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Ecolinguae: approaches on minority languages andminority target groups
Balle Garcia Magdalena Theofanellis TimoleonIonescu D. - Enescu L. - Tanur I. Habermann Birgit
Vidinovska Margarita Påve Anna-Margith
April 2012
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This book is created as part of theGruntdvig project
Ecolinguae: a world of minorityin a globalized Europe
ISBN: 978-960-99789-1-0Pages 251
Coordinator of the Gruntdvig Project:Balle Garcia Magdalena
Editor of the book: Theofanellis Timoleon
Balle Garcia Magdalena Påve Anna-MargithIonescu D. - Enescu L. -
Tanur I.Habermann Birgit
Vidinovska Margarita Theofanellis Timoleon
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The size of the letters isselected intentionally large soas to be read from the screen.
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ContentsEcolinguae: approaches on minority languages and minority target groups .............................................................. 11. Why do we write this book? ................................................................................................................................. 72. Prologue .............................................................................................................................................................. 83. Why the project Ecolinguae: “A world of minority diversity in a globalized Europe”? ............................ 104. Why this book? ................................................................................................................................................ 14The Catalan team ................................................................................................................................................ 16
ESTRATÈGIES DES D’UN CENTRE D’ENSENYAMENT D’ADULTS PER A FOMENTAR L’ÚS DELCATALÀ.......................................................................................................................................................... 16The Catalan language in Europe .................................................................................................................... 21Catalan in Spain and the Balearic Islands ..................................................................................................... 27The Balearic Islands ........................................................................................................................................ 30Methodology ................................................................................................................................................... 35Cepa Son Canals.............................................................................................................................................. 71
Sami team ............................................................................................................................................................ 72Language Policy .............................................................................................................................................. 79Language switch ............................................................................................................................................. 80Sami Language Act ......................................................................................................................................... 80A common Finno-Sami protolanguage ......................................................................................................... 83Sami place names ............................................................................................................................................ 85Current linguistic situation ............................................................................................................................ 86Cooking on tradional way .............................................................................................................................. 96Sámij åhpadusguovdásj / Sami Education ................................................................................................... 100Sami joint Nordic co....................................................................................................................................... 111The Sami institution ....................................................................................................................................... 112
Finnish team ....................................................................................................................................................... 114Practise the use of Finnish language in discussion groups in Länsimäki library. ..................................... 114Strategy ........................................................................................................................................................... 115Activities Idea................................................................................................................................................. 115
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Values ............................................................................................................................................................. 117Benefits of the project .................................................................................................................................... 118Why teach in the library? .............................................................................................................................. 119The key competences ..................................................................................................................................... 121History of Finland .......................................................................................................................................... 123Culture ............................................................................................................................................................ 124Kalevala .......................................................................................................................................................... 126Finland and Language Politics: a Short History .......................................................................................... 128Language Minorities in Finland, Legislation and Statistics ........................................................................ 130About the Finnish Language ......................................................................................................................... 131History of Länsimäki library ......................................................................................................................... 133Finnish speaker of the library staff. .............................................................................................................. 137Vantaa City Library ....................................................................................................................................... 140
Romanian team .................................................................................................................................................. 142Example of good practice .............................................................................................................................. 142Romani language ........................................................................................................................................... 146The language .................................................................................................................................................. 147History, geography and demography .......................................................................................................... 148Legal status and official policies ................................................................................................................... 153Presence and use of the language in various fields ..................................................................................... 154Education ........................................................................................................................................................ 154Judicial authorities ......................................................................................................................................... 156Public authorities and services ...................................................................................................................... 157Mass media and information technology ..................................................................................................... 158Arts and Culture ............................................................................................................................................ 158The business world ........................................................................................................................................ 159Family and the social use of language .......................................................................................................... 159Conclusion ...................................................................................................................................................... 160European Commission .................................................................................................................................. 160Traditional crafts ............................................................................................................................................ 183Jean Monnet High school .............................................................................................................................. 199
German team ...................................................................................................................................................... 203
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Sprachpartnerschaften für Deutschlerner an der LEB ................................................................................. 203Sorbian – a minority language in Germany ................................................................................................. 204The Sorbs in Germany ................................................................................................................................... 208Culture ............................................................................................................................................................ 214Superstition: ................................................................................................................................................... 214Religion: .......................................................................................................................................................... 215Drinks and food: ............................................................................................................................................ 217Sport: ............................................................................................................................................................... 217Family life: ...................................................................................................................................................... 218Customs: ......................................................................................................................................................... 218Cock cutting: .................................................................................................................................................. 219Birds Wedding: .............................................................................................................................................. 219Zampern: ........................................................................................................................................................ 220Holy days: ...................................................................................................................................................... 220Language ........................................................................................................................................................ 221Projects carried out during the GRUNDTVIG- partnership ....................................................................... 229Key Competences........................................................................................................................................... 241Ländliche Erwachsenenbildung Prignitz- Havelland e. V. ......................................................................... 245
Greek team ......................................................................................................................................................... 248µµ µ .......................................................................................................................................... 248
The description of the Greek project team ................................................................................................... 250Our activities are the following: .................................................................................................................... 253Ottoman impacts on LESBOS’ ISLAND CIVILISATION ............................................................................ 264Loan words in Greek language ..................................................................................................................... 269The Roma People in Greece........................................................................................................................... 275Credits ............................................................................................................................................................ 281Teacher Trainer office of Lesvos ................................................................................................................... 282
Our institutions .................................................................................................................................................. 283Epilogue ............................................................................................................................................................. 293
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1. Why do we write this book?
This book is a way to disseminate the results of a two year project.The project is done using E.U. funding (Grundtvig LLP). Theparticipating organizations from each country describe theirexperience in teaching minority languages and share successfulpractices. The purpose of the book is to share these experiencesand the ways we found to tackle them with other adult educatorssince we all face similar problems. This digital manual can also beused by language teachers in general. In this project participateadult schools, libraries and other organizations who work withadult learners from Spain, Sweden, Finland, Germany, Romaniaand Greece.
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2. Prologue
This digital manual is the result of simultaneous research in theTEFL field, which has been carried out in very different contextsranging from libraries, secondary schools, adult education schoolsand non-profit and non-governmental organizations in Finland,Sweden, Germany, Romania and Greece. The project iscoordinated by the CEPA Son Canals from Palma (Mallorca).
The approaches presented in the book have been implementedduring the second year of the Grundtvig (Lifelong LearningEuropean) programme. The aim is to promote language learningand to innovate and improve the quality of the teaching oflanguages in the institutions involved as well as to develop toolsto improve skills in teaching minority languages and teaching tominority students. An important aspect is the promotion ofpeople’s knowledge about minority European languages, oftenmarginalized and endangered, with the assumption that there arestill a lot marginalized and minority languages in Europe. The
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project has analyzed and tested European existing materialsconcerning learning English and ICT and the practices of thesemethodologies have been assessed and discussed. Each institutionhas chosen similar practices and approaches and has adaptedthem to the teaching of their own languages. The material will beaccessible to project instructors and potential students. The firstpart of the project consists of: a study of the Sorbians in someareas of Germany; the Roma people in Romania; the Saami peoplein four different states or the Turkish minority on the Greek islandof Lesbos.
During the second year of the programme, the partners havedeveloped and implemented digital material in the classroom andthe material has been assessed. The institutions involved expect touse them the following years as the staff involved in this projectbelieve in the value and importance of this project and is pleasedto contribute to the study and consolidation of minority andendangered languages.
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3. Why the project Ecolinguae: “A world of minority diversity in aglobalized Europe”?
The partners participating in this programme initially think that aproject on multilingualism and diversity of minority groups inEurope may mean a leap forward in our communities in terms ofsocial inclusion. Europe is part of a globalized world where theidiosyncrasy of minority groups tends to be homogenized infavour of the hegemony of a few single majority languages andgroups. As far as the language is concerned, the fact of continuingto maintain the current amazing linguistic diversity (there arearound seventy languages in Europe) demands the effort ofgovernmental and non-governmental institutions. Europe hasalready experienced the loss of some languages such as Tatar inthe Crimea and Dalmatian language in the Dalmatia region ofCroatia and some are disappearing like Occitan. Besides, othersare seriously endangered like the Saami languages. To avoid theloss of this linguistic heritage, Europeans should find somesupranational communication formulae which will support all
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these languages in the continent, which for political, social oreconomic reasons, find themselves in a disadvantageous positionwhich risks their very survival. Unfortunately, during the last fiftyyears the number of people who are able to talk in their mothertongue has been steadily declining.
With regard to the minority groups, in many cases, the threat ofsurvival of a language is associated to the danger of survival of awhole ethnic group which has been discriminated against forsome reason. This is the case of Pite Sami language in Sweden andNorway; Ume Sami language in Sweden and Inari Sami languagein Finland.
This digital manual is one of the main outcomes of the project asthe objectives and subjects, partners have dealt with, are: toimprove the quality of adult teaching of languages by analyzingthe material and methodology of existing materials of EFL. Duringthe first year of the programme the partners have intended toimprove the identification of teaching needs of trainers who teachminority languages in Europe. Secondly, to work on the
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promotion of minority languages and minority groups, involvingan approach to their cultural inheritance so as to maintain theEuropean linguistic diversity and to find communication formulaewhich do not favour the hegemony of any particular language andculture. Thirdly, to foster the knowledge and protection ofminority groups who for economic or political reasons findthemselves in a position of weakness. This threatens their survivaland their inclusion in society. The partnership aims to widenaccess to adult learning of minority languages so as to make thestudy of these languages and groups more creative andinnovative. It also aims to provide attractiveness and access toinformal and non-formal adult education by implementing ICTand e-learning. Finally, to supply validation of non-formal andinformal learning and outcomes by meeting the different needs ofadult learners; the existing framework principles can be appliedto adult learning in response to the needs of trainers who want toteach these languages.
As far as methodology is concerned, the staff involved in theproject has focused on the teaching of the following competences
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in a holistic and natural way: communication in foreign languagesand in our mother tongues as the study of these matters is thefocus of our partnership. The competence on cultural awarenessand expression as every language in Europe belongs to a differentfamily like the Uralic family ( Finnish, Saami), the Altaic family(Turkish), the Slavic family (Bulgarian and Macedonian),Germanic family (German), Romance family (Catalan andRomanian) and finally Romani, the language spoken by manyEuropean Roma people. Hence, a language is a way to transfer theculture under study. Finally, technology and digital competence isan important part of the project as the manual is going to be a database of digital material. Moreover the transversal competencessuch as intercultural competence and social competence areincluded. It is believed that languages are a useful tool to get toknow any cultural inheritance. Thus, the cultural competenceacquires a special interest as the first part of the manual is devotedto the knowledge of these minority groups.
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4. Why this book?
With the project Ecolinguae: ‘A world of minority diversity in aglobalized Europe’, all the partners intend to create tools toimprove digital and minority language skills in non-formal andinformal adult education as the partnership is under theassumption that learning takes place throughout our lives. Theaim is to promote minority and ‘minorized’ people and languagesin Europe which are sometimes endangered. During the first yearof this two- year programme, different types of approaches in thefield of TEFL and the ICT competence have been experienced andput into practice. All the partners have somehow used andevaluated these tools. Then, they have adapted these teachingapproaches and have put them into practice to teach minoritylanguages or to teach an official language to students belonging tominority groups. This material has to be accessible not only to thetrainers of the project but also to all potential learners andteachers. The approaches chosen promote ‘enjoyment in learning’,with a focus on the sharing of innovative and creative approaches
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to adult learning of languages, which range from learningpartnerships to discussion groups. It provides adult educationpractitioners an opportunity for professional development and areflection on their practice. Also, the fact of teaching minoritylanguages or teaching official languages to minority groups in theparticipant countries is a way of building intercultural bridges in adiverse Europe. The project aims to avoid social exclusion ofminority communities. The very first part of the manual isdevoted to the study of minority groups focusing on theirsituation these days such as the Sorbians and the Saami. TheEcolinguae project aims to promote language sustainability and tofoster the use of best practices in multiculturalism. For this reason,the second part is devoted to the study of some approaches on theteaching of minority or minorized languages such as Catalan,Sami or ‘Roma’ language or methodologies of ‘official languages ‘used to teach to minority groups such as Russian, Somalis orKurds citizens in Finland or immigrants in Germany.
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The Catalan team
ESTRATÈGIES DES D’UN CENTRE D’ENSENYAMENT D’ADULTS PERA FOMENTAR L’ÚS DEL CATALÀ
A començaments del curs 2011-2012 la cap de departament dellengua catalana i una part del professorat del centre, amb elsuport de l’equip directiu, ens vàrem proposar fer una campanyad’ajut a la normalització lingüística, facilitant no nomésl’ensenyament del català, que ja es fa a les aules, sinó també lacerca d'espais i moments per a la pràctica de la nostra llengua.Partíem de la dificultat que troben molts dels nostres alumnes,ubicats en barris amb un gran percentatge d’immigració, per a
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poder parlar el català i tenir contacte amb població autòctonaarrelada a la nostra illa i coneixedora de la seva cultura, tradicionsi paisatge amb connotacions etnològiques.
Durant el mes de novembre, aprofitant que els alumnes duienquasi dos mesos de classe i ja es coneixien, els professors implicatsvàrem presentar la campanya “Activa la llengua en parella” pertotes les aules. Com ja s’ha explicat en d’altres ocasions aquestaestratègia consisteix a formar parelles que es comprometin atrobar-se durant un curs, almenys una hora setmanal (durant 10sessions) per tal de parlar en català, d’una forma agradable i almés espontàniament possible.
Al començament s’assegura l’assessorament per part de laprofessora de filologia catalana que dirigeix el projecte i que, afinals d’aquest curs, en farà amb els voluntaris de les parelles unaavaluació.
Abans de formar-se les parelles la directora del projecte vaimpartir als padrins un curset de sensibilització envers l'ús de la
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llengua, per tal que adquirissin estratègies per sentir-se segursutilitzant el català, alhora que s'explicaven alguns conceptessociolingüístics basics.
PRIMERA TROBADA I ASSIGNACIÓ DE LES PARELLES
Es va fixar un termini als futurs integrants de les parelles perquèemplenessin uns fulls d’inscripció on constava la seva edat i lesseves aficions. Al cap d’unes setmanes ja es comptava amb devers34 inscrits entre padrins i apadrinats, és a dir, 17 parelles. Elsprimers eren catalanoparlants que volien ajudar els segons, elsseus apadrinats, a acostar-se a la llengua i la cultura catalanes.Veient les fitxes dels futurs membres de les parelles es va intentarformar-les en base a edats i afinitats i se’ls va convocar a unatrobada conjunta per al divendres 2 de desembre al capvespre.Aquest dia el centre va aprofitar perquè els convocats poguessingaudir d’una actuació del grup de teatre del centre, que comptaamb alguns alumnes que abans eren monolingües en castellà ique, gràcies al teatre, han esdevingut catalanoparlants. Per tant, lanostra companyia d’aficionats podia ser un bon referent
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d’integració a la nostra comunitat nacional. Després de l’obra deteatre vàrem procedir a l’assignació de parelles entre els presents ia fer-ne la presentació entre ells. La diada va concloure amb unberenar de germanor.
LES SORTIDES DURANT AQUEST PRIMER TRIMESTRE
Com ja s’ha dit, des del començament de la campanya es vavalorar que la integració lingüística anàs acompanyada de laidentificació amb la cultura i el territori identitari. Ja que tant elpaisatge urbà com el rural són la materialització de la història i dela cultura, en sentit ample, d’un poble. Per tant, es valorà que eranecessari per als apadrinats, però també per als padrins, tant per aformar-los com per tal d’incentivar-los, anar organitzant activitatsdins i fora del centre. Aquestes trobades col·lectives que s’aniranesdevenint tot al llarg del curs a la vegada que deuen estardotades d’un sentit identitari, han de ser atractives per a lesparelles i servir per a cohesionar el gran grup.
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Entre les primeres activitats que ja s’han començat a concretar hihaurà les caracteritzades com a alta cultura: anades al teatre,exposicions o itineraris històricoartístics per Palma i pobles. Itambé n’hi haurà d’altres més lligades a la cultura popular, alscicles festius, amb el seu corresponent gastronòmic, a les llegendesi rondalles unides a la toponímia i al paisatge etc.
PRIMERA SORTIDA DEL GRAN GRUP DEL 15 DE DESEMBRE:EXCURSIÓ A LLUC
1. Significat del Santuari de Lluc des de les arrels catalanes deMallorca
2. Lluc i Montserrat: camí dels Misteris, reconstrucció de labasílica, orde dels Sagrats Cors, els Blauets
3. Museu de Lluc: la història, la cultura popular i els lligamsentre els Països Catalans mitjançant els objectes i la pinacoteca delmuseu.
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4. Jardí Botànic: nomenclatura popular i culta de les diferentsplantes, arbusts i arbres amb els seus usos tradicionals.-SEGONA SORTIDA DEL GRAN GRUP DEL 16 DE DESEMBRE:ANADA AL TEATRE
-Itinerari guiat per Palma per tal de conèixer el nostre patrimonihistòric i artístic. El fil conductor serà l’explicació de l’èpocafundacional amb la incorporació el 1229 a la nació catalana i seretruc a la civilització occidental.
Taller de cuina relacionat amb el cicle de Quaresma i Pascua. Esdesenvoluparà al centre i s’elaboraran una serie de plats,l’origen i significat dels quals s'explicaran als assistents.
The Catalan language in Europe
Catalan, the language of more than ten million European citizens,is spoken in four nation states: Spain, Andorra, France and Italy.Nowadays, it is a vibrant language, used in every possible context.
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However, in the past, Catalan faced persecution in most of thecountries where it is spoken. For example, during the forty yearsof Franco’s Spanish dictatorship, the use of Catalan was forbiddenin official settings.
Catalan is the twelfth most frequently spoken European language;it is more common than Swedish or Danish, and is almost on parwith Greek or Portuguese. In a ranking of 6,000 world languages,Catalan placed eighty-fourth in volume of speakers. Catalan ispositioned as a co-official language in three Spanish autonomouscommunities: Catalonia, the Balearic Islands and Valencia. It isspoken in the Italian city of Alghero/l'Alguer (Sardinia); and in thesouth of France (regions of Rossello, Vallespir, Cerdanya, Capcirand Conflent). In Andorra, Catalan is ithe sole official language.Nonetheless, Catalan lacks official status within the EuropeanUnion's institutional framework.
In l'Alguer, Catalan co-exists with Italian and Sardinian. Lately,due to mass media developments and economic changes, Catalanhas been losing ground. Catalan is offered as an extracurricular
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subject in school and there are some courses organized by theUniversity of Sassari and Omnium Cultural. In the south ofFrance, Catalan cannot be used in government administration;furthermore, the French government denies subsidies to culturalassociations because of its centralist linguistic politics. The FrenchConstitution designates French as the Republic’s only officiallanguage.
According to the Euromosaic Study, carried out by the EuropeanCommission, the European Union contains thirty-six so-called“regional or minority languages”, divided into fifty-nine linguisticgroups with different levels of legal and social recognition. In theEU, more than twenty million people speak one of theselanguages, as well as the official state language. Almost 50% ofthese minority language speakers live in Spain; 23% live in France.The rest live mainly in Ireland, Italy and the Netherlands. Of thethirty-six languages designated as a “minority language”, only sixhave more than one million speakers. Basque and Welsh havemore than half a million speakers, while another six minoritylanguages have more than 125,000 speakers.
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According to the European Charter for Regional or MinorityLanguages (Strasbourg, 5.XI.1992), the right to use a regional orminority language in private and public life is an inalienable right.This right is embodied in the United Nations InternationalCovenant on Civil and Political Rights, and is also reflected in thespirit of the Council of Europe Convention for the Protection ofHuman Rights and Fundamental Freedoms.
In article #1, the European Charter states:
a “regional or minority languages” means languages that are:i traditionally used within a given territory of a State by
nationals of that State who form a group numerically smaller thanthe rest of the State's population; and
ii different from the official language(s) of that State;it does not include either dialects of the official language(s) of theState or the languages of migrants;
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b “territory in which the regional or minority language isused” means the geographical area in which the said language isthe mode of expression of a number of people justifying theadoption of the various protective and promotional measuresprovided “non-territorial languages” means languages used bynationals of the State which differ from the language or languagesused by the rest of the State's population but which, althoughtraditionally used within the territory of the State, cannot beidentified with a particular area thereof.
Catalan has more speakers than any other regional or minoritylanguage in the European Union; Catalan is the only languagespoken by more than 10 million people. Yet, for historical andpolitical reasons, Catalan is often included in the minoritylanguage group. In fact, the actual usage of Catalan, as reflected inits demographics, juridical status, sociolinguistic situation andlinguistic regulation, shows a very different reality.
Here are a few facts to demonstrate the breadth of Catalan usage:it is one of the few languages that has translated all the Greek and
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Latin classics, as well as the majority of important names inscience and universal literature. Catalan also has a long traditionof publishing and a first class publishing industry: over 10,000titles are printed per year, making it the twentieth most publishedlanguage in the world. Catalan was, is, and will remain, alanguage of culture.
Catalan is both a language and culture very involved with itsinternational diffusion: it ranks tenth as the language mostfrequently translated. Catalan literature is interested in a dialoguewith other languages and cultures. Catalan has been a primemover in using the internet to promote language resources. In2006, a generic domain aimed at the Catalan linguistic and culturalcommunity (“.cat”) was created, where users can register domainnames. Catalan’s internet presence is much higher than itsdemographic weight: there is a high degree of activity fromindustrial and social sectors. Catalan ranks eighth in the numberof blogs; fourteenth in the use of Google; and fifteenth in the useof Vikipèdia, the Catalan version of Wikipedia.
