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7500817
John Benjamins Publishing Company
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onix@benjamins.nl
201611101725
ONIX title feed
eng
01
EUR
532009562
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JB
John Benjamins Publishing Company
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JB code
Impact 35 Eb
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9789027269584
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10.1075/impact.35
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2014022643
DG
002
02
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Impact
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1385-7908
IMPACT: Studies in Language, Culture and Society
35
01
Education in Languages of Lesser Power
Asia-Pacific Perspectives
01
impact.35
01
https://benjamins.com
02
https://benjamins.com/catalog/impact.35
1
B01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
2
B01
Fred E. Anderson
Anderson, Fred E.
Fred E.
Anderson
Kansai University, Japan
01
eng
315
xv
300
LAN009000
v.2006
CFB
2
24
JB Subject Scheme
LIN.LAPO
Language policy
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.SOCIO
Sociolinguistics and Dialectology
06
01
The cultural diversity of the Asia-Pacific region is reflected in a multitude of linguistic ecologies of languages of lesser power, i.e., of indigenous and immigrant languages whose speakers lack collective linguistic power, especially in education. This volume looks at a representative sampling of such communities. Some receive strong government support, while others receive none. For some indigenous languages, the same government schools that once tried to stamp out indigenous languages are now the vehicles of language revival. As the various chapters in this book show, some parents strongly support the use of languages other than the national language in education, while others are actively against it, and perhaps a majority have ambivalent feelings. The overall meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the different needs of the speakers within a sociolinguistics of mobility.
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impact.35.001ded
v
vi
2
Article
1
01
Dedication
10
01
JB code
impact.35.001pre
xi
xii
2
Article
2
01
Preface
10
01
JB code
impact.35.002for
xiii
xvi
4
Article
3
01
Foreword
1
A01
Nicholas Ostler
Ostler, Nicholas
Nicholas
Ostler
10
01
JB code
impact.35.s1
Section header
4
01
Introduction
10
01
JB code
impact.35.01vol
1
11
11
Article
5
01
The diversity of Asia-Pacific language ecologies
The
diversity of Asia-Pacific language ecologies
1
A01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
01
The Asia-Pacific region is culturally and linguistically extremely diverse. Many languages are spoken by indigenous or immigrant communities with little political power and some are in danger of becoming extinct in the near future. Government policies regarding the use of the languages of these communities of lesser power vary greatly, with an overall trend towards homogenisation and a strengthening of the nation-state and its language. Choices made about the place of languages of lesser power in education have a profound effect on the self-image and identity of the speakers of those languages. Failing to include them threatens the richness of the cultural diversity of the region.
10
01
JB code
impact.35.02and
13
29
17
Article
6
01
Education, power and sociolinguistic mobility
1
A01
Fred E. Anderson
Anderson, Fred E.
Fred E.
Anderson
Kansai University
01
This chapter provides an overview of themes that emerge from the case studies in the volume, and places them within a broader theory of language and globalization. <i>Lesser power</i> refers to the sociopolitical status of languages, and does not as suggest lesser linguistic or cultural value. Four major themes coming out of the case studies are described:which language variety should be used in educational contexts, the roles of teachers and learners, the choice of teaching methodology, and the issue of motivation.A meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the needs of the speakers within a sociolinguistics of mobility.
10
01
JB code
impact.35.s2
Section header
7
01
East Asia
10
01
JB code
impact.35.03rau
33
48
16
Article
8
01
A Yami language teacher’s journey in Taiwan
A
Yami language teacher’s journey in Taiwan
1
A01
Victoria Rau
Rau, Victoria
Victoria
Rau
National Chung Cheng University, Taiwan
01
Yami is spoken by 3000 speakers on Orchid Island, off the coast of Taiwan. Only one of the six villages on the island has children who still speak Yami. The rest have gradually shifted to Chinese, the medium of education. Even though the Taiwan government supports indigenous language revitalization by rewarding students doing well on examinations in their heritage language,and Yami is taught in elementary and middle schools on the island, this has not helped increase Yami language use and inter-generational transmission.This chapter describes language use and language attitudes on Orchid Island over the past ten years, followed by a case study of a Yami teacher’s journey teaching Yami at various levels of schools.
