Autochthonous Minority Languages in Public-Sector Primary Education: Bilingual Policies and Politics in Brittany and Scotland

Autor/inn/en	Rogers, Vaughan; McLeod, Wilson
Titel	Autochthonous Minority Languages in Public-Sector Primary Education: Bilingual Policies and Politics in Brittany and Scotland
Quelle	In: Linguistics and Education: An International Research Journal, 17 (2006) 4, S.347-373 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0898-5898
DOI	10.1016/j.linged.2007.01.002
Schlagwörter	Foreign Countries; Politics; Uncommonly Taught Languages; Language Minorities; Language Maintenance; Indo European Languages; France; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politik; Minderheitensprache; Sprachminderheit; Sprachpflege; Indoeuropäisch; Frankreich
Abstract	This paper examines the relationship between policy and politics in relation to the development of public-sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were finally launched in the 1980s and have now became significantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of "bottom-up" dynamics as a source of innovative energy. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10