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Almost ten million people understand Catalan; nearly eightmillion speak it; and more than eight million can read it.
Catalan faces two challenges: it is considered a minority languageby the European Union; and, of even more concern, it has becomecategorized as a minority language within Spain. Spain is amultinational state where four different languages co-exist.Spanish is the official language throughout the nation, whileCatalan, Basque and Galician are only official in the autonomousregions where they originated. There are other Europeanlanguages (e.g. Danish) that have fewer speakers than Catalan, butwhich are not considered “minority” languages. This is becausethese languages are the only official languages in their countriesand, most importantly, receive the full endorsement of theirrespective political systems.
Catalan in Spain and the Balearic Islands
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Within the nation state of Spain, Catalan is spoken in threeautonomous regions (Catalonia, Valencia, the Balearic Islands)and a portion of Aragon, known as the Aragon strip. The majorityof Catalan’s 10 million speakers live in Spain. In the threeaforementioned autonomous communities, Catalan is consideredthe indigenous language, while Spanish is a co-official language.
The 1978 Spanish Constitution made Spanish the official statelanguage; it stipulated that all Spanish citizens should knowSpanish and be entitled to use it. The constitution also stated thatthe other regional languages (not specified by name) should alsohave official status in their respective autonomous communities,in accordance with the region’s autonomous statutes. Theconstitution states that the wealth of regional languages in Spainrepresents a cultural heritage worthy of particular protection andrespect. According to Spanish legislation, knowledge of Spanish iscompulsory, while knowledge of Catalan is simply optional.
In Catalonia, Catalan has had fewer difficulties in survivingthanks to a well-off Catalan-speaking middle-class that has voted
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for political parties that represent its economic andcultural/linguistic interests. Catalonia’s role in the defence ofCatalan language and identity has a historical explanation: since1000 A.D., it has been promoting Catalan identity, when the firstindependent Catalan kingdom formed and gradually expanded tothe Balearic Islands and Valencia during the thirteenth century.
Historically, Catalan in Valencia has faced two problems. The firstis that, for several centuries, there have been politicians agitatingfor language secessionism. They believe that Valencian is adifferent language from Catalan. Secondly, in Valencia (unlike theBalearics), the Church was not a means of cultural/linguistictransmission: Church authorities usually defended Spanishculture, to the detriment of Catalan.
In the Aragon strip (an area on the Aragon side of theAragon/Catalonia border, extending from the Pyrenees down toValencia) Catalan is offered as an extracurricular subject insecondary education. As it has recently been recognized as a
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minority language, it needs to be protected by the Aragonesegovernment.
The Balearic Islands
According to the Balearic Islands’ Autonomous Statute (1983),Catalan is ‘the language of the Balearic Islands’; it is the officiallanguage, together with Spanish, and can be learnt and used byeveryone. The Autonomous Community of the Balearic Islandshas exclusive powers in various areas, including the arts, researchand the teaching of Catalan. The ‘forms of Balearic Catalan’ arestudied and protected ‘without prejudice to the unity of thelanguage’.
As per the Balearic Islands’ Language Standardisation Law (1986),the Autonomous Community can and must make it possible toexercise one’s language rights. The general aim of the law is toincrease the regularized use of Catalan in official areas and foradministrative purposes; to ensure the knowledge and use of
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Catalan as a teaching medium in the education system; to promotethe use of Catalan in all media forms; and to increase socialawareness about the importance of knowing and using Catalan.The law’s various articles deal with the following subjects: theright to know and use Catalan; recourse to law courts to protectlanguage rights; the use of Catalan in government administration,the judicial system, education, the media, advertising, social andcultural life; place names and signposting; language training andrecruitment criteria for public servants; the promotion of languageand culture; the planning and coordination of languagestandardisation; socio-linguistic research; the responsibilities ofthe University of the Balearic Islands with regards to languageregulation, etc.
Catalan is the official language for all levels of education in theBalearic Islands. Catalan language and literature are compulsorysubjects at all levels of non-university education; it is taught forthe same number of hours as Spanish language and literature.Pupils must be able to use both official languages correctly by theend of compulsory schooling. The autonomous government must
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provide the resources necessary for teacher language training, andto ensure that Catalan is used as a teaching medium. AlthoughCatalan is a compulsory subject in adult education, universitylecturers and students are entitled to use the language of theirchoice. The Balearic government is responsible for devisingteaching materials in Catalan, and to facilitate its teaching.
With regards to the law courts, citizens are entitled to address themembers of the judicial system in Catalan. Documents andproceedings in Catalan are valid before the Balearic courts.
However, the efficacy of these laws depends on the governingpolitical party to put them into effects. For example, acontroversial issue is the requirement that Spanish-speaking civilservants (e.g. doctors, police officers, etc.) who immigrate to theBalearics acquire a mastery of Catalan.
The Balearic Islands have a number of cultural associations whichdefend, promote and spread Catalan language, culture andidentity. These include the Obra Cultural Balear (Balearic Cultural
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Organization), El Grup Blanquerna (the Blanquerna Group);l’Institut Ramon Llull (the Ramon Llull Institute); Joves per lallengua (Youth Defending Language); l’Associació de la premsade la part forana (the Regional Press Association); Sindicat detreballladors d’ensenyament de les illes (STEI) (the BalearicTeachers’ Union); Jubilats per la llengua (Retirees DefendingLanguge), etc.
Most Balearic Islands’ newspapers are published in Spanish,although some magazines and one newspaper are entirely inCatalan. These publications receive some assistance from theBalearic government, in sometimes in the form of institutionaladvertising. There are some radio stations in Catalan and twomain television stations that broadcast entirely in Catalan; someother minor local stations broadcast partly in Catalan.
According to a study undertaken by the Balearic Islands’ StatisticsInstitute, 85,47% of people in Majorca understand Catalan; 63,37%can speak it; 71,48% can read it and 47,78% can write in Catalan.However, these figures vary considerably according to region. In
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the capital city of Palma more and more people use Spanish tocommunicate; increasingly, Spanish is their mother tongue. InPalma 83,08% of people understand Catalan; 55,46% can speak it;68,71% can read it; and 42,73% can write in Catalan. Due to theinfluence of tourism, the scenario is similar in coastal areas. Forinstance, in the north of the island, 87,24% of people understandCatalan; 73,35% can speak it; 72,64% can read it; and 49% canwrite in Catalan. On the other hand, in the Tramontana region,where there is less tourism and thus less immigration, 99,29% ofpeople understand Catalan; 82,60% can speak it; 93,22% can readit ; and 69,73% can write in Catalan.
In Minorca the influence of Spanish has not been as widespread asin Majorca, even in the largest towns. In Menorca, 88,99% ofpeople understand Catalan; 68,50% speak it; 72,69% can read it;and 53,18% can write in Catalan. However, Eivissa is similar theMajorcan coastal areas: 78,51% of people understand Catalan;59,45% speak it; 65,03% can read it and 45,20% can write inCatalan.
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The Institut d'Estudis Catalans (IEC: Institute of Catalan Studies)is the only linguistic authority in the Balearics where Catalan isspoken. The IEC’s linguistic section is devoted to studying Catalanlanguage, vocabulary and grammar rules.
Methodology
The CEPA Son Canals’ “learning partnerships” are based on fourwell-known approaches: peer-to-peer tutoring; cooperativelearning; the cultural approach; and the communicative approach.
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Peer-to-peer tutoring is when students teach other students. Thisapproach is usually highly satisfactory, and has many benefits.Students learn more when they are the ones to teach thecomprehensive aspects of a subject. And there is a beneficialcomplimentary effect: students experiencing difficulties benefitfrom the help of someone of a similar age or status, who(figuratively) “speak their language”, and appear less intimidatingthan the teacher. A peer tutor uses pertinent vocabulary andexamples that resonate with the student, creating effective bridgesto breach the learning gaps. Additionally, the tutor receives
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valuable reinforcement from having to prepare and teach a topic.Of course, a teacher trained to supervise peer tutoring shouldmonitor the process.
While learning partnerships consist of pair work, they areinfluenced by some of the principles of cooperative learning, i.e.working in small teams formed by students with different abilitylevels. In cooperative learning, each team member is responsiblefor helping teammates learn, creating an atmosphere ofaccomplishment. Cooperative efforts result in participantsworking together for mutual benefit. The principles of cooperativelearning include:-learning from each other's efforts and knowledge. (Your successbenefits me; my success benefits you.)-acknowledging that all members share a common fate. (We allsink or swim together here.)-all members participating in the whole task. (We cannot do itwithout you.) All the members play a necessary role in thepartnership.
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The third approach mentioned, i.e. the ‘cultural approach’, dealswith the transmission of facts about ‘Culture’ and ‘culture’. Thecultural approach transmits statistical information about “high”culture (“Culture” with a capital “C”), i.e. institutional structures,etc. and ‘highbrow’ material dealing with literature and the arts.The cultural approach also explains popular culture, focusing on
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the customs, habits and folklore of everyday life. The assumptionis that ‘by teaching a language . . . one is inevitably alreadyteaching culture implicitly” (McLeod, 1976). A lot of materialrelated to ‘Culture’ is included in the learning partnershipconversation guides. Moreover, the four last sessions are devotedto visiting museums, cooking lessons, attending plays, etc.
Finally, the communicative approach exposes the students tosome key practices. The majority of adult students don’t have aclue about appropriate social language, gestures, expressions, etc.They have real difficulties in communicating in the culture of thetarget language; they are not literate in what Gartner (1990) calls‘interpersonal intelligence’. Most of the students are familiar withthe Grammar-Translation or the Audio-lingual Method from theirprimary or secondary education. In many cases, they memorizedendless lists of vocabulary and grammar structures. One of thelearning partnerships’ key points is that it is based on real-lifevocabulary situations. Topics include: school, holidays,neighborhoods, etc. The topics are meaningful because they arerelated to the students’ immediate reality. The manual provides a
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framework with which to explore these themes: vocabulary,idiomatic expressions, dialogue structures to facilitatecommunication, etc. The communicative approach implies anincreased obligation talk; as a result, students gain significantlymore confidence when using the target language. Studentsbecome responsible managers of their own learning process. Theaim is that students will continue to use the target language, evenafter the learning programme is finished.
The objectives of the programme ‘Activate Your Institution’sLanguage Partnerships’ are:
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To improve linguistic skills, especially speaking and listening.To learn from a peer: this helps create effective bridges in overcominglearning gaps. A peer tutor can easily give examples and uses similarlanguage that is easy for the student to understand.To improve the tutors’ and students’ learning skills (self-learning, self-correction).To start using the acquired language outside of formal contexts, e.g.during leisure time.To increase confidence and experience working in groups, creating anatmosphere of achievement.To motivate both the speakers and learners of a minority language touse it in non-formal contexts (and not regress back to the dominantlanguage).To have a large impact on a broad cross-section of society (newcomers,native speakers, immigrants).To promote positive attitudes towards minority and marginalisedlanguages.To create educational tools to teach minority and marginalizedlanguages.To make participants open to participating in cultural events
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involving disadvantagedsocial groups (immigrants,disadvantaged youth, etc.)
Who benefits from thisdigital manual?
The Setting
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Cepa Son Canals is an Adult Education School in Palma de Mallorca(Baleric Islands, Spain) that provides formal and informal education aswell as long distance learning. It is located in a disadvantaged areawith a lot of immigrants from South America, North Africa, andEastern Europe. Son Canals organizes informal educational courseswith a stress on IT; English; and Catalan and Spanish for immigrants.In the past couple of years, the school has also organized a lot ofmulticultural activities (seminars, workshops and festivals) tofacilitate the immigrants’ integration into Balearic society and to teachthem Catalan, the local language (which shares official status withSpanish). Teaching Catalan ensures that immigrants will belinguistically prepared for a normal professional and social life. In thepast, in order to ensure a European dimension to the school, SonCanals coordinated a Grundtvig partnership from 2008 to 2010; thisexperience generated an interest in European educationalprogrammes.
The name of the CEPA Son Canals’ Grundtvig partnership is “AWorld of Minority Diversity in a Globalized Europe”. The partnership
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focuses on researching the most suitable methodologies and materialsfor teaching “FLs” (foreign languages), and creating digital materialadapted to the teaching/learning of minority languages.
The Students
In the last fifteen years, the CEPA Son Canals’ students’ countries oforigin have changed considerably. During the early years, moststudents were Catalan-speakers who felt proud of their languagerights and asserted them.
Gradually, there was an influx of students from mainland Spain, whocame to the Balearics seeking a better life. These newcomers arrivedwith a “settler mentality”; this was especially evident in Palma andcertain neighbourhoods which experienced considerable growth dueto the wave of peninsular immigrants (e.g., the CEPA’sneighbourhood). More recently, the school has witnessed a largeamount of South American, Moroccan and Eastern Europeanimmigration. These most recent newcomers behaved differently fromthe Spanish peninsular immigrants. While the Eastern European
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immigrants have provedreceptive to learning a newlanguage and culture, theother groups have sometimesshowed xenophobic andnegative attitudes towardsCatalan. Unfortunately, thesenegative reactions havesometimes revived negative
attitudes already existing towards Catalan in the local population. Oneresult has been the creation of new political parties with secessionistideologies, advocating linguistic imbalance: language A (Spanish) forformal situations and language B (Catalan) for informal situations.
There is a linguistic dichotomy in Majorca, between Palma, the capitalcity, and the rest of the island. Palma (along with its coastal areas)received a large volume of immigrants due to the development oftourism. The volume of newcomers was so high that it was verydifficult to create a climate of Catalan-immersion. Often, immigrantsoutnumbered the local population. This resulted in Catalan speakers
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becoming a minority in their own territory.
CEPA Son Canals, located in an immigrantneighbourhood, has tried to address the immigrants’lack of Catalan language skills. To this end, CEPASon Canals has pioneered a linguistic project (LP)which makes Catalan the language ofcommunication in the teaching and learning
processes. Most of the school’s teachers share a Catalan languageidentity and support this linguistic project -- essential for the effectivefollow-through of the project. Son Canals’ linguistic project enablesthe school to organize language learning according to current law, butin an autonomous manner. The project also deals with the curricularaspects of the different languages present in the Balearics. Son Canals’linguistic project is an important part of the school’s Education Project.
The involvement of Cepa Son Canals in European Education Projectshas definitely contributed to improving the teaching quality of aminority language (in this case, Catalan). This has been very
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important for CEPA Son Canals. The language tasks have becomeintegrated into the linguistic project. Most of our students need toimprove their Catalan language skills because Catalan is the languageof instruction. Furthermore, a good grasp of Catalan ensures thatstudents can find jobs. In sum, this project has two objectives. Firstly,the project aims to enhance language use via conversation lessons.The second aim is to introduce students to the socio-cultural aspects ofthe language being studied. The manual, cooperatively designed by allthe project partners, ensures the programme continuity: it provides awealth of approaches and classroom activities.
The Society
The manual on minority languages is expected to attract the attentionof various stakeholders, e.g. adult education providers, languageschools, NGOs, universities, teacher training centres, etc. The manual’sarea of influence will be extended when these institutions pass it on toother entities in their region. The web page and promotional flyerswill also contribute to increased exposure. A major part of the materialwill be uploaded on to the web page. With regards to the language
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learners, the institutions have adapted already existing ‘English as aForeign Language’ (EFL) material for teaching minority languages atthe two adult education schools. The English and minority languageteachers worked together to create the new manual. The minoritylanguage learners have acquired linguistic content as well as culturalconcepts. This manual has been put into practice in adult educationalschools; teacher training centres; and also in the Finnish library (whichdoubles as a teaching centre). The Lapon Centre, which providesSaami lessons, will also forward the manual to other Lap centres inFinland and Norway. This material has been adapted in order to showthe actual ethno-linguistic situation in Europe. This project’s impactwill continue even after the funding is finished in 2013-2014. In CEPASon Canals’ case, the ‘Activate Your Institution’s LanguagePartnerships’ programme will continue during the 2012-2013 schoolyear.
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Key completeness
Linguistic competence: the main aim oflanguage partnerships is, without a doubt,to improve linguistic skills (speaking,listening), especially speaking skills. Mostof the students in our school canunderstand Catalan, but when it comes totalking, they don’t feel at ease. Theprogramme: ‘Activate Your Institution’sLanguage Partnerships’ focuses primarily
on speaking.
Digital competence: the teachers will provide the students with onlineresources (games,activities, etc). There are three or four computers inthe room where the partnerships meets; students can use this resourceto check vocabulary and pronounciation. Additonally, they can usethe computer to read the newspaper, play games in the language ofstudy, etc.
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Social and civic competence: ‘peer learners’ will explore culturalaspects, using the conversation guide as a starting point. Theconversation guides deals with many cultural variables, e.g. traditions,festivals, household habits, institutions, etc. It clearly underscores thestrong relationship between language and culture. Culture andlanguage are tightly intertwined. The participation of both the tutorand the tutoree in the learning partnership creates a whole task.
Cultural awareness and expression: the staff have organised differentcultural outings, visits to museums, plays and even a cooking class ontraditional Easter dishes. Discussions of culture will embraces manysubjects. Often, a short conversation leads to an exploration of manyother variables, such as social-cultural issues, historical facts, politics,folklore, etc.
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Learning to learn: the learning partnership involves small teamsformed by students with different ability levels. In cooperativelearning, each team member is responsible for contributing to peerlearning; this creates an intimate atmosphere, in which participantswork towards a shared goal. The peer learners will fill in self-evaluation and co-evaluation questionnaires after each session; thiswill help address any weak aspects of the program, and will reinforcethe strong points.
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Evaluation Tools and Criteria
Co-evaluationAs explained in the methodology session, the language partnership isa peer-to-peer task. Both partners participate in the conversation, soeach of them should be involved in the evaluation process. Co-evaluation is a process that involves two evaluators simultaneously.Co-evaluation is extremely useful as it presents two perspectivesduring the evaluation process, significantly improving the exercise.This participatory evaluation involves constant dialogue duringvarious stages of the evaluation. At the end of each session, each pair(tutor and tutored person) should complete an evaluationquestionnaire. It is advisable to comment some aspects of theevaluation but the tutors should be talkers, not examiners. Theyshould help the tutored person and monitor the conversation. Theevaluation sheet should be in simple language, so that it is easy toanswer. Both the tutor and the tutored person answer the samequestions:
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Evaluation sheet (sample)
1. Explain briefly what the session has been about (outstandingaspects, anecdotes, curiosities etc.)2. How long has the session taken? How many sessions do you thinkare necessary?3. Do you think this topic and this activity are useful? Why?4. What would you change? Why?5. What would you add?6. Has your partner participated?7. Does he speak too much? Doesn’t he speak at all?8. What would you change about your partner’s participation?9. Other opinions and suggestions:
Self- evaluation
In order to become lifelong learners, adult students need to learn theimportance of self-evaluation. They can do this by filling out self-evaluation forms. However, via conversations, they also have to learnto overcome shyness or embarrassment that might prevent them from
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speaking. When students evaluate themselves, they are assessing whatthey know, what they do not know, and what they would like toknow. They begin to recognize their own strengths and weaknesses.The programme makes use of the simplest tools to encourage self-assessment: pertinent questions that force both partners to think abouttheir work. Some examples of such questions include:
Evaluation sheet (sample)
1. How much time and effort did you put into this?2. What do you think your strengths and weaknesses were in today’sconversation?3. How could you improve your speaking skills?4. What are the most valuable things you learned today?
It is important for staff to analyze the results of these questionnairesfor creating the self-assessment and the co-evaluation sheets and toimprove the programme in the future. It is important to show partnersthe relevance of self-evluations as part of the improvement process.One thing partners can do is to ask the other partner (the tutor and the
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tutored person) for feedback on how the conversation lesson is goingand what each partner is doing well and not so well. In this way theycan make improvements in the following sessions.
Final evaluation
The final evaluation helps to evaluate and assess the programme ingeneral (including the outings and other ‘leisure’ activities). Theprogramme will continue in following years at the school years,allowing for even more aspects to be improved. The results of the finalevaluation are collected in the last section entitled ‘conclusions’.
Final evaluation sheet (tutor)
Do you think the learner understands and speaks better Catalan?What have you learnt about the way of life, culture, mentality, etc. ofyour partner’s country?Has the tutored person always been prepared to participate inactivities?What has your relationship with the tutored person been like?
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Which outing or leisure activity did you liked the best?Do you think the teacher has to be present at all the sessions?Would you change any of the aspects of the sessions? (For example,the conversation guides are too long or too short; too specific or toogeneral, etc. )Did you enjoy the experience? Would you enroll in this programmeagain?
Final evaluation sheet (tutored person)
Do you think you speak better Catalan after the implementation of theprogramme?Which aspects have you learnt about the way of life, culture,mentality, etc. re: the language under study?What has your relationship with the tutored person been like?Which outing or leisure activity did you liked the best?Do you think the teacher has to be present at all the sessions?Would you change any of the aspects of the sessions? (For example,the conversation guides are too long or too short; too specific or toogeneral etc.)
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Did you enjoy the experience? Would you enroll in this programmeagain?