10
01
JB code
impact.35.04din
49
64
16
Article
9
01
Power and other issues in minority language education in China
The case of Bai in Northwestern Yunnan
1
A01
Picus Sizhi Ding
Ding, Picus Sizhi
Picus Sizhi
Ding
University of Hong Kong
01
Bai, a Tibeto-Burman language spoken in Yunnan, is generally considered a highly siniticized minority language, although some argue that it could be a Sinitic language branching off millennia ago. As a minority nationality, the Bái enjoy the privilege of autonomous administration in Dàlǐ Prefecture, but education in Bai receives little attention, since Bái intellectuals have a long history of being literate in (Classical) Chinese. This chapter discusses difficulties in providing language education in Bai, pointing out that an established tradition of education in the minority language and supportive attitudes from the language community are decisive factors in promoting bilingual education in China. The struggle of the Bai case represents the general situation of minority language education in China as a whole.
10
01
JB code
impact.35.05nog
65
87
23
Article
10
01
Forming a Korean identity in Japan
The role of a North Korea-affiliated school in the identity formation of three members of one family
1
A01
Mary Goebel Noguchi
Noguchi, Mary Goebel
Mary Goebel
Noguchi
Kansai University, Japan
01
Resident Koreans are one of the oldest and largest immigrant groups living in Japan. The origins of this community lie in Japan’s colonization of Korea in the early part of the 20th Century, when many Korean farmers were forced off their land and large numbers of Koreans were brought to Japan to work on construction projects and in the nation’s mines and factories, often against their will. Many “<i>Zainichi</i>” (as this group is called in Japanese) who chose to stay in Japan after World War II have endeavored to maintain their ethnic identity despite large-scale language shift to Japanese. Their main means of maintaining Korean language proficiency is through heritage language immersion programs in schools affiliated with North Korea. This case study examines the way one such school supports Korean language and culture maintenance by examining the role it played in the identity formation of three members of one <i>Zainichi</i> family in Kyoto: the mother, father and their adult son.
10
01
JB code
impact.35.s3
Section header
11
01
Southeast Asia
10
01
JB code
impact.35.06pre
91
110
20
Article
12
01
Patani Malay in Thai education
1
A01
Suwilai Premsrirat
Premsrirat, Suwilai
Suwilai
Premsrirat
Mahidol University, Thailand
01
The Patani Malay–Thai Bilingual Education is an action-participatory research project in schools near the southern border of Thailand. The objective is to provide an effective and suitable teaching and learning approach for Malay-speaking children by developing their cognitive skills as well as their ability to use Thai as a language of learning by initially using local language and cultural knowledge and then transferring their ability to the study of Thai. Communities, academics and other stakeholders are actively involved in every stage of the working process, especially in the development of the orthography, curriculum, lesson planning, instructional material production and teaching within the framework of bilingual education, using child-centered principles. The project shows very positive results.
10
01
JB code
impact.35.07qui
111
130
20
Article
13
01
Language in schooling in Timor-Leste
1
A01
Marie Quinn
Quinn, Marie
Marie
Quinn
Australian Catholic University, Sydney
01
Through its history of colonisation, occupation and independence, Timor-Leste has developed a unique linguistic ecology where official and other languages represent particular status and power in various domains. In the education system, Portuguese maintains a higher status and teachers aim to teach it, yet Tetum is used to enact vital roles that give students access to curriculum content. This paper looks at how the language policy in Timor-Leste has developed around the goals of a newly independent nation and contrasts this with how teachers have attempted to teach students within this policy. It suggests a re-focus on both languages as pedagogic aids, to develop the power of both languages to assist students in learning content and language.
