Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278

Autor/inn/en	Angelo, Denise; Disbray, Samantha; Singer, Ruth; O'Shannessy, Carmel; Simpson, Jane; Smith, Hilary; Meek, Barbra; Wigglesworth, Gillian
Institution	Organisation for Economic Cooperation and Development (OECD) (France)
Titel	Learning (In) Indigenous Languages: Common Ground, Diverse Pathways. OECD Education Working Papers. No. 278
Quelle	(2022), (106 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/e80ad1d4-en
Schlagwörter	Indigenous Populations; Academic Achievement; Educational Experience; Outcomes of Education; Languages; Uncommonly Taught Languages; Foreign Countries; Cultural Maintenance; Language Maintenance; Native Language Instruction; Second Language Learning; Second Language Instruction; Program Design; Self Concept; Multilingualism; Language of Instruction; Cross Cultural Studies; Cultural Background; Teaching Methods; Educational Resources; Program Evaluation; Educational Benefits; American Indian Languages; Eskimo Aleut Languages; Canada Natives; Indigenous Knowledge; Conflict Resolution; Access to Education; Social Networks; Singing; Dance; Nonverbal Communication; Story Telling; Malayo Polynesian Languages; New Zealand; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Schulleistung; Bildungserfahrung; Lernleistung; Schulerfolg; Language; Sprache; Minderheitensprache; Ausland; Sprachpflege; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Programme design; Programmaufbau; Programmplanung; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Programme evaluation; Programmevaluation; Bildungsertrag; Conflict solving; Konfliktlösung; Konfliktregelung; Education; Access; Bildung; Zugang; Bildungszugang; Social network; Soziales Netzwerk; Gesang; Tanz; Non-verbal communication; Nonverbale Kommunikation; Neuseeland; Australien
Abstract	Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative "Promising Practices in Supporting Success for Indigenous Students," designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01