Contents of the programme ‘Activate the language partnership inyour school’:The semantic fields we have dealt with are:1st SESSION: THE FAMILY2nd SESSION: THE COUNTRY OF ORIGIN OF THE TUTOREDPERSON3rd SESSION: OUR SCHOOL/ SECONDARY SCHOOL/ LIBRARY4th SESSION: YOUR HOME (your house, housework, animals)5th SESSION: HOBBIES, FREE TIME ACTIVITIES6th SESSION: DOMESTIC ANIMALS7th SESSION: DAILY ROUTINES8th SESSION: YOUR HOLIDAY9th SESSION: ASSESS THE PROGRAMME: ACTIVATE THELANGUAGE PARTNERSHIP IN YOUR SCHOOL.10th SESSION: SHARING YOUR FREE TIME TOGETHER1st SESSION: THE FAMILYVOCABULARY:
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Father, mother, grandfather, grandmother, son, daughter, brother,sister, cousin, grandchild, granddaughter, grandson, grandchildren,nephew, niece, aunt, uncle, godfather, godmother, wife, husband,mother-in-law, father-in-law, son-in-law, daughter-in-law…QUESTION/ANSWER PROMPS:EXAMPLES OF QUESTIONS AND SENTENCES:I HAVE TWO SISTERS, HOW MANY BROTHERS AND SISTERSHAVE YOU GOT? I HAVE THREE BROTHERS AND A SISTER.WHAT IS YOUR FATHER’S NAME? // MY FATHER’S NAME ISANTONI.WHO IS THIS WOMAN? SHE IS MY ELDER SISTER.IS THIS YOUR GRANDFATHER? NO, HE ISN’T. HE IS MY FATHER.
Vocabulary related to the jobs:Porter, plumber, cook, salesperson, engineer, driver, carpenter, nurse,butcher, fishmonger, baker, shop assistant, doctor, hairdresser, writer,secretary, teacher, bricklayer, electrician, fireman.
QUESTION/ANSWER PROMPS:WHAT DOES YOUR FATHER DO? WHAT’S YOUR FATHER JOB?
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HE IS A PAINTER.WHAT DOES YOUR MOTHER DO? SHE IS A TEACHER. / DOESSHE WORK? YES, SHE IS A TEACHER.WHAT DO YOU WANT TO BECOME WHEN BEING OLDER?WHEN DOES YOUR BROTHER HAVE HOLIDAY?MY AUNT WORKS FIVE DAYS A WEEK.
In this session you can revise the vocabulary related to the physicaldescriptions (tall/ short, fat/ thin, ugly/handsome, blond/brunette,with pale complexion, blue/green/ brown eyes etc. as well aspersonality descriptions ( friendly, unfriendly, nice, well-natured,cheerful, sad, sociable, talkative, shy, extroverted, tolerant, intolerant,trustworthy, reliable, open-minded, sympathetic, strict.
2nd SESSION: THE COUNTRY OF ORIGIN OF THE TUTOREEVocabulary related to lands and oceans and means of transport.QUESTION/ANSWER PROMPS:WHERE ARE YOU FROM? / I’M FROM MOROCCO.DO YOU COME FROM CHINA/ NO, I COME FROM JAPAN.WHAT IS YOU COUNTRY LIKE? HAS IT GOT MOUNTAINS?/
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BEACHES/ RIVERS?WHAT ARE THE PEOPLE LIKE IN YOUR COUNTRY?WHERE WERE YOU BORN?..... IN A VILLAGE OR IN A TOWN?IS THERE A SPECIAL FLORA OR FAUNA? ARE THERE ANIMALSOR PLANTS DIFFFERENT TO OURS?WHICH ARE THE TRADITIONAL FEASTS IN YOUR COUNTRY?WHAT DO YOU MISS OF YOUR COUNTRY?WHAT IS THE WEATHER LIKE? IS IT SIMILAR TO THE WEATHERIN MALLORCA/ GERMANY/ FINLAND? DOES IT RAIN A LOT?WHAT DO YOU LIKE THE BEST IN MALLORCA?HOW DID YOU SPEND YOUR FREE TIME IN MALLORCA?WHAT IS THE TYPICAL FOOD IN YOUR COUNTRY? WHICH ARETHE INGREDIENTS?HAVE YOU TASTED ANY TYPICAL DISHES IN MAJORCA/GERMANY/ FINLAND?3rd SESSION: OUR INSTITUTIONVOCABULARYObjects: sheet of paper, pencil, paper bin, blackboard, book, pen,rubber, crayons, school bag, bag, pencil case, pencil sharpener, ruler,folder, scissors, rubber, chalk, light, tape, brush, notebook, chair, table,
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wardrobe, door etc.The facilities: bathroom, toilet, the yard, the computer room, theteachers room, secretary’s office, concierge, the headperson room, thebar, the library, the gym, the staff.QUESTION/ANSWER PROMPTSWHAT’S THIS? IT’S A DUSTBIN.WHERE IS THE STUDENT’S TOILET? COME! IT’S HEREWHERE IS THE LIBRARY?WHERE IS THE CHALK? WHERE CAN I LOOK FOR IT?CAN YOU LEND ME A PENCIL?CAN YOU MAKE ME A PHOTOCOPY OF THIS SHEET OF PAPER?MAY I TALK WITH THE HEADPERSON? / YES, I’ll TALK WITHHIM. THANK YOU/ DON’T MENTION IT.MAY I TALK WITH THE HEAD OF STUDIES?MAY WE COME IN? YES, SUREMAY I TAKE THIS BOOK?HOW WAS YOUR SCHOOL/ YOUR LIBRARY BEFORE?WHICH SUBJECTS DID YOUN HAVE? WHICH ONE DID YOUPREFER?WHICH WAS YOUR TIMETABLE?
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WHAT DO YOU REMEMBER ABOUT YOUR FORMER TEACHERS/EDUCATORS?WHAT DO YOU LIKE THE BEST OF OUR SCHOOL/ WHAT THELEAST?
4th SESSION: YOUR HOMEVocabulary related to the daily life in your house, your pets, thehousework.QUESTION/ANSWER PROMPTS:WHAT TYPE OF ANIMAL IS IT? HAS IT GOT A NAME?HOW IS IT? HAS IT GOT FUR OR FEATHERS? IS IT BIG ORSMALL? HAS IT GOT WINGS?IS IT QUIET? IS IT RESTLESS? IS IT AGGRESSIVE? IS ITAFFECTIONATE?WHAT DOES HE/ SHE EAT?HOW LONG HAVE YOU HAD IT?WOULD YOU LIKE TO HAVE MORE DOMESTIC ANIMALS?1 Vocabulary related to pets: canary, dog, cat, hamster, snake, parrot…2. Vocabulary related to the following chores: laying the table ( table,
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fork, knife, spoon, table cloth, napkins, glass ), washing up ( water andsoap), making the bed ( sheet, blanket, cushion, pillow, pyjamas),keeping the clothes in the wardrobe (sweater, trousers, shirt, t-shirtetc.)WHICH HOUSEWORK DO YOU DO AT HOME?HOW DO YOU SHARE THE HOUSEWORK AT HOME?DO YOU LIKE MAKING THE BED, WASHING UP, CLEANING?WHICH CHORE DO YOU LIKE THE BEST?DO YOU TIDY UP YOUR HOUSE?HOW DO YOU ORGANIZE YOUR ROOM?5TH SESSION: YOUR HOBBIES Hobbies (playing football, playing basketball, walking, watching TV,listening to music etc.) Obviously the vocabulary you deal with in thistype of sessions is quite varied as it depends on the hobby chosen.QUESTION/ANSWER PROMPS:DO YOU LIKE PRACTISING SPORT?WHAT DO YOU LIKE DOING IN YOUR FREE TIME?WHAT DO YOU DO AT THE WEEKENDS?WHAT DO YOU DO IN THE MORNING/EVENING?I LOVE GOING/ I DON’T LIKE AT ALL GOING TO ……
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DO YOU LIKE THE MUSIC? WHAT TYPE OF MUSIC DO YOULISTEN TO?DO YOU KNOW ANY MALLORCAN/FINNISH/ GERMAN MUSICGROUPS?HAVE YOU LISTENED TO SONGS IN CATALAN/ GERMAN/FINNISH?DO YOU PLAY ANY INSTRUMENTS?DO YOU LIKE WATCHING THE TELEVISION?WHAT TYPES OF PROGRAMMES DO YOU WATCH?WHICH TV CHANNELS DO YOU PREFER?CAN YOU WATCH AT ANY TIME THE TELEVISION IN YOURCOUNTRY?AMONG YOUR FRIENDS AND RELATIVES, IS THERE ANYONEWHO LIKES SEWING, KNITTING; MAKING PIECES OFFURNITURE; GARDENING OR LOOKING AFTER ANIMALS?6TH SESSION: DOMESTIC ANIMALSVocabulary related to animals: dog, cat, fish, canary, chicken, turtle,hamster, goldfish, parrot…Parts of the animals’ body: leg, mouth, wing, peak, tail, scales.Verbs: meowing, singing, flying, swimming.
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Objects: cage, fishbowl, aquarium.Adjectives: male, female, big, new, fast, talkative, slow, quiet, hard,small, heavy, calmed, hairy, smart.QUESTION/ANSWER PROMPS:HAVE YOU GOT PETS AT HOME? HOW ARE THEY?WHICH ANIMALS ARE THERE IN YOUR COUNTRY? ARE THEYSACRED FOR YOU?DID YOU HAVE ANY PETS WHEN YOU LIVED IN YOURCOUNTRY? WHICH ONES?HOW DO YOU FEED THE PETS AT HOME?WHO IS IN CHARGE OF THE PETS? HOW DO YOU SHARE THECHORES?IS THERE A SHOP OF PETS NEAR YOUR HOUSE?ARE THERE ANIMALS WHO FRIGHTEN YOU?DO YOU KNOW A STORY/LEGEND/ OR TALE IN WHICH THEANIMALS MAY PARTICIPATE. EXPLAIN IT.DO YOU KNOW THE FOLLOWING IDIOMATIC PHRASES?TO BE LIKE A FISH OUT OF WATERTO BE A BIG FISHWHEN THE CAT IS AWAY THE MICE PLAY
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TO BE AS CUNNING AS A FOX7TH SESSION: THE DAILY ROUTINEWhat do you do every day? You will talk about your daily routine.What you like or dislike doing.QUESTION/ANSWER PROMPS:WHAT IS A WEEK DAY LIKE FOR YOU?WHAT DO YOU NORMALLY DO IN THE AFTERNOONS? LISTTHE THINGS YOU NORMALLY DO.EXPLAIN THE TIME YOU NEED TO ARRIVE AT THESCHOOL/THE CENTRE. WHICH MEANS OF TRANSPORT DO YOUNEED?EXPLAIN WHAT YOU DO EVERY DAY BEFORE COMING TO THESCHOOL/ CENTER….EXPLAIN WHAT YOU DO IN THE CENTER/ SCHOOL…(MEETING SOME FRIENDS, HAVING A COFFEE WITH FRIENDS,TAKING NOTES ON THE AGENDA.COMPARE YOUR ACTIVITIES HERE WITH YOUR ACTIVITIES INYOUR COUNTRY. WHICH SIMILAR AND DIFFERENT POINTSCAN YOU SEE?OF THE FOLLOWING CHORES:
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WHICH ONES DO YOU LIKE AND DISLIKE?MAKING THE BED IRONINGCOOKING TROWING OUT THE
RUBBISHLAYING THE TABLE TIDYING UP THE ROOMWASHING UP WATERING THE PLANTS
DOING THE SHOPPING HANGING CLOTHES ONTHE CLOTHES LINE
BUYING CLOTHES MOPPING,WALKING THE DOG SEWINGSETTING THE WASHINGMASHINE IN MOTION
GARDENING
QUESTION/ANSWER PROMPTS:DO YOU DEVOTE TIME TO READING, LISTENING TO MUSIC,MEETING YOUR FRIENDS, SPEAKING WITH YOUR FAMILY…?WHAT DO YOU LIKE DOING AT THE WEEKENDS DIFFERENT TOWHAT YOU DO DURING THE WEEK?IF YOU SURF THE NET, WHICH WEBPAGES DO YOU LIKE
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SURFING? DO YOU SEND ANY MAILS? DO YOU USE ANYSOCIAL NETWORKS?DO YOU PARTICIPATE IN OUT OF SCHOOL ACTIVITIES? WHICHONES? ( DO YOU PRACTISE ANY SPORTS, DO YOU ATTENDPRIVATE LESSONS)?IMAGINE AN IDEAL DAY IN YOUR LIFE. EXPLAIN IT.DO YOU DEVOTE TIME TO READING, LISTENING TO MUSIC,MEETING YOUR FRIENDS, SPEAKING WITH YOUR FAMILY…?WHAT DO YOU LIKE DOING AT THE WEEKENDS DIFFERENT TOWHAT YOU DO DURING THE WEEK?IF YOU SURF THE NET, WHICH WEBPAGES DO YOU LIKESURFING? DO YOU SEND ANY MAILS? DO YOU USE ANYSOCIAL NETWORKS?DO YOU PARTICIPATE IN OUT OF SCHOOL ACTIVITIES? WHICHONES? ( DO YOU PRACTISE ANY SPORTS, DO YOU ATTENDPRIVATE LESSONS)?IMAGINE AN IDEAL DAY IN YOUR LIFE. EXPLAIN IT.
CREDITS
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The programme: ‘Activate the language partnership in your school’has been a success thanks to the involvement of a lot of members ofthe staff and because the idea of creating this language volunteeringwas the result of a real need. The teachers of languages were awarethat the students who learnt Catalan had to break a barrier to startproducing orally in a language. Most of our students find it very hardto start speaking. By means of handing the conversation guide at thevery beginning of the project, we provide the students withvocabulary and prompts to follow a conversation. Not only thestudents but also the teachers involved would like to continue nextyear though we won’t count on the funding of the National Agency‘Socrates’.
The teachers involved in the programme: ‘Activate the languagepartnership in your school’ at CEPA Son Canals are:Maria Josep Carrasco: coordinator of the programme. She has, withouta doubt, invigorated the activity a great deal. She has been thepresenter of the official events of the programme (presentation,meetings etc). She has adapted the vocabulary and promps to ourstudents. She has selected the ‘pairs’ after having matched the
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enrollment forms of the tutors and the tutored person. She hasmonitored the first sessions of the conversation lessons and hascontrolled the evaluation.Martí Gené & Rafel Oliver: preparation of the ITC part of theprogramme: creation of power point, picassa…Isabel Peñarrubia: organization of the outings ( Lluc, Palma). She hasorganized the walkings and the cultural visits. She is the teacher ofHistory and Art History in the school and has designed the outingsand the itineraries.Joana Maria Sansó: graphic designer and English teacher. She hasdesigned the enrollment form used to match the tutors and tutoredstudents, the poster used to make publicity of the programme and theconversation guides.Maite Vidal: Catalan teacher and the person in charge of analyzing thepart concerning the context of the language under study.Sebastià Vidal: Catalan teacher and the person in charge ofsupervising the part of the manual devoted to the situation of theCatalan language nowadays.
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Cepa Son Canals
Cepa Son Canals is an Adult Education School which provides formaland informal education as well as distance learning. It is placed in adisadvantaged area with a lot of immigrants coming from SouthAmerica, the North of Africa, and Eastern European countries. Theinstitution organizes informal education courses stressing on ITteaching, English and Catalan and Spanish courses for migrants. In thepast couple of years, the school has also organized a lot ofmulticultural activities: seminars, workshops and festivals to favourtheir integration and to teach immigrants the Catalan language, thecommunity language and the official one as well as the Spanishlanguage. Teaching the local language is a way to help them to belinguistically qualified to carry out a normal professional and sociallife. Regarding, the European dimension of the school, we havecoordinated two Grundtvig partnerships from 2008 to 2010 and from2010 to 2012 and this experience has awoken our interest in Europeaneducational programmes.
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Sami team
Davvisámigielaoahpahus Sámi oahpahus guovddážis Johkamohkis
Davvisámigieloahppit Sámioahpahusguovddážis leat duodjeoahppitmat lohket sámigiela beannot diimmu vahkus, oahppit mat lohketsámigiela bealleáiggi ja oahppit mat lohkat interneaha bokte njealjádasoasi barggoáiggis, dat lea oahppumá gga dásis.
Dat oahppu vuolggahuvvo makkár dásis dat oahppit leat.Sámigiellalohket duodjeoahppit modernagiela gurseplana bokt.Vaikko leat sámigielagat de oahpahus lea má gga dásis. Dat boahtádas go ruo a ja norgga skuvlasystema leaba hui earaláganat dasa miiguoská sámigieloahpahussii vuo o-ja joatkkaskuvllas.
Neahttasámigieloahpahus lea heivehuvvon moderna giella gurseplánamielde, oahppi uvvo dan dasis gos son lea. Dat oahppi mii álgavuosttaš gurse uovvo modernagiela 1 ja 2. Jus leat lohkan ovddit jagide dat oahppi uvvo Moderna giela 3:át ja 4:at.
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Oahppineahttagursses gii lea eatnigielat uovvo eatnigielagurseplana.Oahppu uovvu ruo a joatkkaskuvllad Moderna giela ja Eatnigielagurseplánaid ja daid mielde ožžot oahppit duo astusaid.
DuodjeoahppitDuodjeoahppit lohket sámiduoji ja sámigiela. Sámigielas bargat danmaid leat oahpahallame duojis, nugo duodjesániid ja man láhkái daidgeavaha. Dat oahppit mat leat olu lohkan sámigiela dahkatdutkkanprošeakta maid ieš dat studeanta válljejit ja dan de álletsámegillii. Das de ohppit sihke dan guovddáš sisdoala maid datModerna gielaid gurseplána gáibida, nugo ovd kommunikkašuvnna,receptšuvnna, interaktšuvnna ja produkšuvnna.
Dat oahppit mat leat easkkáálgit, sis lea vuo ogirji man namma leaGulahallat ja sii maiddai barget dan maid barget duojis ja oahpahalletsániid, cealkkagiid jna.
Skuvla lea válljen uovvot Moderna giela gurseplánaid vaikko oahppilea eatnigielat danin go dat moderna giela gurseplánat addet bealeuogga eanet go eatnigielat gurseplana go ohca universiteaha
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oahppui.
Gáiddusoahppu ja neahttaoahppuSámigiela vállo gáiddusoahppu ja interneahtta oahppu.Gáiddusoahppu lea go oahppit bohtet skuvlii oktii mánnui. Oahppitgeat lohket interneavtta bokte leat juohke dásis. Interneahtta oahppulea buorre oahppu daidda olbuide geat eai sáhtte lohkat skuvlabáikkisgo leat barggus ja leat guhkkin eret báikkis gos oahppu fállu.
Hástalus oahpahitOahpahitt sámigiela lea stuora hástálus má ga dáfus, oahppogirjjiidváilvaš vuohta lea okta heahtehus. Oahpahusas galgá gávdnat dási vaijuohke oahppi oažžo oahpu iežas dárbbuid mielde, muhtimat eai leatollenge gullan sámigiela ja muhtimat fas leat eatnigielaságasteaddjit.Sii eai leat beassan oahppa állit ja lohkat iežasetskuvlaáiggi.
Duodjeoahpahusas leat oahppit má gga dásis muhtimat leat lohkansámigiela olles dan joatkkaskuvlaáiggi ja lohkan dan nugoeatnigiellan. Dál de lohket dan Moderna gielaid gurseplána mielde,
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dan bokto sis lea guokte sámmigielávdnasa iežasetjoatkkaskuvladuo astusan. Dát oahppit leat hirbmat eahppit.Oahpaheaddjin ferte geavahit visot návccaid ja metodaid ja maiddaifuomašahttit ohpiid iežaset makkar málle lea sutnje buoremusoahppat ja oahpahallat. Neahtta oahpahusas lea váddasit praktihkalasoasi bokte oahpahit das leat eanet teorehtalaš barggut go ii leatsinguin vejolaš barggu bokte oahpahit nugo datoahppit mat leatbáikkis. Dáiguin sáhtat bargat juoida gie aigun, ájehiid bie gasiid,sárgut ja maid mannat olgun gáfestallat, mannat dávvirvuorkás jna.Dávvivukorkas lea loavddagoahti doppe sáhttá ságastallat degogoahtevieruid birra ja juohke oahppi muitala makkár vierut singuovllus leat. Oahppit hal bohtet juohke guovllus sámis, norggas,suomas, ruo as, davvi- ja lulli guovllus.
Boazu lea dea als sihke ealahussan, duodjeávnnasiid ja borramušaidoažžut. Muhtin dán giellpoahpahusas lea juste boazu. Bohcconamahusat agi, ivdni, oarvi ja lihkkama birra. Eatnamidd birra gosdat guohto ja vájalda. Oahppit sukkardit makkar biepmu sii rahkaditbohccos dego bierggus, siskaldusain, gáccain, oaivvis ja nu ain.Makkar duodjeávnnasiid ožžo bohccos dego duolji, gápmasiid,
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suonaid ja orvviid. Oahppit beasset oahppat njuovvat, rihttet, caggatduljiid, vuolehastit gápmasiid, suovastuhttit biergguid, dahkatgurppiid. De go lea olgobeaivi de lea suovasbiergu ja gurpi maidbeasset bassit heallu nalde. Dainna ohppet dan árbevirolasbiepmukultuvra.
Árbevirolaš luohti, o a mállet sámimusihka ja eara állojuvvondokumeanttat, girjjitGuldalit árbevirolaš lu iid ja maiddai geah alit bidjat luo i.Analyseret got luohti lea dahkkon ja manin eai nu njuolga datdajaldagat luo is dadjo. Soamis oahppi lea ieš juoigi ja oasalasttan danstuora gilvvohallamis Sámi Grand Prixas guovdageainnus de lea oallestuora resurssan oahpahusas.
appagirjjalašvuo a oahpahusas gie ahallat daid sámigirje álliidJohan Turi, Paulus Utsi, Nils Aslak Valkeapää jna. Johan Turi lea halSámi Kallevalla.
asit állit geat állet otna beaivvi dili birra, nuorra olbmo eallimiilea maiddai genre oahpahusas. Oahppi lohká ja muitalala, analyseremaid lea lohkan ja bukta iežas jurdagiid sihke njálmmala at jaálala at. Oahppi analysere man ládje girje álli lea geavahan giela.