10
01
JB code
impact.35.08mcl
131
151
21
Article
14
01
Bidayuh as a subject at pre-school and primary levels
Moves towards a greater role for a Borneo indigenous language in the Malaysian education system
1
A01
James McLellan
McLellan, James
James
McLellan
Universiti Brunei Darussalam
2
A01
Yvonne M Campbell
Campbell, Yvonne M
Yvonne M
Campbell
Universiti Malaysia Sarawak
01
This chapter focuses on the Dayak Bidayuh people of western Borneo and their efforts to develop initial literacy in their language(s) in the wider context of the Malaysian education system, in which Malay (Bahasa Malaysia) is currently the main medium of instruction. Informal narratives by teachers illustrate the stigmatisation of Bidayuh in school, and resistance to this. Whilst rural Bidayuh growing up in their traditional home areas still acquire the local variety as a first language, those in urban centres may acquire Sarawak Malay or English as their first language. Bidayuh parents and teachers distinguish between the introduction of Bidayuh as a subject of study in schools, and as a medium of instruction through which other school subjects are taught.
10
01
JB code
impact.35.09she
153
172
20
Article
15
01
Sustaining and maintaining a minority language
A case study of the place and use of Tamil in Singapore
1
A01
Chitra Shegar
Shegar, Chitra
Chitra
Shegar
Nanyang Technological University, Singapore
2
A01
Saravaran Gopinathan
Gopinathan, Saravaran
Saravaran
Gopinathan
Nanyang Technological University, Singapore
01
Singapore offers clues as to how languages of lesser power may thrive in contexts where there is a multiplicity of languages and metropolitan languages dominate. Under colonial rule the position of Tamil in both society and schooling was marginal. The community lacked numbers and economic power and many Indian children were sent to English medium schools. A multiplicity of Indian languages further complicated the situation. In 1956, an emergent multilingual elite committed itself to equal treatment for the four official languages – English, Chinese (Mandarin), Tamil and Malay. We provide some insights as to how this commitment has resulted in various initiatives sustaining Tamil in Singapore despite its declining functional value in the larger community.
10
01
JB code
impact.35.s4
Section header
16
01
Oceania
10
01
JB code
impact.35.10tak
175
184
10
Article
17
01
UNESCO’s action in culture and the importance of language maintenance in the Pacific
1
A01
Akatsuki Takahashi
Takahashi, Akatsuki
Akatsuki
Takahashi
UNESCO Office for the Pacific States
01
The United Nations in general and UNESCO in particular have adopted a number of conventions supporting the maintenance and use of languages of lesser power, particularly the Universal Declaration on Cultural Diversity, the Convention for the Safeguarding of the Intangible Cultural Heritage and the Convention for the Protection and Promotion of the Diversity of Cultural Expressions. While not specifically mentioning language, these conventions preserve languages of lesser power as the means of the expression of intangible cultural heritage and the diversity of cultural expression. In the Pacific, UNESCO supports International Mother Language Day and various activities to preserve indigenous forms of communication. This is vital if the region is to harness its diversity as a source of creativity and sustainable development.
10
01
JB code
impact.35.11mon
185
203
19
Article
18
01
State versus community approaches to language revival
The case of Wirangu at the Scotdesco community (South Australia)
1
A01
Paul Monaghan
Monaghan, Paul
Paul
Monaghan
University of Adelaide
2
A01
Peter Mühlhäusler
Mühlhäusler, Peter
Peter
Mühlhäusler
University of Adelaide
01
This paper reports on local community-based approaches to the revival of the Wirangu language on the Far West Coast of South Australia that have occurred during the past five years. It examines the development of strategies and practices for the revival of the language outside of the realm of state educational institutions. These strategies and practices demonstrate a high degree of local agency and autonomy in the face of otherwise ad hoc and even obstructive practices operating within local schools. Indeed, this local response to language and cultural survival through education focuses squarely on the need to operate outside of the formal state system and doing it according to Aboriginal cultural principles.
