languages:aromanian_in_the_balkans
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languages:aromanian_in_the_balkans [2018/04/18 13:44] annika_klein [Education presence] |
languages:aromanian_in_the_balkans [2020/09/07 13:05] (current) ydwine [Language vitality according to:] |
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| ==== Language vitality according to: ==== | ==== Language vitality according to: ==== | ||
| - | ^ [[http://www.unesco.org/languages-atlas/|UNESCO]] ^ [[https://www.ethnologue.com/language/fry/|Ethnologue]] ^ [[http://www.endangeredlanguages.com/lang/10425|Endangered Languages]] ^ | + | ^ [[http://www.unesco.org/languages-atlas/|UNESCO]] ^ [[https://www.ethnologue.com/language/|Ethnologue]] ^ [[http://www.endangeredlanguages.com/|Endangered Languages]] ^ [[https://glottolog.org/resource/languoid/id/arom1237|Glottolog]] ^ |
| - | | {{ :endangerment:yellow.png?nolink }} (Definitely endangered) | 4, 5, 6a, 6b (depending on country) | At risk; Vulnerable; Threatened (depending on source) | | + | | {{ :endangerment:yellow.png?nolink|Definitely endangered}} |{{ :endangerment:purple.png?nolink|Educational}} {{ :endangerment:blue.png?nolink|Developing}} {{ :endangerment:green.png?nolink|Vigourous}} {{ :endangerment:green.png?nolink|Threatened }} |{{ :endangerment:green.png?nolink|At risk}} {{ :endangerment:yellow.png?nolink|Vulnerable}} {{ :endangerment:orange.png?nolink|Threatened}} | {{ :endangerment:orange.png?nolink | shifting}} | |
| + | | | depending on country | depending on source | | | ||
| ==== Linguistic aspects: ===== | ==== Linguistic aspects: ===== | ||
| * Classification: Indo-European → Italic → Romance → Eastern Romance. For more information, see [[http://glottolog.org/resource/languoid/id/arom1237|arom1237]] at [[http://glottolog.org/|Glottolog]] | * Classification: Indo-European → Italic → Romance → Eastern Romance. For more information, see [[http://glottolog.org/resource/languoid/id/arom1237|arom1237]] at [[http://glottolog.org/|Glottolog]] | ||
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| ===== Legislation of language education ===== | ===== Legislation of language education ===== | ||
| - | 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 [[general_information:glossary_of_terms|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 additional points, not included in the list above. | ||
| **Bulgaria** | **Bulgaria** | ||
| Line 139: | Line 127: | ||
| * Legislation does not provide for the teaching of the Aromanian language in schools. Given the small number of people declaring themselves to be Aromanians (//Cincari// in Serbian), the Aromanian minority has no political status. Due to complicated issues regarding identity and loyalty towards the state, most Aromanians in Serbia declare themselves to be Serbs. Meanwhile, the Aromanian community does not make demands for education in their mother tongue due to the fact that the members of the community are scattered throughout the country and do not form a compact group. | * Legislation does not provide for the teaching of the Aromanian language in schools. Given the small number of people declaring themselves to be Aromanians (//Cincari// in Serbian), the Aromanian minority has no political status. Due to complicated issues regarding identity and loyalty towards the state, most Aromanians in Serbia declare themselves to be Serbs. Meanwhile, the Aromanian community does not make demands for education in their mother tongue due to the fact that the members of the community are scattered throughout the country and do not form a compact group. | ||
| ===== Institutional support for education of the language: ===== | ===== Institutional support for education of the language: ===== | ||
| - | |||
| - | 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 if 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 additional points, not included in the list above, and to structure your information using chapter headings, e.g.: | ||
| **Greece** | **Greece** | ||
| Line 166: | Line 136: | ||
| There are very few learning materials developed by the Aromanian Associations. | There are very few learning materials developed by the Aromanian Associations. | ||
| ===== Education presence ===== | ===== Education presence ===== | ||
| - | 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: | ||
| - | * Do students use the language outside of school? | ||
| - | * Does the fact that the language is being taught in school add to its prestige, and the speakers' self esteem? | ||
| - | |||
| - | Feel free to add additional points, not included in the list above, and to structure your information using chapter headings. | ||
| **Bulgaria** | **Bulgaria** | ||
languages/aromanian_in_the_balkans.1524051872.txt.gz · Last modified: 2018/04/18 13:44 by annika_klein
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