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Juohke dásis oahpahusas lea áppagirjalašvuo a lohkun oassi. Easkkaálgiide lohka oahpaheaddji áppagirjalašvuo a girjji mii lea heivolašdan dássái MP3:ai ja jorgala ruo agillii. Oahppi guldala jietnadagaidja oahpahalla dan bokto ieš lohkat, de sádde iežas lohkamusaoahpaheaddjái jietnameila bokte ja das de oahpaheaddji addámáhccaga kondtrastiiva analyserema bokte jietnaoahpa, cealkaoahpaja giellaoahpa.
Oahdppi producere álala at ja njalmmala at juohke lágánteavsstaid.
Ohppiid iežaset ruovttosuopmanOahppi ruovttogiela-suopman lea dea alas samigieloahpahusas.
allin-ja njálmmálaš giella sáhttá leat oalle guhkálaga. Das fertefuomahahttit oahppi dan njálmmalaš- ja állingiela earu.Oahpaheaddji ferte ieš dovdat suopman earuid earenoamažitdávvisámigielasde lea álkkit fuomašahttit oahppi su oahppamis daidearuid go son galgá oahppat állit.
Interneahtta
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Interneahtta lea hui buorre gaskaoapmi das gavdna mat leat buoritsámigieloahpahusii, dego fillmmat, sáhttá mannat ma os geah atsámi tv-o asiid, yuo-tubas gávdna mii dáhpahuvva nuoraid-olbuidgaskkas máilmmis ja maiddai sámis.
Eallilan olbmotEallilan olbmot leat hirpmat de alas gálddut. Ohppiin lea álo bargojearrat ieažase lagamusain maid sii dihtet duon ja dán ássis. Go álletálalaš barggu de galget bidjat dan geas leat ožžon njálmmalaš die u
gáldun.Dat eallilan olbmot mat leat birrasis láven dego oahpaheaddji bivdetskuvlii ja sii de muitalit mas sis lea beroštupmi ovd boažodálus,muitalit skuvlaáiggi bitta (internáhtta goahteskuvladáiggi). Diibmagi at studeriime boare skuvlagoahtesajiid Váikkajávrris. De leieallilan olmmái, Nils Válkeapä, gii ieš lei vázzán dan skuvllas ja orronlávdegoadis skuvlaáiggi, lei loahppa geažis 30-logus.
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Language Policy
The Sami Parliament’s intention of direction is to promote, developand preserve the Sami language to a viable language for the Samisociety and for Sami solidarity. A living language is actively used bothat home and in official contexts.
The Swedish assimilation period
Most of the older Sami have never been allowed to learn to read orwrite in their own native language in school. Many can tell aboutpunishments and threats they were victim to under their school time,when the northern population was to be “made Swedish”. In theelementary school one was not allowed to speak Sami during schooltime. Sami wasn’t even a school subject in the nomadic school. TheSami children were not given the opportunity to learn to read andwrite in their own language. (The same applied to the Finnish-speaking population in the Torne Valley). Older generations of Samithat have Sami as a social language use therefore Swedish when they
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read and write. When we speak of literacy in Sami contexts, it does notmean that Sami are illiterate.
Language switch
The generation exposed to unpleasant experiences from their schoolyears chose to a greater part to not speak Sami with their ownchildren. As adults, many of the 60’s and 70’s generations cannotspeak Sami “although they should be able to”. They have Sami as apassive language to a more or less degree. It can be a rather steepthreshold to reclaim one’s language, and many speak of“psychological barriers”. Here there is a need for great educationefforts and a positive attitude from the surrounding society, both theSami and the Swedish. The State has a great responsibility forhistorical events which affect the Sami still today.
Sami Language Act
The international law has great significance in many ways, even for
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language preservation. Questions about cultural autonomy, withrights to an own culture, language and self-determination in ownmatters has been emphasized. An example is the European Council’sconvention on protection for national minorities and the statute onminority language, which has led to the Minority Language Act inSweden. The present development of the political and ideologicalrelationships speaks for Sami language preservation, but there is alsoa need for added resources in order for the Sami Parliament and otheractors to be able to actively work for an increased use of the Samilanguage.
Read the summery of the government bill that recognizes, amongothers, Sami as a minority language here.
Change in attitude
The Swedish people’s attitudes to minority languages and particularlyto the Sami are positive. This is evident from a questioner survey(2001) where more than 80% of the population feels it is important topreserve minority languages in Sweden. 86% feel it would be a shame
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if the Sami language in Sweden were to disappear. The interest for thelanguage grows in pace with an increased self-esteem andstrengthened identity perception with the Sami themselves. Togetherwith increasingly broad-minded minority policy, a growing self-confidence speaks for new possibilities. A rich diversity of Samicultural expressions appear in an open and obvious manner. Increasedmobility and more areas of contact grant new opportunities for abroadened use of language.
A language with deep root
The languages in Europe belong to a number of different linguisticfamilies. The distribution of the languages is a result both of themigration and settlement of different groups of people and languages,as well as linguistic changes due to exposure to external or higherinfluences. Areas with navigable coasts and rivers have facilitatedcontact and linguistic exchange. At one time the Sami inhabited themajority of Finland and Karelia. Historical documents and Sami placenames bear witness to the original area's outer boundaries. Researchinto loan words is a type of linguistic archaeology that can teach us a
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great deal about the contact that different groups of people had witheach other.
The Indo-European language family is the dominant family in Europe.This can in turn be divided into a number of subgroups. The Romancelanguages (Italian, Spanish, French, etc.) are descendants of Latin, thelanguage of the Romans. The main Germanic languages are Englishand German. The Scandinavian languages are Northern Germaniclanguages. Indo-European languages are also spoken in Western Asia.Sami belongs to the Finno-Ugric language family. Finnish, Estonian,Livonian and Hungarian belong to the same language family and areconsequently related to each other. Various other languages withwhich we are relatively unfamiliar also belong to the same group, andare spoken by people as far away as the Ural Mountains in Russia,such as Udmurtian, the Mordvinic languages, Mari and Komi.
A common Finno-Sami protolanguage
Finnish and Sami probably originate from a common protolanguage,
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early Finno-Sami. From this protolanguage, Finnish and Samideveloped in separate directions around 1000 BC or earlier. When theSami branch changed into proto-Sami, the language was relativelyuniform across the entire area inhabited by the Sami's forefathers. Thesubdivision into the various dialects had probably come a fairly longway by the 9th century AD, and all the typical features that we nowhave in the various Sami dialects were probably present. The Sami innorthern Scandinavia became linguistically splintered due to the factthat they were nomads who moved along the river valleys and lakesystems with their reindeer. Southern Sami, on the other hand,probably has a slightly different history. It may have its origins in anearly migration from the south into the Scandinavian peninsula. Thevarious Sami groups then met up again much later. One piece ofevidence for this is said to be the fact that Southern Sami lacksconsonant gradation, which is present in both Finnish and the otherSami dialects. (Consonant gradation is where a group of consonantsinside a word change between an unstressed and a stressed spelling,for example `pm' in /Sápmi/ changes to `m' in /sámi/.)
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Sami place names
The national borders were drawn up around 250 years ago. Beforethen, the Sami population lived across a very extensive area with nonational boundaries. The first settlers were dependent on the Samipeople's ability to survive in nature and the harsh climate. This can beseen for example in the Sami elements that have been retained in thelanguage of those who settled there. Fishermen and farmers of non-Sami origin appeared relatively early along the coastline in the northand in the lower river valleys. From the 17th century onwards, moreand more people dared to settle in the Sami region. The colonisationwas gradually completed thanks to forestry, mining and thedevelopment of hydroelectric power. Even though this colonisation isa recent phenomenon, it has wiped out much of northern Sweden'sSami past. Through linguistic research we are able to rediscover theregion's early history. When you look at the map, you can see that theinland area is covered with Sami names for towns, mountains andlakes. Place names such as Luleå, Skellefteå and Umeå also have aSami origin, although we do not normally consider this. In most cases,
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the Swedish names for the major rivers in northern Sweden refer backto their Sami equivalents. If the Sami had not been living by the coastwhen the Swedes arrived, the waterways would naturally have beengiven Swedish names. The rivers are now named in a way that hasbeen adjusted to suit Swedish pronunciation. One example of this isSkellefteå (Skellopta in the 13th century), which derives from theSouthern Sami name Syöldahte. Luleå derives from the Lule Saminame Luleju. A final `å' (Swedish for river or stream) has subsequentlybeen added to these place names.
Current linguistic situation
The current situation of the Sami language is affected by peoplemoving about internally and by the dominance of the majoritylanguages during the 20th century. In recent decades, tens ofthousands of new words have entered the Sami language, both loanwords and new formations. Examples include: sihkkel - bicycle,mánáidgárdi - day nursery (literally "children's corral''), dihtor -computer. Languages develop continuously in line with society and its
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needs. For obvious reasons, all Sami-speaking people are naturallybilingual. In the countries where the Sami live, school education hasalways been provided from the majority languages.http://www.eng.samer.se/servlet/GetDoc?meta_id=1006Senast ändrad: 2006-11-14
... Finnish and Sami have probably originated from the samelanguage.
... south Sami and north Sami are two different languages, eventhough related to each other.
... names of towns like Luleå, Skellefteå and Umeå have Sami origin.
Language legislationLanguage and the law
The Sami language has received official recognition in the Nordiccountries through a Sami language law. In Finland and Norway, aSami language law was introduced in 1992 (revised in Finland in
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2003). On 1 April 2000, the Sami language (all varieties) wasrecognised as an official minority language in Sweden.
The Minority Languages Act entitles Sami people to use Sami in theircontacts with the authorities and courts within the `Samiadministration area'. The administration area covers Arjeplog,Gällivare, Jokkmokk and Kiruna municipalities. In practice, thismeans that Southern Sami is excluded, as no Southern Samimunicipalities are included in the administration area.
The Minority Languages Act has not worked particularly well to date.This is due to several factors. For example, Sweden's previouslanguage policy has meant that many Sami cannot speak their ownlanguage sufficiently well to use it in official contexts. Furthermore,there are not enough people working for the authorities who canspeak and write Sami. There can also be unwillingness on the part ofofficials to oblige Sami people and arrange an interpreter, when theyknow that the person in question can speak Swedish.
Despite this, the fact that Sweden has adopted a law on minority
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languages can be of great importance for the future. The fact that alanguage is recognised as an official minority language is importantwhen it comes to raising the status of the language and to justifyingthe preservation of the language. The administration area for Sami isexpected to be extended so that Southern Sami areas are also covered.The Sami dialects
Which dialect do these children speak? Northern Sami, at a guess,going by their caps. Photo: Haraldsson, Ajtte Mountain & SamiMuseum.
Language, dialect or variety?Is Lule Sami a separate language or a dialect? Is Swedish a variant ofDanish? It's difficult to know how to determine what is a languageand what isn't.
Depending on how you classify languages and dialects, there are saidto be between 2,000 and 6,000 languages in the world. If we considerSwedish and Norwegian to be two different languages, then Samishould also be subdivided into several languages. However, as the
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Sami are a relatively small group of people, the decision has beentaken to refer to all the variants of Sami as one Sami language, and todivide the language into three main dialects.
Nine dialectsThe three main dialects are in turn divided into nine dialects orvarieties, as they are also referred to by linguists. The main Samidialects are: Eastern Sami, Central Sami and Southern Sami.
Linguistic frontiers not the same as national borders
The fact that the frontiers for the Sami linguistic areas do not coincidewith the national boundaries is a clear sign that the national borders inthe north splintered the Sami's areas. Eastern Sami dialects are spokenon the Kola Peninsula in Russia; Central Sami dialects are spoken inFinland, Norway and Sweden; Southern Sami dialects are spoken inNorway and Sweden. Northern Sami, Lule Sami and Arjeplog Sami(belonging to the main Central Sami dialect), Southern Sami and UmeSami (a variety with linguistic features of both southern and northernorigin) are all spoken in Sweden. The boundaries between the
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different varieties are not clearly defined, but rather tend to changegradually.
Northern Sami the largestNorthern Sami has the most speakers, being spoken by an estimated15-17,000 people across the entire Sami area, of which 5-6,000 are inSweden. Northern Sami has also spread into Lule Sami and SouthernSami areas as a result of the authorities' forcible relocation of NorthernSami people to these areas during the 1930s.
Difficult to understand each otherOne estimate is that around 500 people speak Lule Sami and a similarnumber speak Southern Sami. The differences that exist mean that aSami from one area may have difficulty understanding a Sami fromanother area. The differences are comparable with the differencesbetween Swedish, Norwegian and Danish. People who have grownaccustomed to a different dialect can talk with each other, while othersfind it more difficult to communicate. The differences between thevarieties located furthest away from each other - the Sami language inthe east and Sami in the south - are almost as great as the differences
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between Swedish and German.
All Sami languages are classified as endangered languages, as the UNagency UNESCO. A language is threatened when the speakersdisappear or turn to speak another language, usually a major languageused by a powerful group. Seriously threatened today Lule and SouthSami. Critically endangered is Ume and Pite Saami, with maybe 10-20who still speak the language. According to UNESCO's Language Atlasof endangered languages in the world.
A language is threatened when the speakers disappear or turn tospeak another language, usually a major language used by a powerfulgroup. It is also threatened when it is used in fewer and fewer context,the language code is not used anymore, or the children can no longerlearn the language group. With fewer and fewer are using the locallanguage, so is the risk that it will die out clearly.
Around the world, minority populations living side by side with themajority populations and the examples are numerous where minoritypopulations are abandoning or being forced to abandon their
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language. This experience with other parts of the Sami indigenouspeople.
The increased globalization and rapid urbanization affects all people,but especially vulnerable are those associated with small indigenouspeoples in the world. As industrialization and large-scale extraction ofraw materials is changing the conditions for a traditional way of life.Many are forced to move to cities to seek new ways to supportthemselves.
To make their own society means being subjected to strong pressure tospeak the dominant language. Majority language is or is perceived asnecessary in order to take advantage of society, while the nativelanguage is no longer necessary in the same way. The possibilities andreasons to speak their own language becomes less and finally emergemore rarefied the portability of the language to the next generation.
The threat can also come from the leadership of their country, whichprohibits the use of minority language. Ambient disparaging views onminorities may also affect the willingness to use their own language.
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Language's survival is threatened then.
The spoken languages in the world is a treasure. Each language is partof the world's cultural heritage. The languages are: a mirror of eachnation's unique vision of the world. The fact that language extinctionand the disappearance mean an irreparable loss of unique culturalknowledge for many generations, including historical, spiritual andecological knowledge which might be necessary not only for itsspeakers, but also for others. And since many little people have nowritten language but are oral societies as language is also important ascarriers of traditions and in support of cultural identity.
Over the past hundred years, a language shift process has gone on inSami society. The Sami have long lived under a strong assimilationpressure (likriktningstryck). Something that led to many Sami now nolonger can speak or understand the Sami. Instead, the Swede hasbecome the language that dominates. When Sami is spoken, it isprimarily in the home and family, while the rarely heard and spokenin the rest of society and in public.
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Not allowed to use the Sami language in school or learn to read orwrite in their native language has many Sami experienced as difficult.Meanwhile, the negative attitudes that many Sami have met, hasaffected many Sami desire to blend into the majority population.Many have not wanted to keep the language on to their children. Thechildren would not suffer the same difficulties.
The most important thing to save a language from dying out is thatsociety creates opportunities for speakers to speak the language andteach their children. It requires a national policy that recognizes andprotects minority languages and an education system that promotesmother-tongue education.
It also requires a social and political environment, which encouragesmultilingualism and minority language use so that it becomes an assetto speak such a language. The West has long been regarded as anexception multilingualism and monolingualism as the norm, butglobally, it is actually significantly more common with children whogrow up with multiple languages.
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UNESCO is the United Nations Educational, Scientific and CulturalOrganization. In the mid-1990s, UNESCO published the first report ofendangered languages in the world. The third came in February 2009.Språkatlasen shows that 2500 of the world's 6000 languages areendangered and that hundreds are already extinct. The number ofendangered languages has also increased dramatically because of therapid social and economic change. Only since 1950 has 230 languageshave disappeared. Among Akkalasamiska, spoken on the KolaPeninsula in Russia. The language died out in 2003 with the lastspeaker.
Cooking on tradional way
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Making sausage from intestine of reindeer
Whisking flour into the blood to fill into intestines.
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They are going to boil marrowbones.
Marrowbones are in the pot for boiling
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They are cleaving the marrowbones and then it is ready to eat.
Here is the food, puddings, marrowbones, sausages of intestines.
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When we worked with cooking we talked saami all the time.
Marrowbones A amatSausages Márfi, Guopmolággá, Doggi, Ma ebuoidi, eaksaMeat ielgi, ielgedákti, Gánis, BieškaPuddings GuhpáratBroth BuljongMake sausages MárfutMake puddings GuohppárathttitCleave ieskatDrink broth Juhkat liemaEat BorratTake meat from bone Sohpat
Sámij åhpadusguovdásj / Sami Education
General Sami
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The Sami live in four countries: Norway, Sweden, Finland and Russia.The Sami are an indigenous people in the area and have lived here fora very long time. The Sami have their own culture and language, Samilanguage belongs to the Finno-Ugric language family. Saami as anindigenous people have over the millennia acquired a knowledge ofhow they can survive in the area resulting in a rich Sami languages ofimportant terms such as the natural conditions. The Sami today live asminority in most areas ida .. Only three municipalities have Samimajority and two of those are in Norway and one in Finland. Nomunicipality in Sweden, the Sami majority. The Sami people are thevictims of the assimilation policy of the States and also hit hard bynature exploits such as hydropower expansions, mining and logging.The Sami culture has been hard-pressed and not so long ago it wasforbidden for Sami children to speak their own language in school,even into the 50th century. This has led to consequences that we livewith today. Several generations of Sami people have lost theirlanguage and culture and the states of the region have a greatresponsibility to allocate resources, and strengthen the rights of theSami. Fortunately, some progress has been made recently on the right
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side, but much remains to be done.
The Sami language is highly endangered and Sami children andyoung people living in the Swedish society has been a struggle tomaintain and develop their traditional knowledge. The same isreindeer herding, the traditional Sami way of life under great pressurefrom a large community who wish to use natural resources. Today,conservation and tourism arrived in the area which may createconflicts when such areas are used for the ski lifts and other activities.As Northern Europe is marketed as Europe's last wilderness, we reactand respond that this is old cultivated land which has been used forgenerations without showing so many signs of this.
Jokkmokk is centrally located in the Sami area, in Lule Sámi area.Jokkmokk is very well known in Sweden and also in Europe, thanks tohis old winter market in February. The exposure in the media andmany times it's Sami that are highlighted. Jokkmokk has a large Samipopulation and an estimated 30% have Sami background, though notall say in their daily lives that they are Sami. Sámij åhpadusguovdásj /Sami Education Centre is located in Jokkmokk, just because it counts
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as a strong and natural Sami environment.
Sami school systemSami children in some areas the opportunity to go into Sami pre-school. Furthermore, there are five Sami schools among others inJokkmokk with teaching from preschool to grade six. After thehögstadet so some schools have integrated Sami education with theopportunity to read Sami, Sami handicraft and society with a certainnumber of hours per week. At secondary level there are two nationalrecruitment program on the Swedish side of the high school inJokkmokk. First, a more theoretical college preparatory programs, andone from the fall 2012 new, more practically oriented Sami vocationalprograms.
After secondary school, many young people to study at Sámijåhpadusguovdásj / Sami Education Centre in Jokkmokk on any of thecourses.
The university has three universities / colleges teaching in Sami topics:Luleå University of Technology, Umeå University and Uppsala
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University. Umeå University is responsible for the Sami language.Here may be mentioned that there is a separate Sami College inGuovdageaidnu on the Norwegian side with teacher, journalist andlanguage courses. On the Finnish side is an educational institutionequivalent Sámij åhpadusguovdásj / Sami Education. They operate atsecondary level and has also applied handicraft and language coursesbut also in other areas.
On the research level, Umeå University has a research center in theform of Vaartoe / Cesam, Centre for Sami Research. Sami Institute hasextensive research.
We can see that there is a Sami learning scheme where Sámijåhpadusguovdásj / Sami Education has a natural part. The resourcesabove all on the Swedish side has to be said is inadequate, and such isthe serious shortage of teaching materials and resources to produceeducational materials. There is also lack of Sami teachers and there isgreat need to document the Sami traditional knowledge for the future.Although methodology and pedagogy must be developed to Samieducation can be adapted to best meet their goals. This calls for more
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research from a Sami perspective and Sami needs, ie research on Samiand not about the Sami.
Many Sami today want to regain their language and strengthened intheir culture. It is very important Sami education system.
General information on school
Sámij åhpadusguovdásj / Sami Education Centre is a Sami educationalinstitution with a long history. Since its inception in 1943, the schoolwith what was then called Sami Folk High gave trainings to the Saamipeople. The school has been of great importance to the Samicommunity. It was the church (the Swedish Missionary Society) whostarted school and was principal for the first 30 years. The school hada very central role in the Sami community, the first few decades. Evencan be said that the school was a first mother to Sami society. It was atschool it happened, all the important Sami meetings. It was foundedSami organizations, etc. The school is a good example of how aneducational institution for adults can enhance a minority andindigenous peoples by a natural focal point can be created.
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School organization
The school is organized as a foundation with SSR / Swedish SamiAssociation, Same Ätnam and Jokkmokk Municipality stiftelsebildare.SSR is to count as a Sami trade body and Same Ätnam more as acultural organization. Statutes governing the activity. The school has aparticular order and have a state subsidy that directly channeled to theschool. Sámij åhpadusguovdásj is not required to have a general lineof said second high schools have. Other funding from the schoolmunicipality of Jokkmokk and the County Council of Norrbotten. Theschool earned a reputation as a private education providers with stateaid, and that the school is student aid eligibility.