10
01
JB code
impact.35.12vol
205
221
17
Article
19
01
Vernacular education in Papua New Guinea
Reform or deform?
1
A01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
01
With only about 6 million people, Papua New Guinea has over 800 separate languages, more than any other country. Until recently, English was the only language of formal education. At the end of the 1990s the national government initiated an educational reform mandating that the language of kindergarten through Grade 2 be in a “language of the community”. This chapter looks at the example of the challenge of establishing a school in the Nalik language of New Ireland Province. While the change to vernacular education has meant more children have at least a passive understanding of Nalik, the change from an English-only educational system is blamed by many parents for declining educational standards.
10
01
JB code
impact.35.13muh
223
241
19
Article
20
01
From despised jargon to language of education
Recent developments in the teaching of Norf'k (Norfolk Island, South Pacific)
1
A01
Peter Mühlhäusler
Mühlhäusler, Peter
Peter
Mühlhäusler
University of Adelaide
01
This paper describes the changing views and practices of the school vis-à-vis the Norf’k language, the mixed Tahitian, English, St Kitts Creole language spoken by the descendants of the Bounty mutineers, who brought the language from Pitcairn to Norfolk Island in 1856. For more than a century, education was the principal instrument of assimilating Norfolk Islanders to mainstream Australian norms. Once a means of eradicating the Norf’k language, Norfolk Island’s Central School has become central in the revival of the language. This paper examines the constraints and opportunities of using public education in this process. Integrating formal teaching with activities such as language camps is seen as the best way of making limited financial and human resources deliver optimum outcomes.
10
01
JB code
impact.35.14hop
243
260
18
Article
21
01
Te Reo Māori – He Reo Kura? (Māori Language – A School Language?)
1
A01
Margie Kahukura Hōhepa
Hōhepa, Margie Kahukura
Margie Kahukura
Hōhepa
University of Waikato
01
This chapter focuses on the positioning of the indigenous language of Aotearoa New Zealand, in schooling. The introduction of Western forms of schooling impacted negatively on <i>te reo Māori </i>(the Māori language). Now schooling is one of the major strategies in its regeneration. Recently the Treaty of Waitangi Tribunal released a chapter that highlights the downward trend in student numbers in Māori-medium education and questions the effectiveness of schooling as a major strategy of <i>te reo Māori </i>regeneration. A review was also carried out by the Minister of Māori Affairs, which recommends re-establishing <i>te reo Māori </i>in homes as the major focus of regeneration efforts. Both sets of findings and recommendations have significant implications for Māori-medium schooling.
10
01
JB code
impact.35.15ami
261
287
27
Article
22
01
A study of bilingual education using Samoan language in New Zealand
A
study of bilingual education using Samoan language in New Zealand
1
A01
Meaola Amituanai-Toloa
Amituanai-Toloa, Meaola
Meaola
Amituanai-Toloa
University of Auckland
01
Pasifika peoples in Aotearoa New Zealand are amongst the fastest growing population of all the minority groups. The 2006 census shows that the Pasifika population makes up 6.9% of the total New Zealand population (Statistics New Zealand 2009). The current projections are that this figure will increase in 2026 to 18%. Many of the children who are at present strong in their language are in danger of becoming either monolingual, speaking English only. Samoan children in bilingual classes can achieve equally or higher than their Samoan counterparts in mainstream classrooms. This paper argues that the Samoan language has a crucial place and role to play in the teaching, learning and success of Samoan students in New Zealand schools.
10
01
JB code
impact.35.17ind
293
300
8
Article
23
01
Index
10
01
JB code
impact.35.16aut
289
292
4
Article
24
01
Authors
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20150205
2015
John Benjamins
02
WORLD
13
15
9789027218766
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John Benjamins e-Platform
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jbe-platform.com
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WORLD
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99.00
EUR
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83.00
GBP
Z
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gen
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149.00
USD
S
506009561
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JB
John Benjamins Publishing Company
01
JB code
Impact 35 Hb
15
9789027218766
13
2014022643
BB
01
Impact
02
1385-7908
IMPACT: Studies in Language, Culture and Society
35
01
Education in Languages of Lesser Power
Asia-Pacific Perspectives
01
impact.35
01
https://benjamins.com
02
https://benjamins.com/catalog/impact.35
1
B01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
2
B01
Fred E. Anderson
Anderson, Fred E.
