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Learning the language: International...

Brown, Kara D.

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Learning the language: International, national and local dimensions of regional-language education in Estonia.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning the language: International, national and local dimensions of regional-language education in Estonia./
作者:	Brown, Kara D.
面頁冊數:	258 p.
附註:	Adviser: Bradley A. U. Levinson.
Contained By:	Dissertation Abstracts International67-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3229586
ISBN:	9780542811586

Learning the language: International, national and local dimensions of regional-language education in Estonia.
Brown, Kara D.

Learning the language: International, national and local dimensions of regional-language education in Estonia. - 258 p.

Adviser: Bradley A. U. Levinson.

Thesis (Ph.D.)--Indiana University, 2006.

In the past twenty years, two important developments in language policy have unfolded that may mitigate minority and regional language loss. First, international organizations have adopted frameworks, conventions and charters to protect languages. Second, formal education programs have expanded and improved to facilitate the instruction of lesser-used languages in schools. Voro, a regional language in southeastern Estonia, is touched by both these global trends.

ISBN: 9780542811586Subjects--Topical Terms:

626645
Education, Administration.

Learning the language: International, national and local dimensions of regional-language education in Estonia.
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245 1 0 $a Learning the language: International, national and local dimensions of regional-language education in Estonia.
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520 $a In the past twenty years, two important developments in language policy have unfolded that may mitigate minority and regional language loss. First, international organizations have adopted frameworks, conventions and charters to protect languages. Second, formal education programs have expanded and improved to facilitate the instruction of lesser-used languages in schools. Voro, a regional language in southeastern Estonia, is touched by both these global trends.
520 $a In order to explore the dynamics of these two new developments in language policy and schooling, I conducted a multi-sited ethnography of the Voro-language education project as a whole. I focused my work on both the Voro Institute (VI) language activists and the local teachers who were committed to ensuring a future for the Voro language. The language market and linguistic world-systems theories helped to frame my research, which was guided by two fundamental questions: (1) How do the teachers and VI language activists negotiate the international, national and local policy terrain in their quest to promote regional language through formal education? (2) How are the meanings of language and culture negotiated across the policy and schooling contexts?
520 $a As a result of my dissertation research, I conclude that the language market and the linguistic world-systems theories, by stressing that economic systems primarily influence language development and choice, have failed to address the crucial cultural context of lesser-used languages. In examining regional-language policy and education, I found an unfortunate paradox in the latest global and national attempts to protect and develop such languages: the very policies that are designed to promote the regional language are inadvertently undermining it in the educational sphere. The global, national and regional understandings of the key concepts of "culture", "identity", "authority" and "allegiance", while varying, align in powerful ways to shape these policies. The consequences of this development have expressed themselves most clearly at the national level where, in Estonia, regional-language education is guided by an ad hoc "policy of programs." This policy consists of a series of short-term, state-funded programs which replace a comprehensive policy that might articulate a clear role for juridical protection of regional-language education.
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