Education in Languages of Lesser Power : (Record no. 67687)

MARC details
000 -LEADER
fixed length control field 12339nam a22005293i 4500
001 - CONTROL NUMBER
control field EBC1928411
003 - CONTROL NUMBER IDENTIFIER
control field MiAaPQ
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191126083105.0
006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS
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007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 191125s2001 xx o ||||0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789027269584
Qualifying information (electronic bk.)
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
Canceled/invalid ISBN 9789027218766
035 ## - SYSTEM CONTROL NUMBER
System control number (MiAaPQ)EBC1928411
035 ## - SYSTEM CONTROL NUMBER
System control number (Au-PeEL)EBL1928411
035 ## - SYSTEM CONTROL NUMBER
System control number (CaPaEBR)ebr11010086
035 ## - SYSTEM CONTROL NUMBER
System control number (CaONFJC)MIL729188
035 ## - SYSTEM CONTROL NUMBER
System control number (OCoLC)900724914
040 ## - CATALOGING SOURCE
Original cataloging agency MiAaPQ
Language of cataloging eng
Description conventions rda
-- pn
Transcribing agency MiAaPQ
Modifying agency MiAaPQ
050 #4 - LIBRARY OF CONGRESS CALL NUMBER
Classification number P40.85.A8 -- E38 2015eb
082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER
Classification number 418.0071/05
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Volker, Craig Alan.
9 (RLIN) 16536
245 10 - TITLE STATEMENT
Title Education in Languages of Lesser Power :
Remainder of title Asia-Pacific Perspectives.
264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Place of production, publication, distribution, manufacture Amsterdam :
Name of producer, publisher, distributor, manufacturer John Benjamins Publishing Company,
Date of production, publication, distribution, manufacture, or copyright notice 2001.
264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Date of production, publication, distribution, manufacture, or copyright notice ©2014.
300 ## - PHYSICAL DESCRIPTION
Extent 1 online resource (316 pages)
336 ## - CONTENT TYPE
Content type term text
Content type code txt
Source rdacontent
337 ## - MEDIA TYPE
Media type term computer
Media type code c
Source rdamedia
338 ## - CARRIER TYPE
Carrier type term online resource
Carrier type code cr
Source rdacarrier
490 1# - SERIES STATEMENT
Series statement IMPACT: Studies in Language and Society ;
Volume/sequential designation v.35
505 0# - FORMATTED CONTENTS NOTE
Formatted contents note Education in Languages of Lesser Power -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Education in Languages of Lesser Power -- Foreword -- Chapter 1. The diversity of Asia-Pacific language ecologies -- 1. Introduction -- 2. Inherited links between languages -- 3. Types of languages -- 4. Size of speaker populations -- 5. Rates and history of literacy -- 6. Degree of bi- or multilingualism -- 7. Government policies -- 8. Conclusion -- References -- Chapter 2. Education, power and sociolinguistic mobility -- 1. Introduction -- 2. Language, power and education -- 2.1 "Languages of lesser power": What we mean and what we do not mean -- 2.2 Education as a double-edged sword -- 3. Issues in the use of languages of lesser power in education -- 3.1 Defining "the language": Standardization, literacy, vernacularization -- 3.2 Access to the language: Learners and teachers -- 3.3 Approaches to teaching and levels of control -- 3.4 Motivations for learning -- 4. Discussion: Globalization and education in languages of lesser power -- References -- Chapter 3. A Yami language teacher's journey in Taiwan -- 1. Introduction -- 2. History of Yami -- 3. History of (non) use of Yami in education -- 4. Yami language use -- 5. Language choice in the Yami community -- 6. Challenges in using Yami in education -- 7. Case study of a Yami language teacher's journey -- 7.1 Teaching Yami in urban elementary schools -- 7.2 Teaching Yami as a language consultant in a graduate program -- 8. Assessment of community reaction to the use of the language -- References -- Abstract in Chinese -- Chapter 4. Power and other issues in minority language education in China -- 1. Overview of minority languages in China -- 2. Introduction to linguistic diversity in Yunnan -- 3. History and the contemporary language environment of Bai.