Fred E.
Anderson
Kansai University, Japan
01
eng
315
xv
300
LAN009000
v.2006
CFB
2
24
JB Subject Scheme
LIN.LAPO
Language policy
24
JB Subject Scheme
LIN.EDUC
Language teaching
24
JB Subject Scheme
LIN.BIL
Multilingualism
24
JB Subject Scheme
LIN.SOCIO
Sociolinguistics and Dialectology
06
01
The cultural diversity of the Asia-Pacific region is reflected in a multitude of linguistic ecologies of languages of lesser power, i.e., of indigenous and immigrant languages whose speakers lack collective linguistic power, especially in education. This volume looks at a representative sampling of such communities. Some receive strong government support, while others receive none. For some indigenous languages, the same government schools that once tried to stamp out indigenous languages are now the vehicles of language revival. As the various chapters in this book show, some parents strongly support the use of languages other than the national language in education, while others are actively against it, and perhaps a majority have ambivalent feelings. The overall meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the different needs of the speakers within a sociolinguistics of mobility.
04
09
01
https://benjamins.com/covers/475/impact.35.png
04
03
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https://benjamins.com/covers/475_jpg/9789027218766.jpg
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09
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https://benjamins.com/covers/3d_web/impact.35.hb.png
10
01
JB code
impact.35.001ded
v
vi
2
Article
1
01
Dedication
10
01
JB code
impact.35.001pre
xi
xii
2
Article
2
01
Preface
10
01
JB code
impact.35.002for
xiii
xvi
4
Article
3
01
Foreword
1
A01
Nicholas Ostler
Ostler, Nicholas
Nicholas
Ostler
10
01
JB code
impact.35.s1
Section header
4
01
Introduction
10
01
JB code
impact.35.01vol
1
11
11
Article
5
01
The diversity of Asia-Pacific language ecologies
The
diversity of Asia-Pacific language ecologies
1
A01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
01
The Asia-Pacific region is culturally and linguistically extremely diverse. Many languages are spoken by indigenous or immigrant communities with little political power and some are in danger of becoming extinct in the near future. Government policies regarding the use of the languages of these communities of lesser power vary greatly, with an overall trend towards homogenisation and a strengthening of the nation-state and its language. Choices made about the place of languages of lesser power in education have a profound effect on the self-image and identity of the speakers of those languages. Failing to include them threatens the richness of the cultural diversity of the region.
10
01
JB code
impact.35.02and
13
29
17
Article
6
01
Education, power and sociolinguistic mobility
1
A01
Fred E. Anderson
Anderson, Fred E.
Fred E.
Anderson
Kansai University
01
This chapter provides an overview of themes that emerge from the case studies in the volume, and places them within a broader theory of language and globalization. <i>Lesser power</i> refers to the sociopolitical status of languages, and does not as suggest lesser linguistic or cultural value. Four major themes coming out of the case studies are described:which language variety should be used in educational contexts, the roles of teachers and learners, the choice of teaching methodology, and the issue of motivation.A meta-theme that emerges from the collection is the need to view the teaching and learning of these languages in relation to the needs of the speakers within a sociolinguistics of mobility.
