By Bettina Migge; Isabelle Léglise; Angela Bartens

This quantity bargains a primary survey of tasks from around the globe that search to enforce Creole languages in schooling. not like earlier works, this quantity takes a holistic process. Chapters talk about the sociolinguistic, academic and ideological context of initiatives, coverage advancements and venture implementation, improvement and overview. It compares other forms of academic actions focusing Read more...

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See also Craig (1980; 1999). Raising critical language awareness in Hawai‘i at Da Pidgin Coup Christina Higgins University of Hawai‘i at Mānoa This chapter describes the efforts of Da Pidgin Coup, an advocacy group in Hawai‘i that strives to raise critical language awareness about Pidgin (Hawai‘i Creole). Several examples of advocacy for elevating the status of Pidgin in Hawai‘i are described, including the development of an undergraduate certificate in pidgin, creole, and dialect studies at the university level and a resolution submitted to the Hawai‘i State Legislature that requests funding for research on the use of Pidgin as a resource in education.

Step VI: Fundraising. This initially involves devising both a financial and a full project content outline for the project and applying for funding from national and international bodies. Step VII: Devising a schedule of activities or a curriculum. Again, the input of educational researchers and practitioners is required. g. g. 5 hours a week), the location where the activities can take place, the people who will implement the activities etc. Step VIII: Construction of activities and materials.

Indeed, this is the usual order of proceeding (cf. Koskinen, this volume on Nicaragua). Creoles in education  Step IX: Training of teachers and other practitioners. For this step, considerably more time and resources have to be devoted than is usually the case. 4. above). Step X: Piloting the educational program among a reduced but representative student population. 12 Step XI: Evaluation of the successes and shortcomings of the pilot program and making the necessary adjustments in both curriculum design and in the teaching materials.

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