By Nancy H. Hornberger (eds.)
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Extra resources for Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents
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. This syllabus is intended primarily for those students who know very little about the Sámi language and culture.
Oassi: Sámi fágaplánat/Mønsterplan for grunnskolen: 2. del: samiske fagplaner [A model curriculum for the comprehensive school, 2nd part: Sámi syllabuses], Oslo: Aschehoug. O97S (1997), 10-jagi vuod¯d¯oskuvlla sámi oahppoplánat. Det samiske læreplanverket for den 10-årige grunnskolen [Sámi curriculum for comprehensive schooling], Oslo: Gonagaslaš girko-, oahpahus- ja dutkandepartementa. OL (1998), Oahpahusláhka. LOV 1998-07-17 nr 61: Lov om grunnskolen og den vidaregåande opplæringa (opplæringslova) [Education Act].
Other subjects are very seldom taught in the Sámi language. In these schools and classes, Norwegian is the main language of teaching and communication. There are seven schools (Leavdnja school’s lower secondary levels are included) which belong to this group. The challenges of the O97S curriculum to bilingual education In the Sámi schools there are students who belong to many ethnic groups (Sámi, Norwegian, Kven, Finnish, Russian and so on), and the question of mother tongue is an important and interesting issue which can be approached from many perspectives.
Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents by Nancy H. Hornberger (eds.)