10
01
JB code
impact.35.s2
Section header
7
01
East Asia
10
01
JB code
impact.35.03rau
33
48
16
Article
8
01
A Yami language teacher’s journey in Taiwan
A
Yami language teacher’s journey in Taiwan
1
A01
Victoria Rau
Rau, Victoria
Victoria
Rau
National Chung Cheng University, Taiwan
01
Yami is spoken by 3000 speakers on Orchid Island, off the coast of Taiwan. Only one of the six villages on the island has children who still speak Yami. The rest have gradually shifted to Chinese, the medium of education. Even though the Taiwan government supports indigenous language revitalization by rewarding students doing well on examinations in their heritage language,and Yami is taught in elementary and middle schools on the island, this has not helped increase Yami language use and inter-generational transmission.This chapter describes language use and language attitudes on Orchid Island over the past ten years, followed by a case study of a Yami teacher’s journey teaching Yami at various levels of schools.
10
01
JB code
impact.35.04din
49
64
16
Article
9
01
Power and other issues in minority language education in China
The case of Bai in Northwestern Yunnan
1
A01
Picus Sizhi Ding
Ding, Picus Sizhi
Picus Sizhi
Ding
University of Hong Kong
01
Bai, a Tibeto-Burman language spoken in Yunnan, is generally considered a highly siniticized minority language, although some argue that it could be a Sinitic language branching off millennia ago. As a minority nationality, the Bái enjoy the privilege of autonomous administration in Dàlǐ Prefecture, but education in Bai receives little attention, since Bái intellectuals have a long history of being literate in (Classical) Chinese. This chapter discusses difficulties in providing language education in Bai, pointing out that an established tradition of education in the minority language and supportive attitudes from the language community are decisive factors in promoting bilingual education in China. The struggle of the Bai case represents the general situation of minority language education in China as a whole.
10
01
JB code
impact.35.05nog
65
87
23
Article
10
01
Forming a Korean identity in Japan
The role of a North Korea-affiliated school in the identity formation of three members of one family
1
A01
Mary Goebel Noguchi
Noguchi, Mary Goebel
Mary Goebel
Noguchi
Kansai University, Japan
01
Resident Koreans are one of the oldest and largest immigrant groups living in Japan. The origins of this community lie in Japan’s colonization of Korea in the early part of the 20th Century, when many Korean farmers were forced off their land and large numbers of Koreans were brought to Japan to work on construction projects and in the nation’s mines and factories, often against their will. Many “<i>Zainichi</i>” (as this group is called in Japanese) who chose to stay in Japan after World War II have endeavored to maintain their ethnic identity despite large-scale language shift to Japanese. Their main means of maintaining Korean language proficiency is through heritage language immersion programs in schools affiliated with North Korea. This case study examines the way one such school supports Korean language and culture maintenance by examining the role it played in the identity formation of three members of one <i>Zainichi</i> family in Kyoto: the mother, father and their adult son.
10
01
JB code
impact.35.s3
Section header
11
01
Southeast Asia
10
01
JB code
impact.35.06pre
91
110
20
Article
12
01
Patani Malay in Thai education
1
A01
Suwilai Premsrirat
Premsrirat, Suwilai
Suwilai
Premsrirat
Mahidol University, Thailand
01
The Patani Malay–Thai Bilingual Education is an action-participatory research project in schools near the southern border of Thailand. The objective is to provide an effective and suitable teaching and learning approach for Malay-speaking children by developing their cognitive skills as well as their ability to use Thai as a language of learning by initially using local language and cultural knowledge and then transferring their ability to the study of Thai. Communities, academics and other stakeholders are actively involved in every stage of the working process, especially in the development of the orthography, curriculum, lesson planning, instructional material production and teaching within the framework of bilingual education, using child-centered principles. The project shows very positive results.
10
01
JB code
impact.35.07qui
111
130
20
Article
13
01
Language in schooling in Timor-Leste
1
A01
Marie Quinn
Quinn, Marie
Marie
Quinn
Australian Catholic University, Sydney
01
Through its history of colonisation, occupation and independence, Timor-Leste has developed a unique linguistic ecology where official and other languages represent particular status and power in various domains. In the education system, Portuguese maintains a higher status and teachers aim to teach it, yet Tetum is used to enact vital roles that give students access to curriculum content. This paper looks at how the language policy in Timor-Leste has developed around the goals of a newly independent nation and contrasts this with how teachers have attempted to teach students within this policy. It suggests a re-focus on both languages as pedagogic aids, to develop the power of both languages to assist students in learning content and language.
