Differences

This shows you the differences between two versions of the page.

--- manual:example_page [2017/09/05 12:11] – [Learning resources and educational institutions] johanneke
+++ manual:example_page [2020/09/03 08:42] – [Language vitality according to:] ydwine
@@ Line 6: / Line 6: @@
 ==== 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]]
@@ Line 56: / Line 57: @@
   * 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:
@@ Line 65: / Line 72: @@
   * 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 81: @@
   * 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 =====
 To what extent is language education available in the area under scrutiny:
@@ Line 90: / Line 100: @@
 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 ====
+==== adult education ====
+----
-==== Multilingual school systems: ====
 ===== Online learning resources =====