• 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 resource at Glottolog 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:

• Does the language enjoy some sort of official status?
• Does the law prescribe that the language is taught in school?
• Does the law prescribe some form of institutional support - in the form of universities, teacher training facilities?

Describe whether there are bodies that determine whether the legislation concerning language education is actually put into practice.

Describe how education of the language works out in practice:

• In which education levels is the language taught (primary, secondary, adult, etc)?
• How many hours per week?
• In how many schools / to how many pupils?
• What school systems with respect to multilingualism are there (bilingual, trilingual)?
• Are there sufficient qualified teachers and quality learning resources inside and outside of school?
• What level of competence do students reach?

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 structure your information using chapter headings, e.g.:

Please mention, point-by-point, institutions that provide language education, teacher training, or that develop learning materials. You can also include broadcasting services or publishing houses. In addition you can provide links to online learning resources.

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