10
01
JB code
impact.35.08mcl
131
151
21
Article
14
01
Bidayuh as a subject at pre-school and primary levels
Moves towards a greater role for a Borneo indigenous language in the Malaysian education system
1
A01
James McLellan
McLellan, James
James
McLellan
Universiti Brunei Darussalam
2
A01
Yvonne M Campbell
Campbell, Yvonne M
Yvonne M
Campbell
Universiti Malaysia Sarawak
01
This chapter focuses on the Dayak Bidayuh people of western Borneo and their efforts to develop initial literacy in their language(s) in the wider context of the Malaysian education system, in which Malay (Bahasa Malaysia) is currently the main medium of instruction. Informal narratives by teachers illustrate the stigmatisation of Bidayuh in school, and resistance to this. Whilst rural Bidayuh growing up in their traditional home areas still acquire the local variety as a first language, those in urban centres may acquire Sarawak Malay or English as their first language. Bidayuh parents and teachers distinguish between the introduction of Bidayuh as a subject of study in schools, and as a medium of instruction through which other school subjects are taught.
10
01
JB code
impact.35.09she
153
172
20
Article
15
01
Sustaining and maintaining a minority language
A case study of the place and use of Tamil in Singapore
1
A01
Chitra Shegar
Shegar, Chitra
Chitra
Shegar
Nanyang Technological University, Singapore
2
A01
Saravaran Gopinathan
Gopinathan, Saravaran
Saravaran
Gopinathan
Nanyang Technological University, Singapore
01
Singapore offers clues as to how languages of lesser power may thrive in contexts where there is a multiplicity of languages and metropolitan languages dominate. Under colonial rule the position of Tamil in both society and schooling was marginal. The community lacked numbers and economic power and many Indian children were sent to English medium schools. A multiplicity of Indian languages further complicated the situation. In 1956, an emergent multilingual elite committed itself to equal treatment for the four official languages – English, Chinese (Mandarin), Tamil and Malay. We provide some insights as to how this commitment has resulted in various initiatives sustaining Tamil in Singapore despite its declining functional value in the larger community.
10
01
JB code
impact.35.s4
Section header
16
01
Oceania
10
01
JB code
impact.35.10tak
175
184
10
Article
17
01
UNESCO’s action in culture and the importance of language maintenance in the Pacific
1
A01
Akatsuki Takahashi
Takahashi, Akatsuki
Akatsuki
Takahashi
UNESCO Office for the Pacific States
01
The United Nations in general and UNESCO in particular have adopted a number of conventions supporting the maintenance and use of languages of lesser power, particularly the Universal Declaration on Cultural Diversity, the Convention for the Safeguarding of the Intangible Cultural Heritage and the Convention for the Protection and Promotion of the Diversity of Cultural Expressions. While not specifically mentioning language, these conventions preserve languages of lesser power as the means of the expression of intangible cultural heritage and the diversity of cultural expression. In the Pacific, UNESCO supports International Mother Language Day and various activities to preserve indigenous forms of communication. This is vital if the region is to harness its diversity as a source of creativity and sustainable development.
10
01
JB code
impact.35.11mon
185
203
19
Article
18
01
State versus community approaches to language revival
The case of Wirangu at the Scotdesco community (South Australia)
1
A01
Paul Monaghan
Monaghan, Paul
Paul
Monaghan
University of Adelaide
2
A01
Peter Mühlhäusler
Mühlhäusler, Peter
Peter
Mühlhäusler
University of Adelaide
01
This paper reports on local community-based approaches to the revival of the Wirangu language on the Far West Coast of South Australia that have occurred during the past five years. It examines the development of strategies and practices for the revival of the language outside of the realm of state educational institutions. These strategies and practices demonstrate a high degree of local agency and autonomy in the face of otherwise ad hoc and even obstructive practices operating within local schools. Indeed, this local response to language and cultural survival through education focuses squarely on the need to operate outside of the formal state system and doing it according to Aboriginal cultural principles.
