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18 - Language curriculum design and evaluation for endangered languages

from Part III - Responses

Published online by Cambridge University Press:  05 June 2012

By
Serafin M. Coronel-Molina  and
Teresa L. McCarty
Edited by
Peter K. Austin  and
Julia Sallabank
Peter K. Austin
Affiliation:
School of Oriental and African Studies, University of London
Julia Sallabank
Affiliation:
School of Oriental and African Studies, University of London
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Summary

This chapter examines formal and informal curricula for endangered languages, including those seated primarily in the home and community, schools, and the virtual world. It shows how these approaches in distinctive are situated sociolinguistic ecologies aligned with varying degrees of language vitality and risk. The chapter also discusses a range of examples of language planning and policy (LPP)-oriented curriculum and evaluation. As the majority of the world's endangered languages are those spoken by indigenous peoples, the chapter focuses on these languages, although the content is relevant to many endangered languages. It offers a comparative perspective on these curricular approaches and their outcomes, drawing out larger implications for the sustainability of endangered languages and speech communities. The chapter explores how language curriculum looks for endangered languages in actual practice and how it is developed and evaluated. Some of the outcomes (e.g. biliteracy and academic achievement) are appropriately evaluated by quantifiable measures.

Keywords

educational systemendangered languageslanguage beliefssociolinguistslanguage shiftlanguage varieties
Type
Chapter
Information
The Cambridge Handbook of Endangered Languages , pp. 354 - 370
Publisher: Cambridge University Press
Print publication year: 2011

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