The school's mission and goalsOur overall goal is to best benefit the Sami cause and we are supposedto specifically promote the Sami educational activities. Sámijåhpadusguovdásj can be said to have a dual goal. First, it shall giveindividual Sami an education adapted to their needs and desires andsecondly, the answer to a general training courses and through
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collaboration with education organizations and other institutions tospread knowledge about the Sami people to a wide circle of people.
PremisesOperations are conducted in their modern offices and workshops. Theschool has its own dining room with an adequate kitchen anddormitory with room for our students and visiting scholars.
StudentsStudents are adults over 18. Sami adolescents and adults come fromdiverse backgrounds and environments. First, various Sami languagevarieties, North, Lule and South Sami. Some are Sami, other passivelanguage users to beginners. Students come from different geographicareas, some from traditional renskötarhem with strong traditions andperhaps from urban areas. School can be said to have three objectivesof the training. First, strengthen the traditional knowledge so that theSami culture can survive. First, strengthen their Sami identity bystaying in the environment around the school where the majority ofpupils and staff are Sami. Partly also develop personally as it ishealthy for young adults to live with other young people in boarding
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houses and develop in a stimulating Sami environment. It's like "leavehome light". The school's three objectives interact and are equallyimportant. Even be said to strengthen students' identity is the basicobject and that they take ownership of their culture so that it cansurvive. Education programs different parts are the best resources.
Students are recruited from all over Sápmi, the Sami area from theSwedish, Norwegian and Finnish side, a few years also have studentscome from the Russian Sápmi.
School Staff
All staff have Sami background and it creates a safe environment forSami students. The Sami people live as a minority in most places onthe Swedish side. In some area, the atmosphere between Sami andnon-Sami tense and many young people and adults may defendthemselves. At the school, they feel they need to defend themselves orexplain themselves. They should clearly know that there is a strongand secure Sami environment which pupils develop and strengthenthem as individuals. School staff and teachers have the role of the
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Sami culture bearers and shall transfer Sami values and thoughts andattitudes. Sami traditional knowledge has many dimensions, not justone example, knowledge of the craft, with no language skills andother non-visual skills, such as thoughts and values.
School education today
Today's longer courses are of 1-2 years. These include duodji - Samieducation that has been running for almost 40 years. The program hasproduced a variety of Sami craftsmen of high caliber and Samihandicrafts on the Swedish side are very high quality thanks to theschool's education. You can read the wood / horn or leather / textilespecialization.
The school also has Sami language courses in three varieties, North,Lule and South Sami. The studies are full time, at a distance withphysical meetings at half or even online courses at quarter speed.
The school also has a herding training with the target group are activereindeer herders or young people wishing to start up a reindeer
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husbandry enterprises.
In the target area, the school has developed a basic traditional Samifood culture, and just now a professional development project forSami matföretagare.
The school also has cultural events and this may be especiallymentioned the Jokkmokk winter market in which the school assignsall its premises to Sami craftsmen and artists. For a few days they sella large portion of their annual sales and the market is very importantfor them. This helps the school with its premises and its services sothat visitors can find out and that business can be done.
The school has over the past decade invested heavily in developingtechnology and distance education. The school had for several years, aseparate Sami network "SameNet" which is now closed. The school,along with educational radio in Sweden has developed web-basedteaching materials as a "Sámásta" in Lule sámi and "Gulahalan" inNorthern Sami. These materials are free and free to use. Seewww.ur.se/samasta/ and www4.ur.se/gulahalan.
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The role of schools today and tomorrow
The school has a very important role and there must be a physicallocation where adult Sami can come and reclaim and strengthen theirSami heritage. The school would be developed and strengthened, andcollaboration with universities is seen as a key player for the future. Itis gratifying that the school can participate in joint European projectsfocusing on the minority when it benefits us all and that we supporteach other. Many conditions are the same and in such methodology,we've got to get at each other.
Sami joint Nordic co
It is natural that the Sami cooperate across national borders. It is Samipolitical cooperation such as through the Saami ParliamentaryCouncil. The school has been and is involved with joint Nordic mainlyeducation institutions in Norwegian, Finnish and Russian side. Theseinclude the Nordic educational projects such as Sámásta project
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between Sweden and Norway, Gulahalan project between Swedenand Finland and reindeer training between all four countries id etSami area. The school is now looking for cooperation with SamiUniversity on the Norwegian side and had last year franchisededucation in duodji of 30 credits in Jokkmokk.
The Sami institution
The Samisk utbildninqscentrum is an institution which has organizedcourses and is aimed at the spread of the Saami education for adultssince 1942. This school has had a great impact among the members ofthe Saami society providing courses to assist this minority nationalgroup. It focuses on the teaching of Saami language and providescourses of culture, Saami handicraft and Saami traditions based onactivities like reindeer husbandry. They also implement post-compulsory secondary education in the Saami language.
As far as the participation in the project is concerned, they haveapproved some approaches in the EFL classes in secondary school and
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their team of Saami teachers have adapted the selected approaches forthe teaching-learning of the Saami language. With regard to thecultural part, they have provided information and material collectedfrom their courses (reindeer husbandry, handicrafts, literature etc.).They have also kept in contact with other Saami institutions inNorway and Finland and they have established a network to collectinformation of linguistic and cultural aspects.
This minority group has lived since time immemorial in an area whichis comprised of four countries. A territory which spreads from Kolapeninsula to Russia, the north of Finland, Norway, the northerncoastline and the inland and the central part of Sweden. This area iscalled Laponia but the territory where they have always been livingwas originally more extensive. Consequently, the number of Saamishas decreased considerably in the last years.
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Finnish team
Practise the use of Finnish language in discussion groups in Länsimäkilibrary.
Margarita Vidinovska, Chief Librarian, Länsimäki Library
Grundtvig is a lifelong learning project, which aims to create tools thatcan promote digital skills, and to encourage minority students to takeinformal learning and training. The project will focus on solving theproblem of social exclusion of minorities.The intention is to highlightthe missed minority of European nationalities and their languages,which in some cases are at stake.
It is coordinated by Cepa Son Canals Consortium for Education inSpain (Palma de Mallorca, the Catalan language). Other partners areGreece (minority languages, such as Turkish), Germany (languages ofminorities, for example, Russian), Romania, Sweden (Sami language),and Finland. The Finnish project is represented by the Hakunila-
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Länsimäki area libraries, and the Finnish coordinator for the project isMargaritaVidinovska.
Strategy
Finland is an officially bilingual country, in which more than 100languages are spoken. Within the range of HelMet libraries, 59 951people speak a foreign language (other than Finnish, Swedish or Sami)as their mother tongue. In the beginning of 2004 there were 47 000foreign nationals living in the HelMet area. The immigrant populationhas grown over the last 10 years, more than 300%.
The discussion group strategy is based on the HelMet libraries missionand multi-cultural library work with the international principles ofIFLA Library Services.
Activities Idea
The Discussion group is a Länsimäki Library immigrant customers'
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group. Customers represent a variety of languages and cultures. Thediscussion group leader's role is to help immigrants in the learning ofthe Finnish language. The tutor also tells about the library's provisionof foreign language material. The meeting of cultures createsopportunity for discussion.
Hakunila and Länsimäki libraries joined the Grundtvig project withthe activities that each library provides for the immigrants. HakunilaLibrary offers Internet courses for Russian speaking clients and thelibrary of Länsimäki organizes hour-long lessons in Conversation inFinnish for foreigners every Friday. Leading the classes are threemembers of the library staff, and once a month a guest tutor fromHelsinki Deaconess Institute, who works on a voluntary basis.
Länsimäki Library works in cooperation with the Adult EducationCentre in Vantaa.
Immigrants who use the services of the Centre can apply for languageand work training program for six months in the library of Länsimäki.In addition to Conversational Finnish for foreigners, the Länsimäki
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library also organizes individual Internet Courses for foreigners andhouses exhibitions of immigrant artists living in Vantaa. Hakunilalibrary organizes internet courses in Russian.
For us it is very important to continue and to perfect the work we dowith immigrants. We are trying to vary the learning methods of theconversational Finnish lessons and make them more practical byhaving the course outdoors – in the park, in the shop etc.
There is a close relationship between tutors and studnts. Tutors usedifferent kinds of teaching methods. Fof example training outdoors,shoping with student, studying the use of words in the naturalenvironment
Values
In a multicultural, multilingual environment, we carry out the HelMetlibrary values, particularly equality and creativity. The forum aims topromote the following values:
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- Ethnic equality- Respect for diversity- Social interaction, communication and responsibility- Interculturality and Identity
Benefits of the project:
Who benefits?
This project has broadened our colleagues’ perspectives. We have seenhow under different conditions, the organizations operate in adifferent way, and we have learned about the training methods othersuse and what they have achieved. Although the other organizationsparticipating in this project are representatives of Adult EducationInstitutions,we have many things in common and we have borrowedsome ideas from their experience with teaching and communicationwith immigrants.
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Why teach in the library?
Part of the integration process for immigrants who do not speak thelanguage is first to undergo training in centres for adults, in schools oruniversities. Libraries provide the necessary facilities and literature, aswell as an opportunity for practical training with the help of librarystaff.
It is important for foreigners to be active and to engage in variousforms of training provided free of charge by the state.
The library's function is to be one of the pillars supporting a live,multi-cultural community and offering a chance for dialogue. Thelibrary's work will take into account changes in society, and new typesof services will be introduced in innovative ways. All libraries servethe language and cultural minorities. Online services are also beingdeveloped to suit the minorities. The staff is recruited from manydifferent ethnic groups and each year the library has a foreignlanguage speaker as a trainee employee. Customers, too, from the
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different ethnic groups are involved in the production of content andevents.
Libraries today have a different role than in the past. The library is acultural centre and a meeting place for immigrants. Librarians assist inthe integration of foreigners and their search for jobs. Librariesprovide a place for training together with the Adult Education Centre.After finishing one-year training program in the Centre, an immigrantcan apply for a six-month language practice in a library or in otherworkplaces. The requirement is to be able to communicate and to havean average level of language skills.. After six weeks of languagepractice, by the decision of the library’s manager, the trainee may begiven the opportunity to stay on the same job for six more months.After this period of training in the workplace, and depending onhis/her proficiency in the language, every immigrant can apply fortwo years of specialty training in librarian studies and get apermanent job in the library. The trainee attends weekly courses,presents essays and papers and takes exams. After a two year periodof training he or she receives a qualification and may apply for apermanent position. Länsimäki Library takes in one immigrant for
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language practice training every year. The Library is located in an areawhich is home to many foreigners and they are kindly welcomed bystaff and clients alike.
The key competences
Two employees and one volunteer are currently tutoring in thelibrary. The conversational Finnish for immigrants course is voluntaryand the students don’t receive grades for their performance. Thecourse helps immigrants to absorb the language more quickly and tofind a job more easily.
The main objective of the project is to familiarize organizations with
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activities that other organizations arrange for immigrants and toexchange experiences and ideas. This we have done through contactsand workshops in each country.
Libraries play an important role in maintaining a democratic societyby providing individual access to numerous and diverse fields ofknowledge, ideas and opinions. This discussion group provides ideasfor the integration of immigrants from countries outside the EUthrough the promotion of an intercultural non-discriminatory models.
A discussion forumtakes into account thediversity of theimmigrant community,expanding andfacilitating accessibility,attracting experts fromtheir respective ethniccommunities,
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increasing the chances for professional and social advancement ofnewly arrived immigrants. The forum creates sustainable relationshipsbetween organizations that work at the training and integration ofimmigrants.
History of Finland
History
Finland is a fairly young country, it has been ruled by both Swedenand Russia and it gained independence from Russia 1917. Before theFinnish statesmen gave the declaration of independence on December6th 1917, Finland was ruled by Russia but had almost full autonomy.Finland even had it's own money from 1860 till 2002.
During the Second World War, Finland fought against troops of SovietUnion in two different wars. Finland did lose the war but it survivedas an independent country though as a winner Soviet Union was ableto dictate its terms. For example Finland was forced to pay reparationsto Soviet Union and the last payment was made in 1952, which was a
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good year to Finland in many other aspects too. Miss Armi Kuuselawas chosen to be Miss Universum and Olympic Games were held inHelsinki.
Paying the reparations forced Finnish industry to develop andnowadays Finland is one of the leading countries for example in IT.Nokia is a well-known and leading brand in mobile phone business,connecting people as it says in advertisements.
Culture
Finland may not have as many internationally recognised artists andmusicians, as our neighbours but there still are many known Finnishnames out there. Jean Sibelius was a well-known composer of classicalmusic and in his footsteps other musicians have found their way tofame. Karita Mattila is a celebrated soprano, Esa-Pekka Salonen aconductor. Also some Finnish pop- and rock bands have some namein international music business, like HIM, Nightwish and The Rasmus.Maybe because of the gloomy and dark nature of Finnish people, most
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of these bands are not known for their cheery love songs but forheavier metal music. For example HIM has named it music style aslove metal.
In literature one of the big names was Mika Waltari, his novel "TtheEgyptian" has also been filmed. Sofi Oksanen is now one of the mostwell known names, her novel "Purge" has received numerous awardsin Finland and abroad.
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Kalevala
The Kalevala is a 19th century work of epic poetry compiled by EliasLönnrot from Finnish and Karelian oral folklore and mythology.It is regarded as the national epic of Finland and is one of the mostsignificant works of Finnish literature. The Kalevala played aninstrumental role in the development of the Finnish national identity,the intensification of Finland's language strife and the growing senseof nationality that ultimately led to Finland's independence fromRussia in 1917.
SportsEspecially winter sports are important to Finns. Finland has celebratedskiiers like Marja-Liisa Kirvesniemi and or ski-jumpers like MattiNykänen or Janne Ahonen. Also rally and Formula 1 is close to heart.Former F1 racer Mika Häkkinen and rally driver Marcus Grönholmare like the boys next door to almost every Finn.
Bits and pieces
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J.R.R. Tolkien was inspired by Finnish national epos "Kalevala" whilehe wrote "The Lord of the Rings".Estonia has the same national anthem as Finland. Beside the lyrics, theonly difference is that in Finnish version you repeat the chorus.In 1918 there was an attempt to establish a monarchy in Finland.Prince Fredrick Charles of Hesse was elected to the throne of Finlandon October 9th 1918 but in the end supporters of republic won.The monster rock group Lordi won the Eurovision song contest in2006 with 229 points.Finland is sometimes called "Land of the thousand lakes". Besidelakes, Finland has forests, 78 % of Finland's surface area.In summer months we have Midnight Sun, a natural phenomenonmeaning that the sun won't set. In winter months there is an oppositephenomenon, the days are so short that it feels that the sun won't riseat all.
Paula Puustinen
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Finland and Language Politics: a Short History
Finland and Language Politics: a Short HistoryThe recorded history of Finland begins around 1100-1300 AD, whenthe kingdom of Sweden took possession of the area now known asFinland, which was at the time still living its Iron Age and had nocentralized government. For centuries the language of government inFinland was Swedish and the schools and universities taught only inSwedish and Latin, disregarding the fact that the majority of thepopulation spoke Finnish dialects as their mother tongue. However, inthe 16thcentury Gustav Vasa seized the Swedish throne and orderedreformation of the church to take place. Until then church services hadbeen conducted mostly in Latin, but now the new ideal was to use thelanguage of the people in the teaching of religion. Therefore a Finnishpriest Michael Agricola took it upon himself to create Finns a writtenlanguage, so that Finnish priests could get hold of printed religiousmaterial in Finnish to help with their teaching. Illiteracy among theordinary people was still common until the late 17th century, when itbecame compulsory for the church to teach people to read (but not to
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write: some say it could have resulted in unwanted appeals to theadministration if the peasants could write).
The first book published in Finnish was Agricola's Abckiria (“TheAlphabet Book”) in 1543, consisting of both the alphabet andexplanations of fundamental doctrines of faith, like the TenCommandments and the Our Father prayer (the Lord's Prayer, PaterNoster). Five years later Agricola published the first Finnishtranslation of the New Testament. This had a fundamental effect onFinnish language, and a great number of words coined or used byAgricola are still in use today. Before Agricola there was hardly anywritten material in Finnish, and Agricola had to figure out how tospell words. After Agricola spelling was still very diverse forcenturies: for example the sound "k" could be written k, c, or g.
After years of war and political instability Finland was transferredunder Russian rule in 1809. However, Finland was given an autonomythat enabled Finland to preserve the Swedish instead of Russian laws.In 1860, Finland was allowed even its own currency. The ruling classwas still Swedish speaking, but by the mid-1800’s Finnish national
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feeling had begun to rise as a result of the strengthening of thenations’ self-image, through acts like, for example, the publishing ofthe Finnish national epic Kalevala. Finally in 1861 an act was passedthat raised Finnish little by little to the position of an official languageof bureaucracy alongside with Swedish. After that it didn't take longfor Finnish to replace Swedish as the language of administration andculture.
Language Minorities in Finland, Legislation and Statistics
Nowadays Finland has two national languages, Finnish and Swedish.The Finnish constitution acknowledges also the right of the Sami touse their own language when dealing with the police or other officials.The Finnish gypsies and other minority groups have the right topreserve and develop their language. The rights of sign-languageusers and the rights of those who need translating and interpretingassistance as a result of a handicap are also guaranteed in theconstitution.
In the end of year 2011 there were 5 401 267 inhabitants in Finland, of
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which 90,0 % had Finnish, 5,4 % Swedish, and 0,3 % Sami as theirmother tongue. Other language groups constituted 4,5 % of the totalpopulation. The most widely spoken foreign languages were Russian,Estonian, Somali, English and Arabian. 3,4 % of the total populationliving in Finland were foreign nationals.
About the Finnish Language
Finnish is the everyday language used in most part of Finland, andone of the official languages in the European Union. For years it wasalso the only non-Indo-European language spoken in the EU, untilEstonia and Hungary joined the Union in 2004. Finnish, along with itsclose relative Estonian and a more distant relative Hungarian, belongsto the Finno-Ugric branch of the Uralian language family. OtherFinno-Ugric languages are for example Sami, Mari, Mansi and Khanti.Approximately 23 million people speak Finno-Ugric languages.
The majority of immigrants in Finland speak a non-Finno-Ugriclanguage as their mother tongue. This poses several challenges in their
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learning of the Finnish language. For example, Finnish nouns have 15grammatical cases with agglutinative suffixes, words have nogrammatical gender, we use consonant gradation (examples athttp://www.uta.fi/~km56049/finnish/diabk.html), and we have anegative verb that conjugates by the person and by the singular/pluralaspect. Finnish language is also rich in compound words that cansometimes be very long and difficult to understand. Another problemcommon to learners of Finnish is how to learn to distinguish from eachother words in which the change in vowel or consonant lengthchanges also the meaning of the word. For example: “tuli” (fire) and“tuuli” (wind), “kukka” (a flower) and “kuka” (who). To makematters still more difficult, the words may at the same time also haveseveral meanings: "tuli" is also the past tense of the verb "to come" inthe third person singular ("he/she/it came"), and "tuuli" by itself meansalso "the wind was blowing". Annasofia Kola-Hagelin
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History of Länsimäki library
Länsimäki library had its Grand Opening in 1978 so we have offeredlibrary services for the people in this area for over 30 years now. Wehave approximately 6 000 visitors per month. Besides borrowingbooks or other materials, people come here to use the computers orread magazines and newspapers. The library's collection contains ca.20 000 titles, that is including books in multiple languages - bothfiction and non-fiction, audio books, magazines, DVD's and CD's.People are checking out ca. 7 000 titles per month.
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Children often come to the library just to spend time with friends. Wehave a youth center next door and when it is open, the door betweenlibrary and youth center is also open. We have also created this roomfor teenagers where they can use computers and read magazines orbooks if they want to. They are supervised by us or by the personnel
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of the youth center and the library rules apply here.
We are working with schools and day cares in the area. We teach theschool kids how to use the web library for looking for books and othermaterials and show them how to find the books from shelves. Also weteach the pre-schoolers how to use the library and how to handle
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books at home. With the kids at that age, it is more playing than reallyteaching. We also offer story telling times once a month in Finnish andwhen possible in other languages too. For our immigrant patrons weoffer a chance to discuss in Finnish. Once a week there is an opendiscussion group lead by a native.
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Finnish speaker of the library staff.
Everyone visiting our library is also able to enjoy the frequentlychanging book displays and also art exhibitions. We offer the librarywalls for our artistic patrons if they wish to display their work inpublic. When possible we invite authors to tell about their work anddiscuss with their readers.
The Hakunila - Länsimäki regional library has very multiculturalcustomers. The major immigrant groups living in these areas areRussians, Estonians and Somali. There are also a lot of Asians, Turkishand Kurdish living here.
There are a lot of immigrants working in Helsinki Metropolitanlibraries. They have formed a regional group called Sesam, and thereare representatives from Vantaa, Helsinki and Espoo. The main goal isworking with immigrants. Because there are a lot of Russian-speakinglibrary workers, they formed a sub group in 2008 called Rusko. Also
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every city have their own groups for immigrant workers, in Vantaa itis called Kielikaari (Arch of language).
Paula Puustinen
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Vantaa City Library
Vantaa City Library is part of the HelMet Library, which is a bigregional library consisting of the city libraries of Espoo, Helsinki,Kauniainen and Vantaa, working in close cooperation. The residentsof the cities of Espoo, Helsinki, Kauniainen and Vantaa have the rightto use library services in any of the cities mentioned above. Librariesare open to everyone and the customers are welcome to borrow, tosojourn, to study, to use appliances, to read magazines and books or toparticipate in different events, literary evenings and groups (such asreading groups or discussion groups e.g. for immigrants). Librariesoffer free of charge versatile collections, modern appliances andinformation retrieval methods, library facilities and the expertise ofstaff members.
