 2.3 The Belfast (Good Friday) and St Andrews Agreements 14 2.4 Minority language rights in UN and other Council of Europe instruments, including the European Convention on Human Rights 15 2.5 Duties and the policy development process 17 3. Non-discrimination on grounds of language 18 3.1 Human rights law obligations 18 3.2 Discrimination against English speakers? 19 3.3 Differential treatment of Irish and Ulster Scots 20 3.4 Banning or restricting minority languages 21 4. Positive action: promotion through corporate identity 25 4.1 Promotion of minority languages and the rights of others 25 4.2 Freedom of expression and ‘sensitivities’ 26 Appendix 1: The Charter, Article 10 29 Appendix 2: The Charter, Part II, Article 7 30 3 4 INTRODUCTION The Northern Ireland Human Rights Commission (the Commission) is a statutory body created by the Northern Ireland Act 1998.
    [Show full text]