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"Language" in "Country"

Language designations:

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

Language vitality according to:

UNESCO Ethnologue Endangered Languages
Unesco's vitality score EGIDS' language status Languages Endangerment Index

Linguistic aspects:

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

Language standardization

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

Demographics

Language Area

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.

Speaker numbers

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


Education of the language

History of language education:

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

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

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:

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.:

European legislation on minority language education

National legislation on minority language education

Local legislation on minority language education

Bodies controlling enforcement on education on the language

Support structure 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 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.:

Language learning materials:

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:

  • 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.:

preschool education

primary education

secundary education

vocational education

adult education


Online learning resources

Please provide links to online learning resources.


Mercator's Regional Dossier:

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

manual/example_page.txt · Last modified: 2020/03/09 13:08 by ydwine

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Mercator's wiki on minority language education by Mercator European Research Centre on Multilingualism and Language Learning
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