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532009562 03 01 01 JB John Benjamins Publishing Company 01 JB code Impact 35 Eb 15 9789027269584 06 10.1075/impact.35 13 2014022643 DG 002 02 01 Impact 02 1385-7908 IMPACT: Studies in Language, Culture and Society 35 <TitleType>01</TitleType> <TitleText textformat="02">Education in Languages of Lesser Power</TitleText> <Subtitle textformat="02">Asia-Pacific Perspectives</Subtitle> 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 01 https://benjamins.com/covers/475_jpg/9789027218766.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218766.tif 06 09 01 https://benjamins.com/covers/1200_front/impact.35.hb.png 07 09 01 https://benjamins.com/covers/125/impact.35.png 25 09 01 https://benjamins.com/covers/1200_back/impact.35.hb.png 27 09 01 https://benjamins.com/covers/3d_web/impact.35.hb.png 10 01 JB code impact.35.001ded v vi 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Dedication</TitleText> 10 01 JB code impact.35.001pre xi xii 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Preface</TitleText> 10 01 JB code impact.35.002for xiii xvi 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 1 A01 Nicholas Ostler Ostler, Nicholas Nicholas Ostler 10 01 JB code impact.35.s1 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code impact.35.01vol 1 11 11 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">The diversity of Asia-Pacific language ecologies</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">diversity of Asia-Pacific language ecologies</TitleWithoutPrefix> 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 <TitleType>01</TitleType> <TitleText textformat="02">Education, power and sociolinguistic mobility</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">East Asia</TitleText> 10 01 JB code impact.35.03rau 33 48 16 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">A Yami language teacher&#8217;s journey in Taiwan</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">Yami language teacher&#8217;s journey in Taiwan</TitleWithoutPrefix> 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&#8217;s journey teaching Yami at various levels of schools. 10 01 JB code impact.35.04din 49 64 16 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Power and other issues in minority language education in China</TitleText> <Subtitle textformat="02">The case of Bai in Northwestern Yunnan</Subtitle> 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 B&#225;i enjoy the privilege of autonomous administration in D&#224;l&#199;&#144; Prefecture, but education in Bai receives little attention, since B&#225;i 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 <TitleType>01</TitleType> <TitleText textformat="02">Forming a Korean identity in Japan</TitleText> <Subtitle textformat="02">The role of a North Korea-affiliated school in the identity formation of three members of one family</Subtitle> 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&#8217;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&#8217;s mines and factories, often against their will. Many &#8220;<i>Zainichi</i>&#8221; (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 <TitleType>01</TitleType> <TitleText textformat="02">Southeast Asia</TitleText> 10 01 JB code impact.35.06pre 91 110 20 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Patani Malay in Thai education</TitleText> 1 A01 Suwilai Premsrirat Premsrirat, Suwilai Suwilai Premsrirat Mahidol University, Thailand 01 The Patani Malay&#8211;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 <TitleType>01</TitleType> <TitleText textformat="02">Language in schooling in Timor-Leste</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Bidayuh as a subject at pre-school and primary levels</TitleText> <Subtitle textformat="02">Moves towards a greater role for a Borneo indigenous language in the Malaysian education system</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Sustaining and maintaining a minority language</TitleText> <Subtitle textformat="02">A case study of the place and use of Tamil in Singapore</Subtitle> 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 &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Oceania</TitleText> 10 01 JB code impact.35.10tak 175 184 10 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">UNESCO&#8217;s action in culture and the importance of language maintenance in the Pacific</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">State versus community approaches to language revival</TitleText> <Subtitle textformat="02">The case of Wirangu at the Scotdesco community (South Australia)</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Vernacular education in Papua New Guinea</TitleText> <Subtitle textformat="02">Reform or deform?</Subtitle> 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 &#8220;language of the community&#8221;. 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 <TitleType>01</TitleType> <TitleText textformat="02">From despised jargon to language of education</TitleText> <Subtitle textformat="02">Recent developments in the teaching of Norf'k (Norfolk Island, South Pacific)</Subtitle> 1 A01 Peter Mühlhäusler Mühlhäusler, Peter Peter Mühlhäusler University of Adelaide 01 This paper describes the changing views and practices of the school vis-&#224;-vis the Norf&#8217;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&#8217;k language, Norfolk Island&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Te Reo M&#257;ori – He Reo Kura? (M&#257;ori Language – A School Language?)</TitleText> 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 M&#257;ori </i>(the M&#257;ori 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 M&#257;ori-medium education and questions the effectiveness of schooling as a major strategy of <i>te reo M&#257;ori </i>regeneration. A review was also carried out by the Minister of M&#257;ori Affairs, which recommends re-establishing <i>te reo M&#257;ori </i>in homes as the major focus of regeneration efforts. Both sets of findings and recommendations have significant implications for M&#257;ori-medium schooling. 10 01 JB code impact.35.15ami 261 287 27 Article 22 <TitleType>01</TitleType> <TitleText textformat="02">A study of bilingual education using Samoan language in New Zealand</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">study of bilingual education using Samoan language in New Zealand</TitleWithoutPrefix> 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&#37; of the total New Zealand population (Statistics New Zealand 2009). The current projections are that this figure will increase in 2026 to 18&#37;. 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 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 10 01 JB code impact.35.16aut 289 292 4 Article 24 <TitleType>01</TitleType> <TitleText textformat="02">Authors</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20150205 2015 John Benjamins 02 WORLD 13 15 9789027218766 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 99.00 EUR R 01 00 83.00 GBP Z 01 gen 00 149.00 USD S 506009561 03 01 01 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 <TitleType>01</TitleType> <TitleText textformat="02">Education in Languages of Lesser Power</TitleText> <Subtitle textformat="02">Asia-Pacific Perspectives</Subtitle> 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 01 https://benjamins.com/covers/475_jpg/9789027218766.