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 4. The Bai orthography: From Sino-Bai characters to Roman alphabet -- 5. The use of Bai in school -- 6. Bilingual education in Shílóng Elementary School -- 7. Challenges in using Bai in present-day education -- 8. Linguistic ecology and language choice -- References -- Abstract in Bai -- Abstract in Chinese -- Chapter 5. Forming a Korean identity in Japan -- 1. Introduction -- 2. Background -- 2.1 History -- 2.2 Korean schools in Japan -- 2.3 Ethnic identity issues -- 2.4 Changing attitudes of Japanese society. -- 3. Case study: One school, one family -- 3.1 Kyoto Choson Cheil Chogup Hakkyo (Kyoto Number One Korean Elementary School) -- 3.2 The family -- 3.2.1 Methodology -- 3.2.2 Family background -- 3.2.3 Language proficiency and use -- 3.2.4 Ethnic identity -- 3.2.5 Impact of Korean schools on ethnic identity -- 3.2.6 Future prospects -- 4. Discussion and conclusion -- References -- Appendix: Questionnaire and Interview Questions -- Questionnaire (English translation) -- Basic information -- Language proficiency -- Identity -- Interview questions -- Abstract in Japanese -- Chapter 6. Patani Malay in education -- 1. Introduction -- 2. The history of PM in the border provinces of southern Thailand -- 3. Rationale and challenges in using PM in education: Issues in language choice -- 3.1 Language situation survey -- 3.2 Contrastive studies between PM and Standard Malay and between PM and Thai -- 3.3 Planning to use PM as a language of education -- 3.4 The three scripts issue in PM orthography development -- 4. Implementation of the Patani Malay-Thai Mother Tongue-Based Bilingual Education Program -- 4.1 Curriculum development -- 4.2 Lesson planning, teaching methods and instructional materials development -- 4.3 Assessment of the community reaction and learner achievement -- 5. Conclusion -- References -- Appendix -- Abstract in Thai.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note Chapter 7. Language in schooling in Timor-Leste -- 1. Choices of languages in Timor-Leste -- 1.1 Independence and language policy -- 2. Language in Timorese education -- 2.1 Languages in education policy -- 2.2 First languages in education -- 2.3 Learning in Timorese classrooms -- 3. How teachers implement language policy in education -- 3.1 Senhor Alexandre and Senhor Helder -- 3.2 The use of official languages -- 3.3 Who talks in Timorese classrooms? -- 3.4 Written language in the classroom -- 4. Implications for teaching and learning -- References -- Abstracts in Portuguese and Tetum/Resumos -- (Português) -- (Tetum) -- Chapter 8. Bidayuh as a subject at pre-school and primary levels -- 1. Introduction to the contemporary language environment -- 2. History of the Bidayuh language(s) -- 3. History of (non-)use of this language in education -- 4. Extent to which Bidayuh is used today and the rationale for its use -- 5. Language use in schools -- 6. Issues of language choice in the Bidayuh community -- 7. Challenges in using this language in education -- 8. Bidayuh as a medium of instruction in schools -- 9. An initiative outside formal education: The Singai Development Online (SinDOP) Project -- 10. Discussion: Assessment of community reaction to the use of the language -- 11. Conclusion -- References -- Appendix A -- Abstract in Bahasa Malaysia -- Chapter 9. Sustaining and maintaining a minority language -- 1. Introduction -- 2. Singapore and the Tamil language -- 2.1 The historical context -- 2.2 The post-colonial social compact -- 3. The Singapore school system and the bilingual policy -- 4. Policy responses to the declining use of Tamil -- 4.1 Tamil Language Curriculum and Pedagogy Review Committee -- 4.2 Umar Pulavar Tamil Language Centre (UPTLC) -- 4.3 Harnessing the use of media -- 5. Evaluation of policy initiatives.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 5.1 Responses of teachers -- 5.2 Responses of students -- 6. Conclusion -- References -- Appendix A -- Appendix B -- Appendix C -- Abstract in Tamil -- Chapter 10. UNESCO's action in culture and the importance of language maintenance in the Pacific -- 1. Linguistic diversity in UNESCO's normative texts -- 2. Language vitality and the Atlas of the World's Endangered Languages -- 3. International Mother Language Day (21 February) -- 4. Linguistic diversity in the Pacific -- 5. Celebration of the World Day for Cultural Diversity for Dialogue and Development (31 May) in Nauru -- 6. Vanuatu sand drawing inscribed on the intangible cultural heritage Representative List of Humanity -- 7. Conclusion -- References -- Chapter 11. State versus community approaches to language revival -- 1. Introduction to the contemporary language environment -- 2. A brief history of Wirangu -- 3. Wirangu in education -- 4. Motivation -- 5. Contemporary domains of use -- 6. Issues in language choice -- 7. Case study - Scotdesco community -- 8. Assessment of community reaction to the use of the language -- 9. Conclusion -- References -- Chapter 12. Vernacular education in Papua New Guinea -- 1. Introduction -- 2. The languages of Papua New Guinea -- 3. Changes in formal education language policy -- 3.1 The PNG education system at Independence -- 3.2 Alternatives to all-English education -- 3.3 The Education Reforms of the 1990s -- 4. Language use in Madina village, New Ireland Province -- 5. Issues in language choice in this community -- 6. Challenges in establishing Nalik as a language of education -- 6.1 Infrastructure and materials -- 6.2 Funding -- 6.3 Teacher training -- 6.4 Poor liaison with the primary school -- 6.5 Non-Nalik-speaking children -- 6.6 Community concerns about falling standards of English -- 7. The demise of Nalik medium education.