Vantaa City Library has 11 libraries, two bookmobiles and a hospitallibrary. Hakunila District Library consists of two libraries: HakunilaLibrary and Länsimäki Library. Hakunila and Länsimäki are bothareas with lots of immigrants especially from Russia, Estonia and
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Somalia, and this is taken into account in designing the libraryservices. Diversified collections are purchased in languages that aremost commonly spoken in the areas, and the libraries offer servicesespecially for the immigrants, such as computer workshops in Russianand the Finnish discussion group for immigrants.
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Romanian team
Example of good practice
The educational program "ecolinguae”, designed anddeveloped by the CNJM, is directed primarily to parents,adults who are interested in understanding the curriculum,but also in modern teaching techniques. The program aimsto help developing a common vision school-parents onhow students are helped to develop information.
The main targeted competence, "basic skills in languages",envisaged primarily in relationship with students, can befound here in good harmony with "the competence tolearn" and with ’’the informatics competence”.
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Starting from the certainty that a successful education, thatwill generate real development, is only possible through aclosed co-operation parents- teachers, the course wasdesigned to offer to parents the opportunity to learn whatchildren learn. The aim is also to get in touch with themodern, interactive and based on modern technologiesmethods.
The course is designed so as to enable a deep debate on thecontents covered in class, so as to remove anymisunderstanding on the message of the school and also toachieve a compatibility with school education, representedby teachers.
In the sequences presented during the project“EColinguae” we tried to illustrate how the adults-parentscan be involved in the promotion of classical themes. Wechose the well-known "Gypsy market", presented with a
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practical justification, framed naturally in the culturalelements of human civilization. It was a presentationwhich can generate excitement, curiosity and desire tolearn.
Historical data allow a deeper understanding of humansociety development level, a level which allowed obtainingthose results and very often their appearance caused bysome practical needs.
Supporting these concepts through interactivepresentations by suggestive images, it generates a moreaccurate understanding and helps to transform parents asreal partners in educational activities, training of youth.The course contributes to the formation of a strongpartnership for a qualitative education.
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In fact, through mother language we have a commonlanguage, a common vision to support education and tohelp students becoming balanced, safe and confident inschool .
The program has already been implemented at Ploiesti atCNJM. One lesson was presented at the Grundtvig projectmeeting in Sweeden.
Basically, our project comprises a set of eight interactivelessons with parents, once a month .
This partnership has created enthusiasm among parents,the school succeeded in making the effort to train staff andto respect a system of educational values.
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Romani language
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The language
“Romani [roma i hib] or Romany, is an Indic (or Indo-Aryan)language — like Sanskrit, Hindi, Bengali — which belongs to theIndo-Iranian branch of the Indo-European family. The languageretains much of the Indic morphology, phonology and lexicon,while its syntax has been heavily influenced by contact with otherlanguages. The dispersal and differentiation of the Roma sincetheir arrival in Europe brought about a fragmentation of thelanguage into distinct groups (each with different ‘sub-varieties’),which are distinguished from the contact with local languages:Northern Romani (best represented by the chaladytka roma, theRussian Roma), Central Romani (best represented by the group ofthe Hungarian and Slovakian Roma, the ungrike roma), Vlax (bestrepresented by the Romanian Roma) and Balkan Romani (bestrepresented by the dialects in Macedonia). Most Roma in Europeuse Vlax with Romanian having been the main contactlanguage, since the Roma communities in Romania are the largestin Europe. Although the Roma communities are highlydifferentiated, they often use the same term Romanes to refer to
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the language. Until the 20th century Romani was essentially anoral language; it is now written in various orthographiesdepending on the host country. Codification efforts, however,have been overwhelmingly regional and decentralized. Successivemigration waves of the Roma produced a number of different sub-ethnic layers cohabiting within the same country, and a differentdialect structure as a consequence; the various Roma groups showalso a considerable degree of particularism. Because Roma arrivedfrom the East, they were also called Egyptians or “Gyptians”,which is at the origin of the “Gypsy”, “Gitanos”, “Gitanes” andother words that are often considered derogatory by the Roma.The term “Roma” is widely used, although the InternationalRomani Union (following the recommendations of its LanguageCommission) has officially adopted Rroma to refer to all people ofRoma descent.
History, geography and demography
The presence of the Roma within the territory of present-dayRomania dates back to the 14th century. The first document
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attesting Roma in Wallachia dates back to 1385, and refers to thegroup as a igani (from, athiganoi a Greek word for "heretics", andthe origin of the Romanian term igani, which is synonymous with"Gypsy"). The document, signed by Prince Dan I, gave 40 s la e(hamlets or dwellings) of a igani to the Tismana Monastery. MostRomas lived in slavery. They were mainly kept because of theirspecific professions, and were not allowed to leave the property oftheir owners (landlords, monasteries and the principalities).However, there is some debate over whether the Romani peoplecame to Wallachia and Moldavia as slaves or free men (laterenslaved by the aristocracy and the landowning boyar elite). Theslavery of the Roma in bordering Transylvania was foundespecially in the fields and areas under the influence of Wallachiaand Moldavia, with the earliest record dating from around 1400.Traditionally, Roma slaves were divided into three categories:those owned by the Hospodars (rulers in Wallachia andMoldavia), who were given the Romanian name of iganidomne ti ("Gypsies belonging to the lord"), the igani m stire ti("Gypsies belonging to the monasteries"), who were the propertyof Romanian Orthodox and Greek Orthodox monasteries, and the
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igani boiere ti ("Gypsies belonging to the boyars") owned by thelandowners. Each category was divided into two groups, v tra iand l ie i; the former was a sedentary category, while the latterwas allowed to preserve its nomadism. The l ie i categorycomprised several occupational subgroups: the C ld rari ("copperworkers"), L utari ("string instrument players"), Boyash ("spoonmakers"), Ursari ("bear handlers"), Fierari ("smiths"), all of whichdeveloped as distinct ethnic subgroups. 19th century estimates forthe slave population are around 150,000-200,000 persons. Aftertheir emancipation in 1856, a significant number of Romas leftWallachia and Moldavia. In 1886, the number of Romas wasestimated at around 200,000 or 3.2% of Romania's population. InBessarabia (annexed by the Russian Empire in 1812) the Romaswere liberated in 1861 and many of them migrated to otherregions of the Empire, while important communities remained inSoroca, Otaci and the surroundings of Cetatea Alb , Chi in u,
i. After the union with Transylvania (1918), Banat, Bukovinaand Bessarabia increased the number of ethnic Roma. In the firstcensus in interwar Romania in 1930, 242,656 persons (1.6%) were
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registered as Gypsies [ igani]. The interwar period is characterizedby a further assimilation of the Roma population.
The Roma constitute a large ethnic minority in Romania.According to the 2002 census, they number 535,140 people(approx. 2.5% of the total population). In the last century theirofficial numbers varied to a great extent. In 1930 they were242,656; 104,216 in 1956, 64,197 in 1966, 227,398 in 1977, and401,087 in 1992. The considerable increase over the last twocensuses must be seen in the context of a decreasing totalpopulation and an increasing openness to declaring oneself asRoma. Unofficial sources claim that there are up to 2.5 millionRoma in the country (approx. 11% of the total population).However, a large number of Romanian Roma migrated to Westerncountries during the last years, especially after Romania'saccession to the European Union in 2007. According to the 2002census, Romani is the mother tongue of 237,570 people, almost allof them (235,346) Roma: more than half (275,466) of thosedeclaring Roma ethnicity have declared Romanian as their mothertongue, and 23,950 Hungarian. The Roma are present in all
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regions of Romania, but they are the highest proportion of thepopulation in the Mure , C ra i, S laj and Bihor counties.The complex issue of “who is Roma” remain unresolved.According to recent research, in Romania, within a nationallyrepresentative sample of self-identified Roma, almost half (45 percent) declare themselves as “Romanianised” Roma, members ofgroups known as woodworkers [rudari] or hearth-makers[v tra i]. The Roma population in Romania is young:approximately 50 per cent are under 24 years old, compared to thesame age group in the population as a whole which isapproximately 25 per cent.
In spite of their growing number the Roma has remainedRomania's most socially and economically disadvantagedminority, with high crime and illiteracy levels. According to a 2009report of the European Fundamental Rights Agency, however, theRomani community of Romania feels less discriminated than theRoma minorities of the other EU countries.
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Legal status and official policies
The main government document addressing the situation of theRoma in general is the Strategy for the Improvement of theCondition of the Roma, adopted in 2001 and updated in 2006.Research has shown that the Strategy implementation has beenuneven in the targeted areas, which include education. The mainproblems identified by the government were: poor participation inthe educational system as well as early school abandonment; thetendency to create separate classes for Roma children only; non-involvement of the members of Roma communities inprogrammes of school recovery; lack of adequate housing andinfrastructure; a high number of unemployed within this ethnicity;an absence of readjustment or re-qualification and vocationalcourses for Roma. The National Agency for the Roma (Agen iaNa ional pentru Romi or ANR in Romanian; Themeski Ajenciyale Romengi in Romani) (http://www.anr.gov.ro/) is an agency ofthe Romanian government seeking to improve the social and
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economic situation of the Roma minority. An agency for Romaaffairs was first established in February 1997, under the name of"National Office for the Roma", as a part of the Department for theProtection of National Minorities. In July 2003 the agency wasrenamed as the "Office for Roma Affairs". The current NationalAgency for the Roma was established in October 2004, andbecame an independent government agency. The ANR isheadquartered in Bucharest and has regional offices in each of thecountry's eight development regions.
Presence and use of the language in various fields
Education
The teaching of the Romani language has increased enormously inrecent years: in 1992-93 Romani was studied by only 368 Romapupils. In 2000/2001, according to the Ministry of Education, therewere 200 teachers (both Roma and non-Roma) teaching Romani tomore than 10,000 students. In 2007 there were approx. 26,000students being taught in Romani as their language of instruction:approx. 120 children at the pre-school level, 18,000 a the primary
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school level (3 – 4 hours per week), 6,500 at the secondary schoollevel, 1,500 in technical and vocational schools. However, theRoma’s education levels are still low and show high dropout rates:in the period 1994-1998 the share of Roma pupils not completingtheir basic school education grew from 36% to 44%, whileilliteracy rates were 44% and 59% for Roma men and womenrespectively. Besides, the physical separation of Roma settlementshas led to the growth of Roma-only schools. The use of Romani ineducation is deemed to be important because of two reasons: 1)teachers working in schools with a large number of Roma pupilsreport that the knowledge of the majority language (Romanian inmost cases) is a potential constraint to access to education, and 2)the use of Romani may have a great impact on strengtheningRoma identity, the sense of belonging and children’s self-esteem(although there are different opinions regarding this issue;reliance on Roma languages as educational instruments may beineffective and could even contribute to the further isolation ofRoma communities).
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The training of teachers specialized in Romani language andculture began in 1990 with the establishment of three classes forRoma teachers in Bucharest, Târgu-Mure and Bac u. In 1998 theMinistry of National Education introduced affirmative measuresfor Roma students to access higher education. According to theMinistry of Education and Research, progress has been made instrengthening the process of teaching Romani in schools andconsolidating the informal network of Romani language teachers.Today Romani is taught as a mother tongue, according to the legalprovisions and as a separate subject, by 480 Roma and non-Romateachers (around one fifth are ethnically Romanian or Hungarian).
Judicial authorities
Art. 11 of Law no. 304/2004 on judicial organization details theprovisions of the Constitution on the use of mother tongue andinterpreters in courts. Under the terms of this law, Romaniancitizens belonging to national minorities have the right to expressthemselves in their mother tongue in courts. If one or more parties
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demand to express themselves in their mother tongues, courtsmust ensure the use of a certified interpreter or translator free ofcharge.
Public authorities and services
In the larger context of Romania’s integration in the EU, in April2001 the government adopted a strategy for improving thesituation of the Roma. In addition, the Roma population has beengranted the right to perform administrative functions in the localcouncils, to participate in the admission exams to enter state highschools and faculties on specially designated places and to attendspecial courses on their language and culture. Numerous Romapolitical and cultural associations have been founded, with thepurpose to improve the economic and educational situation of thisminority. On the other hand, the Roma population has beenofficially represented within the Romanian Parliament since 1992.
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Mass media and information technology
There are no data available concerning the use of mass media andinformation technology in Romani.
Arts and Culture
Romani music has had a significant influence on Romanianculture, as most l utari (wedding and party musicians) are ofRoma ethnicity. Renowned Romanian Roma musicians includeBarbu L utaru, Grigora Dinicu, Johnny R ducanu, DamianDr ghici and Ion Voicu. In recent years, some Roma artists havestarted to publish traditional Roma music in CDs and DVDs as ameasure of ethnic preservation. The musical genre “manele”, apart of Romanian pop culture, is often sung by Roma singers inRomania and has been influenced in part by Roma music, butmostly by Oriental music brought in Romania from Turkey duringthe 19th century. A subject of controversy, this kind of music isconsidered to be low-class kitsch by some people in Romania butenjoyed by others as fun party music.
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The business world
There are no data available concerning the use of Romani at theworkplace or other business environments.
Family and the social use of language
In general, Roma pupils in school tend not to use Romani thelanguage being perceived as pertaining to the private sphere andto family use only. There are no reliable data available onlanguage use within the family, and the degree ofintergenerational transmission of the language cannot be assessed.While the last census data recorded 237,570 Romani speakers(roughly 44 per cent of the ethnic Roma), a research conducted in2001 found a significant difference, with 63% of Romanian Romaspeaking Romani at home. Percentages of 50-70% have been alsoindicated by other sources. Within traditional communities, thechildren seem to speak only Romani. The prestige of Romani isvery low: this is one of the reasons why only half of the peoplebelonging to this minority can speak the language and why onlyaround 500.000 people admit to being Roma. 77% of the Romanian
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nationals declare that they do not trust Roma and theycharacterize them as being mainly dirty, thieves, lazy, backward.There is a climate of conflict with the Roma minority, in theopinion of 50% of Romanians (EDRC, 2008).”
ConclusionAs for in other European countries, the only generalization whichcan be made with confidence is that Romani speakers are bi- ormultilingual (Jordan 1998), obtaining oral knowledge of themajority language through interaction outside their group beforeadolescence (Matras 1999).The difficulty which the educationsystem has in providing for the Roma is due to a complexinteraction of political, socio-economic, ideological, cultural andinstitutional factors which cannot be addressed in isolation. Theinterests of the Roma, including language preservation througheducation, are directly connected to their ethnic identity and therepresentation of these interests, which can be as diverse as thecommunities composing the minority itself.
European Commission
07 February 2012
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In Romania, Romani’s schooling started and gave precedence tothe formation of human resources to ensure the Romani languageand history of gypsies. In Romania we respect and support theright of minorities to learn their own language or to study thehistory and language classes minority. Obviously, after 1990gypsies could only aim for the good experiences of otherminorities, especially considering that, in the particular case ofgypsies, it was often more like a reconstruction of identity, inrelation to language, in comparison with other minorities, becausein 1990, the percentage of Romani’s pupils native speakers ofRomani language was only 63%.
3-4 hours weekly teaching experience of the mother tongueRomani and Romani history and traditions have proved beneficialfor everyone: gypsies children were once again motivated by theirteachers to attend school, the gypsies school children won byimproving frequency, including an image in the eyes of theRomani community, but also in appreciation of the high schooladministrative forums, the company has won such citizens andfuture parents.
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Percentage, approximately 10% of Romani pupils attending theschool insurance assumes Romani identity of 40 of the 42 counties,studying hours of Romani language and history with a total of 420teachers. After 1999, Romani native language classes and Romanihistory and tradition are part of the common core of courses andoptional courses are not covered, except in special circumstancesand only with approval of the Ministry.
In classes I-XII, the number of hours devoted to the study ofmother tongue is 3-4 hours per week.
In grades I-IV, native language classes will be taught by teacherswho know students' mother tongue. Master class teaching takesprecedence over these hours, if he is speaker of the language, andif he belongs to the community. If the classroom teacher does notknow or does not want to teach their native language, the hoursare distributed to another owner of the school teacher andsubstitute teachers, speaker of the language. In classes V-VIII inhigh schools and vocational schools, language classes are taught
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by native teachers or unqualified expert in the specialty, but it canprove the test acts as a master or mother tongue. Learning themother tongue for pupils belonging to different nationalminorities who attend schools with tuition in Romani, is based oncurricula approved by the ministry, on textbooks developedunder authorization in accordance with the Minister. Teachershave the right to select from textbooks school texts which theyconsider appropriate at level of knowledge of students,recommending additional reading for those who can not bestudied in the number of hours provided. Assessment of studentlearning is in accordance with the methodology of the evaluation.In classes V-XII, the students will give a written exam eachsemester.
In terms of the existence of a limited number of qualified teachersof language, native Romani language classes will be provided byRomani high school graduates. The classes V-XII, half the supportof the Romani language is optional.
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Concerning the type of teaching approach, the one that is widelyused in teaching Romani language in the one: teacher-studentcentered combination with an accent on the teaching centered onthe student;The students who learn this language come from different socialgroups;
There are textbooks for teaching Romani language – two hoursevery week and one hour per week they learn History andtraditions; These two hours are taught as Curriculum at schooldecision;
There are some programmes that deal with teaching the language:1. “ The second chance”2. “School- Reduce frequency “ – for students and for adults injails( a collaboration between the Ministry of Education and withInterior Ministry)3. National contest “Diversity” – with intercultural activitiesConcerning the evaluation all types of assessment are used:written (tests), oral and projects;
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The rhythm of learning is medium, because the frequency isreduced. The Absenteeism is a big problem but there are theschool mediators who mediate the relation between family andschool;
The resources used in teaching the language are the textbooks andalso the computers (in 2004 and 2005 it was organized a ProjectPHARE which consisted in the access to education fordisadvantaged groups;
Contents of the programme ‘Activate the language partnershipin our school’:The semantic fields:1st SESSION: THE FAMILY2nd SESSION: THE COUNTRY OF ORIGIN3RD SESSION: OUR SCHOOL/ SECONDARY SCHOOL/ LIBRARY4TH SESSION: THE HOUSEHOLD SCOPE ( your house,housework, animals)5th SESSION: HOBBIES, FREE TIME ACTIVITIES
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6TH SESSION: DOMESTIC ANIMALS7TH SESSION: DAILY ROUTINES8TH SESSION: YOUR HOLIDAY9TH SESSION: ASSESS THE PROGRAMME ACTIVATE THELANGUAGE PARTNERSHIP IN YOUR SCHOOL.10TH SESSION: SHARING YOUR FREE TIME TOGETHER
1st SESSION: THE FAMILYVOCABULARY:Father, mother, grandfather, grandmother, son, daughter, brother,sister, cousin, grandchild, granddaughter, grandson,grandchildren, nephew, niece, aunt, uncle, godfather, godmother,wife, husband, mother-in-law, father-in-law, son-in-law,daughter-in-law…1st SESSION: THE FAMILY
Aunt BibiBrother PralCousin Nebudo
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Daughter eiFamily FamilijaFather DadGodfather nunoGrandchild TuncavoGrandfather PapuHusband ManuMother DajParents MensiSister PenSon ChavoSon-in-law GeamutroUncle KakuWife Dzuvel
Alexandra Coada clasa a XI-a P2
2nd SESSION: THE COUNTRY OF ORIGIN
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The Romani are an ethnic group living mostly in Europe, whotrace their origins to the Indian Subcontinent. Romani are widelyknown in the English-speaking world by the exonym Gypsies (orGipsies).
They are known collectively in the Romani language as Romaneor Rromane (depending on the dialect concerned) and also asRomany, Romanies, Romanis, Roma or Roms.
Romani are widely dispersed, with their largest concentratedpopulations in Europe, especially the Roma of Central and EasternEurope and Anatolia, followed by the Kale of Iberia and SouthernFrance.
The Americas are also home to large numbers of Romani. This isespecially true of Brazil, to which Kale were deported by thegovernment of Portugal during the colonial era;[18] in more recentmigrations, Romani have also moved to other parts of the NewWorld.
The Romani language is divided into several dialects, which addup to an estimated number of speakers larger than two million.The total number of Romani people is at least twice as large
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(several times as large according to high estimates). Many Romaniare native speakers of the language current in their country ofresidence, or of mixed languages combining the two.
3RD SESSION: OUR SCHOOL/ SECONDARY SCHOOL/LIBRARYJean Monnet High school - is a medium sized, regional public highschool in Ploiesti, attended by 1620 students.
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It is situated in a region where the oil industry used to be the maineconomic industry developed in the area. Due to the recession,many people from the area became unemployed. Thus, thepopulation was dramatically affected by this situation and manyparents left their homes for searching a job abroad. As aconsequence many children remained with their grandparentsand brothers or sisters. This situation had a negative impact upontheir school results.
The staff of CNJM, fully aware of the economic situation in thearea, is trying to find the best solutions in order to help theirstudents overcome the present day difficulties and raise thequality in education.
One of the paths taken is that of elaborating a strategy forinvolving it in European partnerships, meant to find answers totheir problems by collaborating with schools from other countriesfaced with similar problems. The results of the work in Europeanpartnerships were recognized by the Romanian Ministry of
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Education and Research by awarding it the title of EuropeanSchool 2004.
The new policy of the school is to involve more and more youngteachers in such projects in order to help them improve theircompetences and teaching techniques with a direct impact uponthe quality of education and for a better insertion on the labourmarket.
