Suchergebnisse

Intro -- Introduction -- Indigenous Literacies In The Americas -- North America -- Teaching And Preserving Yup'Ik Traditional Literacy -- Ciulistet And The Curriculum Of The Possible -- Reclaiming Navajo: Language Renewal In An American Indian Community School -- Literacy For What? Hualapai Literacy And Language Maintenance -- Language Revitalization Efforts In The Pueblo De Cochiti: Becoming "Literate" In An Oral Society -- Meso America -- Language Preservation And Publishing -- Experiences In The Development Of A Writing System For Ñuu Savi -- Saving And Strengthening Indigenous Mexican Languages: The Celiac Experience -- Mayan Language Literacy In Guatemala: A Socio-Historical Overview -- South America -- Quechua Literacy And Empowerment In Peru -- Literacy And Modernization Among The Quechua Speaking Population Of Peru -- An Experience Of Indigenous Literacy In Peru -- Indigenous Politics And Native Language Literacies: Recent Shifts In Bilingual Education Policy And Practice In Ecuador -- Attitudes Of Teachers, Children And Parents Towards Bilingual Intercultural Education -- Bringing The Language Forward: School-Based Initiatives For Quechua Language Revitalization In Ecuador And Bolivia -- To Guaranize: A Verb Actively Conjugated By The Bolivian Guaranis -- Conclusion -- Language Planning From The Bottom Up -- Afterword -- Local Literacies And Vernacular Literacies: Implications For National Literacy Policy -- Index.

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hñähñö in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts

AbstractIn personal tribute to Joshua A. Fishman, I tell a few stories about this remarkable scholar as I got to know him – a glimpse of the person behind the great ideas that have so powerfully shaped our thinking. My many vivid memories of things Fishman said or wrote in my personal encounters with him – often pithy one-liners – are testimony to the power of his mind and voice, his spirit and soul. From my first year of Ph.D. study when I took his course

Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims, implementation, and evaluation processes; and language-as-problem, language-as-right, and language-as-resource orientations. It argues that a complete consideration of this language-policy issue needs to include both bilingual-education legislation and the widespread concern for English usage; that English-only goals need to be contrasted with other language-planning goals; and that both the underlying orientations and the future implementation of English-only policies properly belong in the arena of debate.