10
01
JB code
impact.35.12vol
205
221
17
Article
19
01
Vernacular education in Papua New Guinea
Reform or deform?
1
A01
Craig Alan Volker
Volker, Craig Alan
Craig Alan
Volker
Divine Word University, Papua New Guinea
01
With only about 6 million people, Papua New Guinea has over 800 separate languages, more than any other country. Until recently, English was the only language of formal education. At the end of the 1990s the national government initiated an educational reform mandating that the language of kindergarten through Grade 2 be in a “language of the community”. This chapter looks at the example of the challenge of establishing a school in the Nalik language of New Ireland Province. While the change to vernacular education has meant more children have at least a passive understanding of Nalik, the change from an English-only educational system is blamed by many parents for declining educational standards.
10
01
JB code
impact.35.13muh
223
241
19
Article
20
01
From despised jargon to language of education
Recent developments in the teaching of Norf'k (Norfolk Island, South Pacific)
1
A01
Peter Mühlhäusler
Mühlhäusler, Peter
Peter
Mühlhäusler
University of Adelaide
01
This paper describes the changing views and practices of the school vis-à-vis the Norf’k language, the mixed Tahitian, English, St Kitts Creole language spoken by the descendants of the Bounty mutineers, who brought the language from Pitcairn to Norfolk Island in 1856. For more than a century, education was the principal instrument of assimilating Norfolk Islanders to mainstream Australian norms. Once a means of eradicating the Norf’k language, Norfolk Island’s Central School has become central in the revival of the language. This paper examines the constraints and opportunities of using public education in this process. Integrating formal teaching with activities such as language camps is seen as the best way of making limited financial and human resources deliver optimum outcomes.
10
01
JB code
impact.35.14hop
243
260
18
Article
21
01
Te Reo Māori – He Reo Kura? (Māori Language – A School Language?)
1
A01
Margie Kahukura Hōhepa
Hōhepa, Margie Kahukura
Margie Kahukura
Hōhepa
University of Waikato
01
This chapter focuses on the positioning of the indigenous language of Aotearoa New Zealand, in schooling. The introduction of Western forms of schooling impacted negatively on <i>te reo Māori </i>(the Māori language). Now schooling is one of the major strategies in its regeneration. Recently the Treaty of Waitangi Tribunal released a chapter that highlights the downward trend in student numbers in Māori-medium education and questions the effectiveness of schooling as a major strategy of <i>te reo Māori </i>regeneration. A review was also carried out by the Minister of Māori Affairs, which recommends re-establishing <i>te reo Māori </i>in homes as the major focus of regeneration efforts. Both sets of findings and recommendations have significant implications for Māori-medium schooling.
10
01
JB code
impact.35.15ami
261
287
27
Article
22
01
A study of bilingual education using Samoan language in New Zealand
A
study of bilingual education using Samoan language in New Zealand
1
A01
Meaola Amituanai-Toloa
Amituanai-Toloa, Meaola
Meaola
Amituanai-Toloa
University of Auckland
01
Pasifika peoples in Aotearoa New Zealand are amongst the fastest growing population of all the minority groups. The 2006 census shows that the Pasifika population makes up 6.9% of the total New Zealand population (Statistics New Zealand 2009). The current projections are that this figure will increase in 2026 to 18%. Many of the children who are at present strong in their language are in danger of becoming either monolingual, speaking English only. Samoan children in bilingual classes can achieve equally or higher than their Samoan counterparts in mainstream classrooms. This paper argues that the Samoan language has a crucial place and role to play in the teaching, learning and success of Samoan students in New Zealand schools.
10
01
JB code
impact.35.17ind
293
300
8
Article
23
01
Index
10
01
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impact.35.16aut
289
292
4
Article
24
01
Authors
02
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