Another issue is that of trying to make parents become moreactive in supporting the school policy, for the benefit of theirchildren and for raising the quality in education.
CNJM prepares students during four years of studying in thefollowing profiles: pedagogical skills, social- sciences, philology(intensive English, Spanish or German) in Romanian. Since 2000,the institution has had also a section, extended from UPG fromPloiesti entitled ”The Pedagogy of pre-school and primary schoolteaching”. This college teaches future nursery and primary schoolteachers, preparing them in Romanian. Between 1990-1995 and
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2001-2004 there existed the only class of Moldavian, preparingthem to become primary school teachers. The natural sciencelaboratories (biology, chemistry and physics) are well equipped.The teachers are permanently interested in raising the theoreticaland practical knowledge of their students, initiating programmeswith school inside and outside of the country.
This institute has competence in pre-primary and primary teachereducation and basic education. It has good experience oncollaboration with teachers in primary, secondary schools fromPrahova County and the region as well as with other institutionfrom the country and from abroad. As well we have goodcooperation with parents’ community, local authorities, social andenvironmental NGOs. We are interested in future cooperationwith other schools and institutions from the European countriesbecause it will be a good opportunity to adapt and changementality of our school will participate in this project, tocontribute to the dissemination of experiences, methodologies andexamples of good practices. Our website will be useful to get more
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experiences, competences on educational field. It will recruitschools to participate in the network activities.
4TH SESSION: THE HOUSEHOLD SCOPE ( your house,housework, animals)
Traditons of Rroms
Most times they are marginalized by society, are consideredthieves, are pointed down the street. Most people are quick tocondemn them, but few are those who know history, customs,traditions and way of life. They are traditional Gypsies who live inthe outskirts of cities, in neighborhoods consisting only of rrommembers and ethnic group is guided by specific rules.
Gypsy places
They walk with carts, but have no tents. When it rains, they sleepin their wagons with canopies. In summer, when the weather is
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fine, they sleep some in carts, others - in the open, and the oldest -in the cart.In winter, they take each family a house, rented from farmers.Usually they stay at the same host that kept them a year ago. Notwalked away, went over the villages where they were known.From there not displace anyone.
Moreover, the villagers were waiting on the same time every yearto work ... Hardware did work, but processed and brass, whichtied carts, horses and oxen shoe, made of bronze cauldrons andneed all the peasant household and the fields, or repaired whatwas broken.
Women embroider clothes for peasants and were helped from thefield. The old sorcerers. They say that it really did.
Gypsy portTradition says that a married woman must wear a head scarf toshow that. For men there was usually a traditional clothing.Some
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wear hats or big mustaches. On special occasions, men wear a suitbetter, often brightly colored.
For women, things are totally different. Typical gypsy skirtwearing long layers of rich color, big earrings, long hair, braidedhair and sometimes a flower. Roma tradition says that a woman'sfeet should not be seen. In fact, the entire lower body of a womanis considered impure. Violation of this principle is very serious, soalways be worn long skirts. Women usually wear jewelry of greatvalue. In some areas women are known for their tradition ofwearing gold coins, hair or sewn on clothing.
Gypsies often wear red color, beacuse this is considered luckybecause I (probably due to the ancient belief that blood is thesource of life and vitality).
Gypsy weddingGypsy traditional wedding music is the fiddler. It happens oftenthat the family may not agree with the relatively young, the boysteals the bride, hide somewhere a few days after announcing the
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family where they are. In most cases young people are welcomedback into the family.
But it happens and cases in which young parents can notunderstand the girl's family to recover. If the boy touched the girland the doctor finds that it is virgin, families usually arrange eachincident, but if he touched the girl and get the biggest differences,the case is brought before a committee composed of leaders Rromswhich is called Crisromani (Judicial Gypsy).
5th SESSION: HOBBIES, FREE TIME ACTIVITIESAstazi puteti vorbi despre activitatile de timp liber,hobbyurilevoastre(Jocul de fotbal,Basket,TV-ul,plimbarile,muzica etc.Desigur,vocabularul intampinat in aceasta sesiune este destul devariat,depinzand de hobbyul pe care il aveti.
Niste propozitii generale pe care le puteti discuta,sunt:
1.Iti place sa practici sport?2.Ce iti place sa faci in timpul tau liber?
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3.Ce faci in weekenduri?4.Ce faci dimineata/seara?5.Imi place sa merg/displace total sa merg la...6.Iti place muzica?Ce gen de muzica asculti?7.Cunosti vreun grup muzical din Mallorca,Finlanda,Germania?8.Canti la vreun instrument?9.Iti place sa te uiti la televizor?10.Ce fel de emisiuni urmaresti?11.Ce canale TV preferi?12.In tara ta,te poti uita la TV mereu?13.Printre prietenii si rudele tale,este cineva caruia ii place sacoase,sa croseteze,sa confectioneze elemente de mobilier,sagradinareasca sau sa aiba grija de animale?
RASPUNSURILE MELE LA INTREBARI IN ENGLEZASI IN ROMANA
1.Yes,I like to practice sport, especially volleyball.
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(Da,imi place sa practic sport in special voleiul.)
2.In my free time I like to listen to music, o hang out with myfriends and I also like to sing.(In timpul meu liber imi place sa ascult muzica,sa ma plimb cuprietenii si de asemenea imi place sa cant.)
3.During weekends I first do my homework and projects for thefollowing week and after I stay with my friends. On Sunday I tochurch.(Pe parcursul weekendului prima data imi fac temele pentrusaptamana care urmeaza,iat apoi stau cu prietenii.Duminica maduc la biserica.)
4.During the week, in the morning I wake up at 6 am and prepareto go to school because the classes start at 7:30.In the evening, afterI have my dinner I prepare my homework for the next day andthen I watch TV and listen to music.(In timpul saptamanii dimineata ma trezesc la 6 si ma pregatescpentru scoala pentru ca orele incep la 7:30.Seara dupa ce iau cina
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imi pregatesc temele pentru ziua urmatoare si apoi ma uit latelevizor si ascult muzica.)
5.I like going in parks during the evening, because everything iscalm .I don’t like going to the disco because I can do the samethings that are done there at home.(Imi place sa merg in parcuri seara pentru ca totul este calm.Nuimi place sa merg in discoteca pentru ca ceea ce fac acolo pot facesi acasa.)
6.I like all types of music, but most f all I like the classical one suchBeethoven and Mozart.(Imi plac toate genurile muzicale,dar cel mai mult muzica clasicaprecum Beethven si Mozart.)
7.No,I don’t know any group from that countries ,but I have heardsome german melodies.(Nu,nu cunosc nici un grup muzical din tarile respective,dar amauzit cateva melodii in germana.)
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8.No,I can to play any instrument, but I wish I could. I didn’t havethe possibility to attend classes because I have many otherbrothers and my parents didn’t have money.(Nu,nu cant la un instrument,dar as fi vrut.Nu am avutposibilitatea de a invata pentru ca am mai multi frati si parintiimei nu au avut bani.)
9.Yes,I do like but not at all programes, I like documentaries andmovies.(Da,imi place,dar nu toate programele,imi placdocumentarele,filmele in special comedii.)
10.I like talk shows, debates, documentaries .(Imi plac dezbaterile si documentarele.)
11.I like Pro TV, Antena 1,Discovery and MTV.Imi place Pro TV,Antena 1,Discovery si MTV.)
12.Yes,in our country we can watch TV whenever we want t.(Da,in tara mea te poti uita la TV cand doresti.)
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13.Yes,many of my relatives and friends have such occupations,my mother for example likes to sew and knit, also I have a friendwho likes to knot friendship bracelets, my grandmother takes careof the garden and of the animals.(Da,multi din prietenii mei au aceste ocupatii,mamei mele deexemplu ii place sa croseteze,am o prietena careia ii place sa facabratari din ate,bunica mea are grija de gradina si de animale.)
TRADUCERE IN ROMANI
1. Man placholman te kelavmange le balonoso.2. Kana siman tempos placholman te asunav dili, te piravamanme amalenta, thai the diliabav.3. Kana si savato thai kurko anglal me kerav me temes anar okurko chai sit e avel, thai la urma besav me amalenta. Khurkhebesav me amalenta.4. Pasa dives e deranil, me ustiav co sov thai herav so trebuizelte jau te sikliav khe incepozau e skola ko efta ti pas. E belvel palal
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ol habe kerav me lecties anar e scola anr o dives chai sit e avel,dikav ikh filmo thai sunav dilia.5. PLacholman te jav ando parkoia, e belvel khe nai zgmoto, naplacholman te jav chaiu jan buth ternimata thai chai diliabel peszori, che adaika astiav te kerav li khere.6. placholman sare dilia, tha cel mai but e dilia clasiko.7. Na janav ni ikh grupo chai diliabel anar adalkha thana, thaasundiom niste dilia anar e chib e Germani.8. Na diliabav ni ikh instrumentotha kamavas. Na astisaliom tesikliav khe sasman buth phrala, thai mi dai thai mo dad na saslenlove.9. Placholman, tan a sare programoia, placholman oldocumentaria thai ol asamata.10. Placholman ol dezbateries.11. Placholman…………………..12. Ande mi tara dasties the dikes ko tv chana chames13. Buth amala mire kheren adalca treabes. Me daia placholan tekerel buti anar ol naia. Siman ikh amalin khai placholan te kherelbrataries anar ol suia. Me baba silan grija anar e gradina thai anarol animalia.
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Ruth Oprisan-clasa a XII-a PP
Traditional crafts
Processing metalThe most important occupation of the rroms, the paradigm oftraditional culture, it was metal, on the one hand inheritedendowment since ancient India, on the other hand the assumednecessity of survival, covering the needs of a pastoral-agriculturaleconomy through complementary type.
What's new masters rroms is a continuous craft specializationareas: processing of iron (blacksmithing) with trades: actualblacksmith, farriers, caretaria and hardware (carved iron), copperprocessing gold and silver processing ; Tinning copper vessels.
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WoodworkingRustic furniture made by craftsmen specialized in woodprocessing, rroms is known as Gypsy furniture, which is differentfrom other types of furniture (joinery and carpentry) in thathighlight the natural qualities of wood fiber, leaving a visibleobject surface .
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Magical practice
It is necessary to distinguish between magic as occupation,practiced especially in relations with nerromii, and magic withinthe community, not occupation, but complex form of life intrinsictraditional ritual magic.
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Gypsy music
Fiddler music contains a lot of improvisation (so far some Romamusicians chose jazz, improvisation art) is spontaneous, richrhythmic, melodic range, develop extensive interpretativevalences (sometimes imitate birds singing), supple rhythms shape,combined (the from sweet to passionate, from the pathetic toexuberant, from the impetuous graceful), using the change of paceand extent, syncope (tuna jerky and extended phrase), repetitionand technique Variations in some geographical areas (Spain,Portugal) processed items taken from the Arabic rhythm 'flamencosinging "of Andalusia, in other areas (Balkans), combineharmoniously with the native music pace" flowers "oriental style,especially Turkish, like" Manea "and" meterhanea "(Turkishoriginal songs of love, mostly instrumental, often sung, jerky, thepace of mourning), which began to decline in their home area,since the late eighteenth century, and fiddlers have taken oversome elements of style.
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Roma music, vocal or instrumental, is part of the artisticcommunity events, it may have ritualistic character (weddingsong, mourning, etc..) Or neritualic (love song, lullaby, etc..),While fiddler music part of traditional Roma occupations, so comeand bring professionals belong performers, vocal or instrumental,the local folk music.
Elena Sincu ,clasa a X –a P1
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6TH SESSION: DOMESTIC ANIMALSEngleza-Roamna-Romani :
Dog-caine-juchecCat-pisica-pisicaFish-peste-macioCanary-canar-canarosChicken-gaina-cainiTurtle-broasca-broascaHamster-hamstar-chermusoParot-papagal-papagalos
Leg-picior-piroMouth-gura-muiWing-aripa-pacPeak-cioc-ciocosTail-coada-pori
Meowing-miorlai-emiorlaizelSinging-canta-dileabo
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Flying-zboara-urialSuiming-inoata-inotiel
Cage-cusca-cuscaFishbowl-acvariu mic-acvarios ticnoroAquarium-acvariu-acvarios
Male-mascul-romFemale-femela-ciaioriBig-mare-baroNew-nou-nevoFast-rapid-iutoTalkative-vorbaret-jalcescoromuiSlow-lent-covloQuiet-linistit-linistimeHard-greu-paroSmall-mic-ticnoCalmed-calm-calmoSmart-intelligent-inteligento
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Have you got pets ai home? How are they?Ai animale acasa?Cum sunt ele ?Si tut ic animalos chere?sar si vo?
Which animals are there in your country? Are they scared for you?Ce animale sunt in orasul tau? Ele sunt sacre pentru tine?So animalea si ande te orasoste?Vo sacra?
Did you have any pets when you lived in your country? Whichones?Ai avut alte animale cand locuiai in oras?Care?E sastut aver animalea cana besesas ano orasos?Cana?
How do you feed the pets at home?Cum intretii animalele acasa?Sar nicheres e animalen chere?
Who is in charge of the pets? How do you share the chores?Cine are sarcina animalelor?Cine inparte treaba?Casesi e sarcina le animalengoro?Con ulavel ebuti?
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Is there near your house a shop of pets?Sunt prin apropriera casei tale magazine cu animale?Som pasal te chereste magazinoia animalenta?
Are there animals who frighten to?Acolo sunt animale care te sperie?Ote si animalea cai trasaveltut?
Do you know a story, legend, or tale in which the animals mayparticipate? Explain it.Stii vreo poveste,legenda in care apar si animale?Explica.Vanes daic paramisi,legenda cai participien o animalea?Torzones.
To be like a fish out of water.Urmeaza sa fie ca un peste din apa.Urniel te o vel saric macio pani andaro.
To be a big fish.O sa fie un peste mare.
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Otorul ic macio baro.
When the cat is away, the mice play.Cand pisica e departe,soarecii se joaca.Cana e pisica sidur, chermoso e chellspeche.
To be as cunning as a fox.A fi la fel de viclean ca o vulpe.O ves a la fel de vicleanos sar ic vulpea.
Irina Stoica –Clasa a IX-a P1
8TH SESSION: YOUR HOLIDAY
Ai fost recent in vacanta? Daca da, unde?Nu.Were you recently on vacation? If so, where?No.Sanas recento ande vacanta?da cai ,semas?Ni semas ande vacanta.
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Iti amintesti o vacanta petrecuta alaturi de familie si prieteni?Da. Imi amintesc de ultima vacanta petrecuta cu parintii mei lamunte.Do you remember a holiday spent with your family and friends?Yes. I remember the last holiday spent with my parents in themountains.
Anestuca amintea cana sanas te pretenenta haitea fameliasa andevacanta?Samas. Me amintea semas me mrodad aim radei cau mounte.
Ce mijloc de transport ai folosit?Am mers cu masina tatalui meu care este foarte confortabila sispatioasa.What transportation did you use?I went with my father’s car who is very comfortable and spacious.So mijloc de trasporto folosit?Ghelam le masinasa le dadesa minro .Ai mai folosit si un alt mijloc de transport?Da. Am mers cu trenul si cu microbuzul.
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Have you ever used another means of transport?Yes. I went by train and bus.Tu folosai un alt mijloc de transport?Sanas. Me semas le trenosa e autobuzo.Povestiti ce ati facut dumneavoastra in aceasta calatorie.Am vizitat obiectivele turistice din acel oras, am organizat alaturide familie si prieteni un picnic la iarba verde si ne-am distrat deminune.Tell what you did on this trip.I visited the sights of that city, I organized with family and friendspicnic on the grass and we had a great time.
Ce locuri si orase noi ai descoperit?Cel mai frumos oras vizitat de mine, care mi-a captat atentia foartemult prin traditie, cultura, monumente, ospitalitate a fost CetateaSighisoara.What places and new cities have you found?The most beautiful city I visited, that captured my attention somuch by tradition, culture, monuments, hospitality wasSighisoara Citadel.
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Exista diferente intre orasul tau si cel vizitat?Da, exista diferente foarte mari, Cetatea Sighisoara fiind un locplin de cultura si traditie, monumente, etc. in comparatie cu orasulmeu unde nu se intalnesc prea multe monumente, iar oamenii nutin atat de mult la traditie.There are differences between your town and the visit?Yes, there are great differences, Sighisoara Citadel is a place full ofculture and tradition, monuments, etc.. compared to my townwhich do not meet too many monuments, and people do not takeso much from tradition.So diferenta si ande oraso chiro natal y colestar?
Ce activitati s-au desfasurat pe durata vizitei?Am participat la un traseu pentru a cunoaste si identifica toateturnurile cetatii, am vizitat Casa lui Vlad Dracula, am ascultatsoldatii din Turnul cu Ceas spunand “BUNA ZIUA!” in toatelimbile cunoscute, am facut poze peisajelor de vis, am fost lapiscina de acolo invatand cu aceasta ocazie si sa innot, am mers inclubul ARISTOCRAT.
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What activities took place during the visit?I attended a course to meet and identify all the towers of the city, Ivisited the house of Vlad Dracula, I heard the soldiers of the ClockTower saying "Hello" in all languages known, I did dreamlandscape photos, I was at the pool there learning to swim on thisoccasion, I went to club aristocrat.So activitati sames pe durata vizitei?Care sunt activitatile tale pe durata vacantei de vara? Esteimplicata si familia ta?Pe durata vacantei de vara imi vizitez prietenii, merg in vacanta lamunte, mare cu parintii, apoi in tabere cu prietenii, fac sport, mergla cumparaturi, ma odihnesc, citesc.What are your activities during the summer? Is involved yourfamily as well?
During the summer I visit friends, go on vacation in themountains, at great parents, then in camp with friends, doingsports, shopping, I rest, read.Cum iti petreci Craciunul?
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Pe durata zilei stau alaturi de familie luand masa festiva cu ocazianasterii Domnului, asteptand colindatorii si pe Mos Craciun, iarseara ies cu prietenii in club.How do you spend Christmas?On the day are taking festive meal with family at Christmas, carolsingers and Santa waiting and evening out with friends in theclub.Sar petrecism o Craciuno?Dar Pastele?Pastele il petrec ciocnind oua rosii cu familia si prietenii, iar searama intalnesc cu prietenii.But Easter?Easter red eggs cracking spend it with family and friends, and inthe evening I meet with friends.
Cristina Nae –clasa a XI-a P1
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Jean Monnet High school is a medium sized, regional public high school in Ploiesti,attended by 1620 students.
It is situated in a region where the oil industry used to be the maineconomic industry developed in the area. Due to the recession,many people from the area became unemployed. Thus, thepopulation was dramatically affected by this situation and manyparents left their homes in order to search a job abroad. As aconsequence, many children remained with their grandparentsand brothers or sisters. This situation had a negative impact upontheir school results.
The staff of CNJM, fully aware of the economic situation in thearea, is trying to find the best solutions in order to help theirstudents overcome the present day difficulties and raise thequality in education.
One of the paths taken is that of elaborating a strategy forinvolving our school in European partnerships, meant to find
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answers to their problems by collaborating with schools fromother countries faced with similar problems. The results of thework in European partnerships were recognised by the RomanianMinistry of Education and Research by awarding it the title ofEuropean School 2004.
The new policy of the school is to involve more and more youngteachers in such projects in order to help them improve theircompetences and teaching techniques with a direct impact uponthe quality of education and for a better insertion on the labourmarket.
Another issue is that of trying to make parents become moreactive in supporting the school policy, for the benefit of theirchildren and for raising the quality in education.
CNJM prepares students during four years of studying in thefollowing profiles: pedagogical skills, social- sciences, philology(intensive English, Spanish or German) in Romanian. Since 2000,the institution has had a section, extended from UPG from
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Ploiesti entitled ”The Pedagogy of pre-school and primary schoolteaching”. This college teaches future nursery and primary schoolteachers, preparing them in Romanian. The natural sciencelaboratories (biology, chemistry and physics) are well equipped.The teachers are permanently interested in raising the theoreticaland practical knowledge of their students, initiating programmeswith school inside and outside of the country.
This institute has competence in pre-primary and primary teachereducation and basic education. It has good experience oncollaboration with teachers in primary, secondary schools fromPrahova County and the region as well as with other institutionfrom the country and from abroad. As well, we have goodcooperation with the parents’ community, local authorities, socialand environmental NGOs. We are interested in future cooperationwith other schools and institutions from the European countriesbecause it will be a good opportunity to adapt and change thementality of our school. We will participate in this project,contribute to the dissemination of experiences, methodologies andexamples of good practices. Our website will be useful to get more
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experiences, competences in the educational field. It will recruitschools to participate in the network activities.
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German team
Sprachpartnerschaften für Deutschlerner an der LEB
Gemeinsam in Sprachpartnerschaften
Deutsch miteinander reden
Die LEB bietet seit Jahren verschiedenKurse für Deutschlerner an.Dabei bemüht sich der Verein nicht nurum die Vermittlung der deutschenSprache sondern auch um eine möglichstvielfältige Unterstützung der Migranten
bei der sozialen und gesellschaftlichen Integration inDeutschland.Ein Projekt, dass diese Bemühungen auf beste Weise mit demSprachelernen verknüpft ist ein Projekt, in dem
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Sprachpartnerschaften angeregt, vermittelt und begleitet werden.Es geht darum Sprachkenntnisse von Deutschlernern zuverbessern, wobei besonders Analphabeten erfahrungsgemäß diegrößtmögliche Unterstützung benötigen. FreiwilligeMuttersprachler treffen sich mit Teilnehmern des Projektes undtauschen sich zu Alltäglichem aus. Themen aus Familie, Beruf undFreizeit stehen dabei im Vordergrund. Der Lerner soll seinemündliche Ausdrucksweise verbessern und die Sprache im Alltaganwenden können - Hauptziel ist es, die kommunikativeHandlungsfähigkeit zu verbessern.Dabei ist es durchaus erwünscht, dass Freundschaften,Bekanntschaften entstehen, die über das Projekt hinausgehen.Seit Januar dieses Jahres konnten wir erste Erfahrungen sammeln.Besonders Lerner aus dem Alphabetisierungskurs erreichen durchdieses zusätzliche Angebot schneller Lernfortschritte, sindmotiviert und sehr dankbar für die zusätzliche Unterstützung.