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027218766.tif 06 09 01 https://benjamins.com/covers/1200_front/impact.35.hb.png 07 09 01 https://benjamins.com/covers/125/impact.35.png 25 09 01 https://benjamins.com/covers/1200_back/impact.35.hb.png 27 09 01 https://benjamins.com/covers/3d_web/impact.35.hb.png 10 01 JB code impact.35.001ded v vi 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">Dedication</TitleText> 10 01 JB code impact.35.001pre xi xii 2 Article 2 <TitleType>01</TitleType> <TitleText textformat="02">Preface</TitleText> 10 01 JB code impact.35.002for xiii xvi 4 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 1 A01 Nicholas Ostler Ostler, Nicholas Nicholas Ostler 10 01 JB code impact.35.s1 Section header 4 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code impact.35.01vol 1 11 11 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">The diversity of Asia-Pacific language ecologies</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">diversity of Asia-Pacific language ecologies</TitleWithoutPrefix> 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 <TitleType>01</TitleType> <TitleText textformat="02">Education, power and sociolinguistic mobility</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">East Asia</TitleText> 10 01 JB code impact.35.03rau 33 48 16 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">A Yami language teacher&#8217;s journey in Taiwan</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">Yami language teacher&#8217;s journey in Taiwan</TitleWithoutPrefix> 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&#8217;s journey teaching Yami at various levels of schools. 10 01 JB code impact.35.04din 49 64 16 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Power and other issues in minority language education in China</TitleText> <Subtitle textformat="02">The case of Bai in Northwestern Yunnan</Subtitle> 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 B&#225;i enjoy the privilege of autonomous administration in D&#224;l&#199;&#144; Prefecture, but education in Bai receives little attention, since B&#225;i 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 <TitleType>01</TitleType> <TitleText textformat="02">Forming a Korean identity in Japan</TitleText> <Subtitle textformat="02">The role of a North Korea-affiliated school in the identity formation of three members of one family</Subtitle> 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&#8217;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&#8217;s mines and factories, often against their will. Many &#8220;<i>Zainichi</i>&#8221; (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 <TitleType>01</TitleType> <TitleText textformat="02">Southeast Asia</TitleText> 10 01 JB code impact.35.06pre 91 110 20 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Patani Malay in Thai education</TitleText> 1 A01 Suwilai Premsrirat Premsrirat, Suwilai Suwilai Premsrirat Mahidol University, Thailand 01 The Patani Malay&#8211;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 <TitleType>01</TitleType> <TitleText textformat="02">Language in schooling in Timor-Leste</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Bidayuh as a subject at pre-school and primary levels</TitleText> <Subtitle textformat="02">Moves towards a greater role for a Borneo indigenous language in the Malaysian education system</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Sustaining and maintaining a minority language</TitleText> <Subtitle textformat="02">A case study of the place and use of Tamil in Singapore</Subtitle> 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 &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Oceania</TitleText> 10 01 JB code impact.35.10tak 175 184 10 Article 17 <TitleType>01</TitleType> <TitleText textformat="02">UNESCO&#8217;s action in culture and the importance of language maintenance in the Pacific</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">State versus community approaches to language revival</TitleText> <Subtitle textformat="02">The case of Wirangu at the Scotdesco community (South Australia)</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">Vernacular education in Papua New Guinea</TitleText> <Subtitle textformat="02">Reform or deform?</Subtitle> 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 &#8220;language of the community&#8221;. 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 <TitleType>01</TitleType> <TitleText textformat="02">From despised jargon to language of education</TitleText> <Subtitle textformat="02">Recent developments in the teaching of Norf'k (Norfolk Island, South Pacific)</Subtitle> 1 A01 Peter Mühlhäusler Mühlhäusler, Peter Peter Mühlhäusler University of Adelaide 01 This paper describes the changing views and practices of the school vis-&#224;-vis the Norf&#8217;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&#8217;k language, Norfolk Island&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Te Reo M&#257;ori – He Reo Kura? (M&#257;ori Language – A School Language?)</TitleText> 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 M&#257;ori </i>(the M&#257;ori 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 M&#257;ori-medium education and questions the effectiveness of schooling as a major strategy of <i>te reo M&#257;ori </i>regeneration. A review was also carried out by the Minister of M&#257;ori Affairs, which recommends re-establishing <i>te reo M&#257;ori </i>in homes as the major focus of regeneration efforts. Both sets of findings and recommendations have significant implications for M&#257;ori-medium schooling. 10 01 JB code impact.35.15ami 261 287 27 Article 22 <TitleType>01</TitleType> <TitleText textformat="02">A study of bilingual education using Samoan language in New Zealand</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">study of bilingual education using Samoan language in New Zealand</TitleWithoutPrefix> 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&#37; of the total New Zealand population (Statistics New Zealand 2009). The current projections are that this figure will increase in 2026 to 18&#37;. 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 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 10 01 JB code impact.35.16aut 289 292 4 Article 24 <TitleType>01</TitleType> <TitleText textformat="02">Authors</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20150205 2015 John Benjamins 02 WORLD 08 650 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 21 16 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 16 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 16 01 gen 02 JB 1 00 149.00 USD