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 8. Community reaction to education in Nalik -- 9. Conclusions -- References -- Appendix 1 -- Abstract in Tok Pisin -- Tok i Go Pas: Ol Tok Ples Skul long Papua Niugini: Kisim Save o Kisim Bagarap? -- Chapter 13. From despised jargon to language of education -- 1. Introduction: Norf'k language -- 2. History of the Norf'k language -- 3. History of the Norf'k language in education -- 4. Language use today -- 5. Language choice in the community -- 6. Educational challenges -- 7. Case study: Language camp -- 8. Community reaction to language in education -- 9. Conclusions -- References -- Appendix -- Chapter 14. Te Reo Māori - He Reo Kura? (Māori Language - A School Language?) -- 1. Introduction -- 2. I take te reo Māori mai i hea?: Origins of te reo Māori -- 3. Contemporary te reo Māori environment -- 4. Te reo Māori in education -- 4.1 Te reo Māori as a curriculum area -- 4.2 Te reo Māori as a medium of schooling -- 4.3 Te reo Māori outside the school gates -- 5. Final comments -- References -- Appendix 1 -- Linguistic and sociolinguistic descriptors -- Abstract in te reo Māori -- Tuhinga Whakarāpopoto -- Chapter 15. A study of bilingual education using Samoan language in New Zealand -- 1. Introduction -- 2. Background -- 2.1 Samoan language education in New Zealand -- 2.2 Context of the study -- 3. Methods -- 3.1 Schools and classrooms -- 3.2 Participants -- 3.2.1 Children -- 3.2.2 Teachers -- 3.3 Classroom lessons -- 4. Measures -- 4.1 Development of instruments for measuring Samoan (L1) -- 4.3 Assessment of L1 (Samoan) oral competency: Retelling -- 4.3.1 Sentence structure -- 4.3.2 Vocabulary -- 4.4 Assessment of L1 (Samoan) reading comprehension: Component analysis -- 4.5 Assessment of L2 (English) reading proficiency -- 4.5.1 Supplementary Tests of Achievement in Reading (STAR) -- 4.5.2 Progressive Achievement Tests (PAT) -- 5. Results.
505 8# - FORMATTED CONTENTS NOTE
Formatted contents note 5.1 L1 oral language: General patterns and development across grades.
520 ## - SUMMARY, ETC.
Summary, etc. Pasifika peoples in Aotearoa New Zealand are amongst the fastest growing population of all the minority groups. The 2006 census shows that the Pasifika population makes up 6.9% of the total New Zealand population (Statistics New Zealand 2009). The current projections are that this figure will increase in 2026 to 18%. Many of the children who are at present strong in their language are in danger of becoming either monolingual, speaking English only. Samoan children in bilingual classes can achieve equally or higher than their Samoan counterparts in mainstream classrooms. This paper argues that the Samoan language has a crucial place and role to play in the teaching, learning and success of Samoan students in New Zealand schools.
588 ## - SOURCE OF DESCRIPTION NOTE
Source of description note Description based on publisher supplied metadata and other sources.
590 ## - LOCAL NOTE (RLIN)
Local note Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2019. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Linguistic minorities -- Education -- Asia.;Linguistic minorities -- Education -- Pacific Area.;Languages in contact -- Asia.;Languages in contact -- Pacific Area.;Language policies -- Asia.;Language policies -- Pacific Area.;Asia -- Social policy.
9 (RLIN) 16537
655 #4 - INDEX TERM--GENRE/FORM
Genre/form data or focus term Electronic books.
9 (RLIN) 16538
700 1# - ADDED ENTRY--PERSONAL NAME
Personal name Anderson, Fred E.
9 (RLIN) 16539
776 08 - ADDITIONAL PHYSICAL FORM ENTRY
Relationship information Print version:
Main entry heading Volker, Craig Alan
Title Education in Languages of Lesser Power : Asia-Pacific Perspectives
Place, publisher, and date of publication Amsterdam : John Benjamins Publishing Company,c2001
International Standard Book Number 9789027218766
797 2# - LOCAL ADDED ENTRY--CORPORATE NAME (RLIN)
Corporate name or jurisdiction name as entry element ProQuest (Firm)
830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE
Uniform title IMPACT: Studies in Language and Society
9 (RLIN) 16540
856 40 - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1928411">https://ebookcentral.proquest.com/lib/thebc/detail.action?docID=1928411</a>
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