National curriculum reforms and their impact on indigenous and minority languages. The Sami in Norway and Welsh in Wales in comparative perspective.

Autor/inn/en	Özerk, Kamil; Williams, Colin H.
Titel	National curriculum reforms and their impact on indigenous and minority languages. The Sami in Norway and Welsh in Wales in comparative perspective.
Quelle	Aus: Björklund, Siv (Hrsg.); Björklund, Mikaela (Hrsg.): Policy and practice for multilingual educational settings. Comparisons across contexts. Bristol: Multilingual Matters (2023) S. 39-67 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Bilingual education & bilingualism. 138
Beigaben	Diagramme; Literaturangaben S. 64-67
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-80041-298-9; 978-1-80041-299-6; 978-1-80041-300-9; 978-1-80041-301-6
DOI	10.2307/jj.1231861.6
Schlagwörter	Bildungsreform; Curriculum; Indigenes Volk; Nationale Minderheit; Großbritannien; Norwegen
Abstract	A comparative perspective on the manner in which national curriculum reform has impacted on both the Sami language and the Welsh language reveals some fundamental similarities regarding the role of parental pressure, national ideology, political empowerment, infrastructure development and legislation. Notwithstanding the significant differences in scale, context, demography and institutionalisation, both case studies point to the centrality of formal education and curriculum reform in stimulating language revitalisation efforts. However, questions are raised as to the implication such reforms have on the preponderance of L1 and/or L2 students with indigenous/minority background within the systems and on the degree to which minority languages are used within various socioeconomic domains.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1