• In the language itself: language name
• ISO 639-3 standard: language's ISO 639-3-code

• Classification: language family → language group. For more information, see language at Glottolog
• Script: script used to write the language

Is there a standardized orthography in use? Which institution maintains this orthography?

Give a short description of the area where the language is spoken, and which dialects exist. If available, upload an image of a map, illustrating where the language is spoken. See Adding audio, video or pictures for more information.

Describe what the map shows, and give credits to the creator of the map if necessary.

If you wish to provide many data concerning speaker numbers, please consider presenting these in tables. Refer to Creating tables for more information.

Please describe the history of the language's presence in:

• the country's school system;
• published, broadcasted, or online learning resources.

Please describe legislation concerning education of the language. Distinguish between different levels of legislation. For instance, legislation concerning Aragonese language education in Aragon (Spain) is affected by:

• The European Charter for Regional or Minority Languages,
• Spanish legislation,
• Legislation of the Autonomous Community of Aragon.

Questions that may be discussed in this section:

• Is the language protected by the European Charter for Regional or Minority Languages?
• Does the law allow for the language to be taught in school?
• Does the law allow for the language to be used as medium of instruction in school?
• Does the law state that teaching the language or using it as medium of instruction is compulsory?

Feel free to add points, or to structure your information using chapter headings, e.g.:

If information is available, please discuss whether:

• there are learning materials being developed,
• these materials are sufficient and of good quality,
• these materials are commissioned or their development subsidized by the regional or national government,

• there is training available for language teachers,
• there are sufficient teachers and they are competent,
• there is a teacher's union, or an institution where teachers can get advice or additional training,
• teacher training is subsidized by the regional or national government,

• language education is promoted by an institution,
• promotion of language education is subsidized by the government,

• the quality of language education is inspected and stimulated.

Feel free to add points, or to structure your information using chapter headings, e.g.:

To what extent is language education available in the area under scrutiny:

• Is the language being taught in- or outside of school?
• If the language is taught during school hours,
  • in which grades is it being taught?
  • for how many hours per week?
  • to how many children / what percentage of the population?
  • are language skills being evaluated in any way?
  • what level of competence do students reach?
• Is the language used as medium of instruction in school?
• What school systems with respect to multilingualism are there (bilingual, trilingual)?
• Are there courses available for adults?
• Is the language taught or studied at university level?

Can you say anything about to what extent education of the language helps to preserve it:

• Does learning the language at school stimulate the its use outside school, or perhaps quite the opposite?
• Does the fact that the language is being taught in school add to its prestige, and the speakers' self esteem?

Feel free to add points, and to structure your information using chapter heading, e.g.:

Please provide links to online learning resources. Feel free to add points, and to structure your information using chapter heading, e.g.:

If there is a Mercator Regional Dossier about the language in this country, please provide a link below: