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manual:example_page [2017/09/05 12:09] johanneke [Education presence] |
manual:example_page [2020/09/03 08:42] 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]] ^ | + | |
- | | //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: ===== | ==== 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 resource at Glottolog// at [[http://glottolog.org/|Glottolog]] | ||
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* Does the law state that teaching the language or using it as medium of instruction is compulsory? | * 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.: |
+ | ==== 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: | If information is available, please discuss whether: | ||
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* there is training available for language teachers, | * 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, | * 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, | * teacher training is subsidized by the regional or national government, | ||
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* the quality of language education is inspected and stimulated. | * 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.: |
+ | |||
+ | ==== Language learning materials: ==== | ||
===== Education presence ===== | ===== Education presence ===== | ||
To what extent is language education available in the area under scrutiny: | To what extent is language education available in the area under scrutiny: | ||
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* Is the language used as medium of instruction in school? | * Is the language used as medium of instruction in school? | ||
* What school systems with respect to multilingualism are there (bilingual, trilingual)? | * 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: | 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? | * 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 ==== | ||
+ | ==== adult education ==== | ||
+ | |||
+ | ---- | ||
- | ==== Multilingual school systems: ==== | + | ===== Online learning resources ===== |
- | ===== Learning resources and educational institutions ===== | + | |
- | 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. | + | Please provide links to online learning resources. |
- | In addition you can provide links to online learning resources. | + | |
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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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