Policy and Pedagogical Pliability: Enrichment in Võro-Language Revitalization in Estonia

Autor/in	Brown, Kara D.
Titel	Policy and Pedagogical Pliability: Enrichment in Võro-Language Revitalization in Estonia
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 38 (2019) 1, S.113-131 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2018-0007
Schlagwörter	Foreign Countries; Language Planning; Language Maintenance; Teaching Methods; Finno Ugric Languages; Enrichment Activities; Ethnography; Diachronic Linguistics; Language Attitudes; Language Minorities; Oral Language; Written Language; Language Teachers; Native Language Instruction; Language of Instruction; Estonia + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Sprachpflege; Teaching method; Lehrmethode; Unterrichtsmethode; Bereicherungsprogramm; Ethnografie; Linguistics; Diachronische Sprachbetrachtung; Historische Linguistik; Sprachverhalten; Sprachminderheit; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Language teacher; Sprachunterricht; Native language education; Muttersprachlicher Unterricht; Teaching language; Unterrichtssprache; Estland
Abstract	This article explores policy and pedagogical pliability as strategies for perpetuating and protecting regional languages, like Võro, in the twenty-first century. The concept of pliability, as I develop it in this article, refers to the flexibility and adaptability of policies that are free from prescriptive and strict mandates. By examining this case from Estonia, I posit that the notion of enrichment plays a significant role in shaping the pliability and durability of contemporary Estonian regional-language policy. Whether an intentional or accidental approach on the part of Võro-language supporters, an emphasis on enrichment effectively helps to position the regional-language speakers with the national majority and establish proximity to their political and cultural interests. The data for this analysis were gathered during a diachronic, qualitative yearlong, school-based ethnography of Võro-language teachers in southeastern Estonia in 2001-2002 and 2013-2014. As a result of this ethnographic analysis, I find that enrichment as an ideology carries significant implications across macro and micro levels of language planning for revitalization including contributing to the curtailment of possibilities for long-term legal recognition for the language, perpetuating a classroom emphasis on oral skills over written skills, and emphasizing the arts- and performance-based value of language learning. The article concludes with lessons learned from the pliability of policy and pedagogy for language revitalization efforts elsewhere in Europe and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01