Learning (in) Indigenous languages. Common ground, diverse pathways.

Autor/inn/en	Angelo, Denise; Disbray, Samantha; Singer, Ruth; O'Shannessy, Carmel; Simpson, Jane; Smith, Hilary; Meek, Barbra; Wigglesworth, Gillian
Titel	Learning (in) Indigenous languages. Common ground, diverse pathways.
Quelle	Paris: OECD Publishing (2022), 107 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	OECD education working papers. 286
Beigaben	Literaturangaben; Tabellen; Abbildungen
Sprache	englisch
Dokumenttyp	online; Monographie
DOI	10.1787/e80ad1d4-en
Schlagwörter	Ländervergleich; Identität; Bildungssystem; Sprachenlernen; Kulturelle Bildung; Arbeitspapier; OECD-Studie; Indigenes Volk; Australien; Kanada
Abstract	Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1