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--- manual:example_page [2017/09/05 11:54] – [Bodies controlling enforcement of educational laws:] johanneke
+++ manual:example_page [2022/04/25 16:08] (current) – ydwine
@@ Line 1: / Line 1: @@
 ====== "Language" in "Country" ======
+===== Language =====
 ==== Language designations: ====
   * In the language itself: //language name//
@@ Line 6: / Line 7: @@
 ==== 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]] ^
-| //Unesco's vitality score// | //EGIDS' language status//  | //Languages Endangerment Index// |
+^ [[http://www.unesco.org/languages-atlas/|UNESCO]] ^ [[http://www.endangeredlanguages.com/|Endangered Languages]] ^ [[https://glottolog.org/| Glottolog]] ^
+| //Unesco's vitality score// | //Languages Endangerment Index// |  //Agglomerated Endangerment Status (AES)//  |
 ==== Linguistic aspects: =====
-  * Classification: //language family// → //language group//. For more information, see //language resource at Glottolog// at [[http://glottolog.org/|Glottolog]]
+  * Classification: //language family// → //language group//. For more information, see //language// at [[http://glottolog.org/|Glottolog]]
   * Script: //script used to write the language//
@@ Line 56: / Line 58: @@
   * Does the law state that teaching the language or using it as medium of instruction is compulsory?
-===== Institutional support for education of the language: =====
+Feel free to add points, or to structure your information using chapter headings, e.g.:
+==== Legislation on European level ====
+==== Legislation on national level ====
+==== Legislation on local level ====
+==== Bodies controlling enforcement on education on the language ====
+===== Support structure for education of the language: =====
 If information is available, please discuss whether:
@@ Line 65: / Line 73: @@
   * there is training available for language teachers,
-  * there are sufficient teachers and if they are competent,
+  * 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,
@@ Line 74: / Line 82: @@
   * the quality of language education is inspected and stimulated.
-Feel free to add additional points, not included in the list above.
+Feel free to add points, or to structure your information using chapter headings, e.g.:
-===== Education in practice =====
+==== Institutional support ====
-Describe how education of the language works out in practice:
+==== Financial support ====
-  * In which education levels is the language taught (primary, secondary, adult, etc)?
+==== Language learning materials: ====
-  * How many hours per week?
+==== Teacher support ====
-  * In how many schools / to how many pupils?
+===== 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 sufficient qualified teachers and quality learning resources inside and outside of school?
+  * Are there courses available for adults?
-  * What level of competence do students reach?
+  * 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 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 structure your information using chapter headings, e.g.:
+Feel free to add points, and to structure your information using chapter heading, e.g.:
+==== preschool education====
+==== primary education====
+==== secundary education====
+====vocational education ====
+==== higher education/university education====
+==== adult education ====
+----
+===== Online learning resources =====
-==== Multilingual school systems: ====
+Please provide links to online learning resources.
-===== Learning resources and educational institutions =====
+Feel free to add points, and to structure your information using chapter heading, 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.
+==== Organisations ====
-In addition you can provide links to online learning resources.
+==== Online resources ====
 ----