Wiki on Minority Language Learning

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====== "Language" in "Country" ======

===== Language =====
==== Language designations: ====
  * In the language itself: //language name//
  * [[general_information:glossary_of_terms#ISO 639-3|ISO 639-3]] standard: //language's ISO 639-3-code//

==== Language vitality according to: ====

^  [[https://en.wal.unesco.org/|UNESCO]]  ^  [[https://www.ethnologue.com/|Ethnologue]]  ^  [[http://www.endangeredlanguages.com/|Endangered Languages]]  ^  [[https://glottolog.org/| Glottolog]]  ^
| //Unesco's vitality score// | //Ethnologue EGIDS// | //Languages Endangerment Index// |  //Agglomerated Endangerment Status (AES)//  |
<sup> Click [[manual:colour_codes|here]] for a full overview of the language vitality colour codes. </sup>

==== Linguistic aspects: =====
  * Classification: //language family// → //language group//. For more information, see //language// at [[http://glottolog.org/|Glottolog]]
  * Script: //script used to write the language//

==== Language standardisation ====

Is there a standardised spelling in use? Which institution maintains this?







===== Demographics =====

==== Language Area ====

Give a short description of the area where the language is spoken, and which varieties exist. If available, upload an image of a map, illustrating where the language is spoken. See [[manual:adding_media|Adding audio, video or pictures]] for more information.

{{https://upload.wikimedia.org/wikipedia/commons/thumb/4/43/Percentage_stating_they_speak_Irish_daily_outside_the_education_system_in_the_2011_census.png/340px-Percentage_stating_they_speak_Irish_daily_outside_the_education_system_in_the_2011_census.png }}

Describe what the map shows, and give credits to the creator of the map.

==== 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.


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====== 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. 

Feel free to add points, or to structure your information using chapter headings, e.g.:
==== Legislation on European level ====

Questions that may be discussed in this section:
  * Has the national government recognised the language via the European Charter for Regional or Minority Languages?
  * Has the national government recognised the minority, as a group, via the Framework Convention for the Protection of National Minorities?
  * What consequences are there because of this (lack of) recognition?

==== Legislation on national level ====
Questions that may be discussed in this section:
  * 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?

==== Legislation on local level ====
Questions that may be discussed in this section:
  * is there any legal acts, recognition, or language policy on the local level?

==== Bodies controlling enforcement on education on the language ====

  * In which ways is the quality of language education is inspected and stimulated?

===== Support structure for education of the language: =====

If information is available, please discuss whether:
  
==== Institutional support ====
 
e.g.: 
  * Is language education promoted by an institution/ several institutions? 
  * What is their role?

==== Financial support ====
e.g.:
  * is there financial support for the education, e.g. employment of teachers, (the development of) teaching materials, or the promotion of language education?

==== Language learning materials: ====

e.g.:
  * Are there learning materials being developed?
  * Are these materials sufficient and of good quality?
  * Are these materials commissioned or their development subsidized by the regional or national government?

==== Teacher support ==== 
e.g:

  * Is there training available for language teachers?
  * Are there sufficient teachers and they are competent?
  * Is a teacher's union present, or an institution where teachers can get advice or additional training?
  * Is teacher training subsidised by the regional or national government?


===== Education presence =====
To what extent is language education available in the area under scrutiny:

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

==== preschool education====
 e.g.:
 * Is the language used as medium of instruction in school?
          * 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?

==== primary education====
e.g.:
  * 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)?
==== secondary education====
e.g.:
  * 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)?
====vocational education ====
e.g.:
  * Is the language taught or studied at vocational level?
  * Which types of study programmes or courses are these?
  * How many students are there, taking these?
==== higher education/university education====
e.g.:
  * Is the language taught or studied at university level?
  * Which types of study programmes or courses are these?
  * How many students are there, taking these?

==== adult education ====
e.g.:
  * Are there courses available for adults?
  * which types of courses are these?
  * How many participants are there?

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===== Online learning resources =====

Please provide links to online learning resources.
Feel free to add points, and to structure your information using chapter heading, e.g.:

==== Organisations ====
==== Online resources ====

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