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Additional info for Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents
Skutnabb-Kangas (in Magga et al. 2004:4) states that a good educational program should be able to accomplish: high levels of multilingualism; a fair chance of achieving academically at school; strong, positive multilingualism and multicultural identity and positive attitude towards self and others; and a fair chance of awareness and competence building as prerequisites for working for a more equitable world, for oneself and one’s own group as well as others, locally and globally. Strong and weak forms of bilingual education in Sámi For evaluating the language programs in the Sámi Area, I use the models from Baker (2001) and Skutnabb-Kangas (2000).
These numbers are usually the same, since, according to the O97S, students who choose Sámi as their first language are supposed to get their learning through Sámi. The fifth column consists of the numbers of second language (L2) learners. The main goal of this syllabus, as well as the first language syllabus, is for students to become functionally bilingual in Sámi and Norwegian by the time they have completed ten years of compulsory schooling. The sixth column shows how many students have chosen the third variant of the Sámi language syllabuses, Sámi language and culture.
Skutnabb-Kangas, Tove (2000), Linguistic Genocide in Education – or Worldwide Diversity and Human Rights? Mahwah, New Jersey, London: Lawrence Erlbaum Associates. Skutnabb-Kangas, Tove (2005), ‘Ealáskahttima vuoigatvuohta. ], paper presented in Sámegiela buolvvaidgaskasaš sirdaseapmi. Ohcamin vugiid bearráigeahccat gielladili, Guovdageaidnu: Sámi allaskuvla. Todal, Jon (1999), ‘Minorities with a minority: language and the school in the Sámi areas of Norway’, in S. ), Indigenous Community-based Education, Clevedon: Multilingual Matters, pp.
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