|
Dòng
|
Nội dung
|
|
1
|
|
|
2
|
Language Hotspots: what (applied) linguistics and education should do about language endangerment in the twenty-first century / Gregory D.S. Anderson
// Language and education 2011, Vol25, N.3 2011p. 273-289 I outline the concept of Language Hotspots, seeking to direct public and professional awareness of the global language extinction crisis. The loss of a single language leaves the science of linguistics impoverished and yet even few linguists realize that die vast majority of language families will likely be lost by the end of this century. Language Hotspots can serve as a focal point around which to develop a comprehensive approach to addressing how to increase, improve and coordinate engagement by all stakeholders in the global language extinction crisis, not only linguists and the communities undergoing language shift themselves, but also applied linguists, the general public and educators at all levels. I briefly outline language endangerment and its causes and detail the science behind the global Language Hotspots list, and then turn to an exemplification of an area of extreme linguistic endangerment, the Eastern Siberia Language Hotspot. Finally, I make a plea for linguistic scientists to increase their efforts in language documentation and for language education specialists to use their considerable skills and expertise to help support Indigenous movements in language revitalization. I then offer thoughts on why the Language Hotspots model should be incorporated into primary-, secondary- and postsecondary-level curricula
|
|
3
|
|
|
4
|
Using existing documentation for teaching and learning endangered languages / Racquel-María Sapién, Tracy Hirata-Edds.
// Language and Education Vol.33, No 6/2019 UK : Taylor & Francis Group, 2019.p. 560-576 ; 26 cm.Although the ideal in work with endangered languages is to design collaborative projects that integrate documentation and support for revitalization from the outset, the reality is that many language workers must rely on existing products of documentation to create materials. Traditional documentation, including reference grammars, dictionaries, and texts, was often created primarily for academic audiences and may be unsuitable for learning and inaccessible to nonacademics. However, time pressure and limited corpora result in many community members’ reliance on less-than-ideal resources to support revitalization. This article illustrates the ways in which existing products of language documentation can be used in support of revitalization activities. Drawing on the authors’ varied work with speakers, teachers, and learners of languages of the Americas, this article provides example uses for documentation in curriculum, lesson, and materials development. Attention is paid to finding functional samples of language and getting maximal use from a single product by illustrating multiple uses for individual resources.
|
|
5
|
|
|
|
|
|