Sorbian – a minority language in Germanyby Susanne Klingbeil and Katrin Klingbeil
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1. Summary:
Sorbian is one of the minority languages in Germany and belongsto the West Slavic languages. The language has been in use sincethe 6th century.
Back then Sorbian was spokenin a territory which reached outfrom the rivers Oder, Bober andKwisa in the East (todayPoland) to the Saale and Elbe inthe West. The Ore Mountainsand the Lusatian Highlandswere a natural boundary line inthe South. In the North Sorbiansettlement reached up toFrankfurt/Oder.
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The historic German name for the Sorbs was Wends.The Sorbs settled in Germany in the 7th century but lost theirpolitical independence already in the 10th century. The followingimmigration of Franks, Thuringian and Saxons and their annexionof land caused the decrease of the Sorbs’ territory.
But nevertheless, the original size of the Sorbian territory is wellmarked by Sorbian names of places and towns.
Although the Sorbian language was influenced by immigration,wars and a ban on the language it is currently spoken byapproximately 60, 000 Sorbs in Germany, living in Saxony and inBrandenburg.
This bilingual Sorbian- German settlement area is divided in 8administrative districts.
Since the middle of the 19th century there have been two literarySorbian languages:Lower Sorbian (around the city of Cottbus)
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Upper Sorbian (around the city of Bautzen)
The Domowina is an umbrella organisation of Sorbian societies inLower and Upper Lusatia. It bands together for example theSorbian School Society, the Sorbian Association of Artists, thescientific society “Macica Serbska”, the Catholic Cyrill-Methodicus Association, the Sorbian Sports Club and the Societyof Trade and Skilled Labour.
In Saxony there are 9 Primary Schools and 6 High Schools whereSorbian is the language of instruction. In Brandenburg there are 6Sorbian Primary Schools.
Both, Cottbus and Bautzen have a Sorbian Gymnasium. Inaddition 41 schools offer to learn Sorbian at school. There are evensome day care centers (nursery schools) where children can learnSorbian in a playful way through communication with educatedstaff.
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Sorbian has got a lot of dialects and varieties, which are differenton all levels of the language system.
The Sorbs in Germany
CultureLanguage
Location of the population, tribal division, history
Name: Upper Sorbs Lower SorbsLiving in : Upper Lusatia
(region of Bautzen– Saxony)
Lower Lusatia( region of Cottbus– Brandenburg)
people : 40.000 20.000Language: Upper Sorbian Lower Sorbian
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The Sorbs started to settle by the rivers Elbe, Spree and Neisse inthe 6 th century.
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Then they divided up into 2 groups and took their names from thecharacteristics of the area where they had settled. They wereseparated from each other by a wide and uninhabited forest range.Former geographers noted some more small Sorbian tribes(Glomacze – Dolomici, Milceni, Chutyz, Sitice) – but they do notexist anymore- only the big ones survived.
Time went by and Lusatia, the Sorbian territory became part ofPoland.
However it returned back to German rule before 1031.
Agriculture developed very rapidly inLusatia, and is still very important forthe region’s economy.
Then colonization by Frankish, Flemishand Saxon settlers intensified. At that
point the Sorbs lost their political independence and their territorybegan to decline. 1327 the first prohibition on using Sorbian (as
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language) in some German cities appeared (Altenburg, Zwickau,Leipzig). The Thirty Years War (and Black Death) caused a terribledevastation in Lusatia and the Sorbs as a population declined.This led to further German colonization and Germanisation.
In 1667, a few years further, the Prince of Brandenburg orderedthe destruction of all Sorbian printed materials. He wanted onlyone German culture. At the same time the evangelical churchsupported printing Sorbian religious literature (but mainly as ameans of fighting counter- reformation).
Time went by and more bans on use of Sorbian language, practiseof Sorbian culture, appeared. No wonder, emigration of Sorbsincreased, mainly to Texas and Australia.
In 1848 the Sorbs signed a petition to the Saxon Government inwhich they demanded equality for the Sorbian language with theGerman one in churches, courts, schools and governmentsdepartments.
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In 1871 whole Lusatia became part of united Germany. TheWeimarer Republic guaranteed constitutional minority rights butdid not really practise them.
Throughout the Third Reich Sorbs weredescribed as a German tribe who spokea Slavic language. Sorbian costumes,culture, customs and even languagewas said to be no indication of a “non-German-origin”. The Reich declared
that there were no “Sorbs” or “Lusatians” – only “Wendish-speaking Germans”. They were not accepted as an ownpopulation. But it was their “luck” … because being Germanmeant for them: to be not prosecuted or persecuted.The Nazi were sure: The Sorbian culture would under thisoppression decline and finally vanish automatically. Young Sorbshad to go to the army and consequently had to fight at the front.The defeat of Nazi Germany changed the Sorbs’ situationconsiderably.
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The East German authorities tried to counteract this developmentby creating a broad range of Sorbian institutions. Then they wereofficially recognized as an ethnic minority. More than 100 Sorbianschools, a Sorbian theatre and several academic institutions werefounded and Sorbian societies re-established. The number ofSorbian speaking people increased rapidly again. But that was notthe “happy ending” of the sorbs-story during the GDR (GermanDemocratic Republic) because the Sorbs caused the communist-government plenty of trouble, mainly because of the high level ofreligious observance and resistance to nationalisation ofagriculture.
But after reunification of Germany (on the 3 rd October 1990) theLusatians made efforts to create an autonomous administrativeunit. Although Germany supports national minorities, nowadaysthe Sorbs claim that their aspirations are not sufficiently fulfilled:Upper- Lusatia (so the Upper Sorbs) still belong to Saxony Lower-Lusatia (Lower Sorbs) belong to Brandenburg. They want to be anautonomous nation on own land.
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To sum it up: Since their settlement in Lusatia (in the 6 th century)the Sorbs had to go through rough times. They were always forcedto adapt to German culture and were not accepted as an own folkwith own land. Just because of the reason that they had nevergiven up (throughout 1400 years) they still exist- or at least theirculture survived. Now there are about 40.000 – 60.000 Sorbs(differs from the source) living in Germany
Culture
Culture is a word that includes so many points:Religion, language, customs, traditions, sport, food and drinks,family life, everyday life, clothes, high days and holydays,superstition…
Superstition:
There is this midday- woman which the Sorbs believe in.This is actually very brutal and horror-film-like. She kills (with areaping hook) people, who are out in the field. She always appears
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between 12 and 1 pm. That’s why you will never see any Sorbs outin the field working around the midday time (because they areafraid of the midday-woman).In addition Sorbs believe in Aquarius - a synonym for water-gods,whereby the Aquarius has in contrast to mermaids a ratherdangerous reputation. Consequently Sorbs are usually not verykeen on going swimming just for fun. They try to avoid water-contact and are pleased to be on the safe land.They strongly believe that the dragon (in any appearance) is asymbol for luck and much money
Religion:
Since the beginning of the 19th century most of the Sorbs used tobe evangelic (or Protestant).But the oppression of Sorbs during GDR-Times caused a decline incultural- consciousness and –identity. Then there happened to be achange (when this minority got aid again) to a more catholicdirection since 1987 Germany allowed Sorbian church services.Sorbs are a population with a high level of piety. Churches are
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really well-kept and looked after. a lot of crucifixes are to be seenin front gardens and on the wayside in Lusatia.
Clothes:The Sorbs do have traditional costumeswhich elder people wear everyday and theyoung ones only on Sundays and on holydays.They differ from region to region and are richin decoration, embroidery and encrustedwith pearls.These specific costumes are aimed to be amean of identification. In addition to thetraditional costumes Sorbs designed the so-called “blue-print-art” which can be found in
many Sorbian households and is sold in Sorbian handy-craftshops
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Drinks and food:
Spreewald-cucumbers (Upper-Lusatia), pyramid cake fromCottbus, the German wedding soup, potatoes boiled in their jacketwith curd cheese and linseed oil, fried potatoes with bacon andonions, millet-seed-milky-porridge, pancake with butter andcinnamon.
Sport:
Of course Sorbs do sport – any kind. There is the “Serbski Sokol”which is the umbrella organisation for Sorbian sport clubs.In 2008the Sorbian national soccer team took part in the Europeannational-minority tournament (hold in Switzerland).They did notwin but played quite well.
Spreewald is a region in Upper-Lusatia, this regionis famous for its idyllic rivers and canoe-tourism,one can either rent a canoe or go on a canoeing tripwith a “driver” – like in Venice.
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Family life:
They are attending special schools and have bigger families.Each family has about 5 children which leads to a strongcompany.
Customs:
Most of the customs arose from the farmer-calendar:Setting up the May-tree (done on the 1stof May): Men bring the tree and fix it ona steal-pole, women decorate it with 2flat rings and colourful ribbons. Thenthey celebrate the spring and oncomingharvest which will hopefully be rich,and during the night time they are notallowed to leave the tree alone becauseif someone from a neighbouring villagemanages to steal the tree or cut it offthen the affected village is not allowed
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to do the setting up of the May tree for the next 7 years and it isshame for the whole village.
Cock cutting:
If there was a good harvest and everything is done, it is time for akind of “Thanks-giving”. They choose a harvesting-king by a veryinteresting competition. Men have to ride a horse and (lap by lap)they have to try to ride through a decorated bow with a dead cockhanging downwards. The one who manages to tear off the cock’shead - is the king. The women can prove their skills as well andmay became harvesting-queen by (for instance) egg-carrying on aspoon but this is obviously not as spectacular as the cock-cutting
Birds Wedding:
Hold on the 25th of January. Thiscustom is derived from the times beforeChrist: when people gave sacrificialoffering to the natural gods in order tointroduce a good year and well being.
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Nowadays as believing in natural gods disappeared parents givesweets to their children.The kids see it as a payback from the birds, which were fed fromthe kids throughout the whole winter. Children consequently feedthe birds thoroughly throughout the whole winter every yearMoreover Kindergartens (nursery schools) and Primary schoolsdesign the whole day as a birds’ wedding. Children wear bird-costumes, sing songs and re-play the birds-wedding.
Zampern:
It is another custom to get rid of the winter- and evil demons. Oncarnival’s Tuesday young people go from door to door and collectmoney for their carnival party. The donator gets a shot – (liquor)and a soft hit with a birch’s branch (this action banishes evilspirits).
Holy days:
Holy days due to the church-calendar are veryimportant for the Sorbs. Easter is the most
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important one and connected with following traditions
egg-rolling (down a hill) egg-painting (special method – with wax)Easter-water (splashing, washing, drinking) Easter-bonfire Easter-riders (decorated and well-dressed groups of horse-ridersannounce the resurrection of Jesus Christ by riding from village tovillage, there is an official Easter-rider-time-table every year.
Language
Sorbian is a minority language in Germany and belongs to theWestern Slavic languages. Historically Sorbian is also known as“Lusatian” or “Wendish” or “Slavic” (which is nowadays unusualand kind of rude because many Sorbs consider these words to beoffensive).
Lusatia is now the name of the region where Sorbian is spoken.Sorbian is closely related to Polish, Czech, Slovak and Kashubian.There are 2 literary languages:
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Upper Sorbian (Bautzen): spoken by about 40.000 people inSaxony.Lower Sorbian (Cottbus): spoken by about 20.000 people inBrandenburg.
In the home areas of the Sorbs both languages are equal toGerman (e.g. bilingual signs). Sorbian has got lots of dialects andvarieties which are different on all levels of the language system.Language preserves and supports culture. If a language of a folk isabout to extinct – the culture is about to extinct as well.
By the end of the 19 th century there were 150.000 active speakers.Today there are much less: 60. 000 people say “Yes, I am a Sorband understand Sorbian”. But only 20.000 people are activespeakers.
First Sorbian texts appeared in the 16 th century and were mainlytranslations of religious texts (Old and New testament).So thislanguage has been in existence for about 1400 years and there aremany Sorbs who work on its further existence.
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What efforts do the Sorbs make in order to preserve theirlanguage?
First of all there is this umbrellaorganisation of Sorbian societies ingeneral, called DOMOWINA
(originated 1912, then forbidden by the Nazi- regime and afterWorld War II re-established).
This organisation is very important and bands together:The Sorbian School SocietyThe Sorbian Association of ArtistsThe Scientific Societ “Macica Serbska”The Catholic Cyrill-Methodicus AssociationThe Sorbian Sports ClubThe Society of Trade and Skilled Labour
The Sorbian School Society works togetherwith the Witaj- Project which was founded
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in 2001 in order to revitalise Sorbian. The results up to now are:In Saxony there are 9 Primary schools and 6 High schools whereSorbian is the language of instruction. In Brandenburg there are 6Primary schools. Both (Cottbus and Bautzen) have a SorbianGrammar school. In addition there are 41 schools which offerSorbian as a Second language at school.
There some day care centres (nursery schools/ Kindergartens)where children can learn Sorbian in a playful way througheducated staff. One can study Sorbian culture and language at theUniversity of Leipzig, even other German and InternationalUniversities offer courses facing this issue. They are researchingand teaching this language and culture. Of course another andimportant mean to preserve language are libraries. The Sorbs have…unfortunately… only one library, which is at the same time theirNational Library.
Moreover, the Sorbs have their own newspaper: in Upper-Sorbian- “Serbske Nowiny” (means Sorbian news) and is published 5times a week. Once in a month a German issue of the “Serbske
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Nowiny” is published. The Lower-Sorbs have a newspaper called“Nowy Casnik”. Both newspapers get aid- payments, because theamount of readers is simply to low.
Another important point to mention: the Saxony radio channel“MDR 1 Radio Sachsen” broadcasts approximately 22h in Upper-Sorbian language. They talk about Sorbian news and play Sorbian(and of course European) songs. The Special thing is: They evenhave a show for the young Sorbian generation, where they talkabout current sports- or party events and introduce Sorbiannewcomer bands. This “youth-show” is hold by experiencedSorbian radio hosts and young Sorbians who are studyingjournalism.
In Europe such an acknowledgement/ a concession (a youth-radio-show that is hold for much less than 40.000 listeners) is veryspecial and unique. This show exists since April 1999 and wasexpanded up to 2h per week this year.
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On the Internet (live-stream and media centre) one can listen toshows having missed. The technical opportunities nowadays offera huge and new chance for Sorbs (or minorities in general) to keeptheir language and culture alive.
The MDR 1 does not only broadcast aSorbian radio show – they hold a TV-show as well.
Since 1992 they have “Wuhladko”. Inaddition to that they broadcast the famous and traditional kidsfilm (called Sandmännchen) on Sunday evenings.
To sum it up: Sorbian (the minority language) differs that muchfrom German that we are not at all able to understand what theyare talking about. Sorbian has got 2 sub-languages which differnot that much from each other and has (like any other language)different dialects and varieties.
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This language is about to extinct because less and less people areable to speak Sorbian. Fortunately there are many efforts made inorder to prevent the extinction of that language: Newspapers / TV/ Radio / Schools/ WITAJ- Project/ umbrella-org. …
These things are very important because one day when thelanguage is dead - the culture dies as well.
And that’s what nobody wants we still want to have an Europewith many different cultures.
Sources:
http://de.wikipedia.org/wiki/Sorbenhttp://www.sorben.de/http://www.sorben.org/http://www.mdr.de/sorbisches-programm/rundfunk/verteilseite1592.htmlhttp://www.cottbus-und-umgebung.de/a1s0i96si0.html
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http://www.tourismus-sorben.com/de/http://www.domowina.sorben.com/index.htmhttp://www.serbja.info/wobsah.htm
Peter Kunze: Die preußische Sorbenpolitik 1815–1847,Schriftenreihe des Instituts für sorbische Volksforschung Nr. 52,VEB Domowina-Verlag, Bautzen 1978
Die Sorben/Wenden in der Niederlausitz, Domowina-Verlag 2000.ISBN 3-7420-1668-7
Peter Barker: Kirchenpolitik und ethnische Identität. In: L topis.Band 53, 2006, Heft 1, S. 52 ff., Ludowe nak adnistwo Domowina,Budyšin/Bautzen 2006
Ernst Tschernik: „Die gegenwärtigen demographischen,volkskundlichen und sprachlichen Verhältnisse in derzweisprachigen sorbischen Lausitz“, Sorbisches KulturarchivXXXII, 22D
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Projects carried out during the GRUNDTVIG- partnershipby Carola Schulze and Katrin Klingbeil
Projects, which are “low level” and designed especially for certainlearner groups, take into account the micro social aspects of theindividual learner as well as the macro social aspects of the targetlanguage (culture, art, politics, science and economy…). In so far itis necessary to address different layers of these aspects whichmake up a nation. Abstract cultural patterns and politicalstructures are applied to the “real life” (the everyday life) of thecommon people.
Following projects, carried out during the GRUNDTVIG- project,illustrate this:
100 years International Women’s Day – “Tracks and Visions”
Project planning:
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The participants of the language course wanted to know moreabout famous women who left tracks in areas such as politics,sports, arts, culture…The women should come from all overGermany or they should be a local women (Rathenow andsurroundings). Furthermore they should have lived in differenteras. They should be scientists, artists, fighters for women’s rights,explorers, athletes, business women…
Together we decided to explore (investigate further) the lives oftwo politicians, an athlete, a bishop and an artist. The materialcollected, from books, from the internet, interviews and face toface meetings, were compiled by the learners either working witha partner or in groups.
Project realisation:The outcome of investigating the lives and the outstandingachievements of the women were biographies which not onlymirrored their lives but took into account the relevant societal andpolitical circumstances. The learners arranged posters with textsand pictures and put them on display. The posters and other
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material were displayed in an exhibition in our school. During aproject week the language class met German visitors, presentedtheir posters and guided through the exhibition. After the teacherand some students gave little presentation there was a discussionabout the achievements and the lives of the women.
Follow up work concerning the project:In class the group evaluated the project. For learning purpose thestudents were ask to present the biographies of the other learnersand to answer question regarding their presentations. The teachertried to interfere as less as possible, only when the learners had
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questions or when it was necessary for understanding and forsupporting communication. Therefore various methods are used(scaffolding, echo, TPR …).
Typical German? – Ways to Interculturality
Project planning:Like the project mentioned before this project was born out of thegroup’s ideas. “Eating and Drinking is Good for the Body and forthe Soul” this is an old German saying.
But this is not only true for Germany – people eat and drink allover the world – eating and drinking is part of a nation’s culture.From this point of view this topic was very convenient for gettingto know the different culinary background of the students.Ordinary things often make out the specialness – differences andcommonalities arouse interest and motivate to communicateorally. Again, the main aim in second language acquisition is theability of communicative interaction.
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The students designed a whole catalogue of question:Project realisation:On the occasion of our "intercultural week" the students plannedtogether with the teacher how to represent the work of theirproject. I addition the German students prepared activities so thatthe week was used for exchange of information and variousencounters. In cooperation with the "Optic Park" and the "GreenClassroom" we had a workshop about the German favourite drink- coffee.
There was a lecture about the African Continent including manypictures, music and typical items from African countries.
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The German and the international students spent a whole daytogether (which was planned by the language students). Eachstudent prepared a meal being typical for his country. Before weenjoyed the meal every student talked about the meal he/sheprepared, customs, manners… typical for his/her country. Andwhile eating together really nice and lively discussions goingbeyond that given topic came up.
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Follow up work concerning the project:How do people eat?How do they cook/prepare meals?How, where and when do they eat?What do people aet for what purpose and reason?...Obviously this topic offered a lot of opportunities for variousteaching methods. Students worked on their own, with a partneror in a group and developed consequently all parts of languagecompetences.
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During the week after the “intercultural week” we evaluated allactivities. While doing so there came up the idea to create a smallbut nice cooking book including all recipes.
“The way to man’s heart is through his stomach.”This project accounted for the development of willingness to beopen- minded and curious about other cultures, their customs andtheir traditions. This topic seems to be low threshold but hasactually effective consequences in regard to the integration ofminorities, development of tolerance and interculturalcooperation.
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Language PartnershipOpen Your Mind - Come TogetherDevelop your Speaking Skills at leisure and learn aboutCultural Perspectives
Methodology and ObjectivesThe ability of communicative interaction is the main aim of secondlanguage acquisition.In Germany we work with German (as a Second Language).Consequently the tutor will be a native German speaker and thetutoree will be a learner of the German language.
The learning partnership Open Your Mind - Come Together in theLEB Prignitz- Havelland e.V. is based on the communicativeapproach.
Humans are inherently social beings. Individual cognitive factorsin Second Language Acquisition (SLA) cannot be assessed apartfrom the learner’s social context. Two levels of social context canbe distinguished: micro social focus (potential effects of
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immediately surrounding circumstances) and macro social focus(broader cultural, political & educational environment).The coreissue is the development of communicative competence, asSAVILLE – TROIKE (2003) put it. Communicative competence is“what a speaker needs to know to communicate appropriatelywithin a particular language community” involving grammar (in awide sense), discourse, sociolinguistic components (when to speakor not, what to say to whom, how to say it appropriately in anygiven situation). Therefore SLA is from a sociolinguisticperspective embedded in social context. Learning is seen as acollaborative affair; language knowledge is socially constructedthrough interaction.
Cooperative learning and peer to peer tutoring are strategies inwhich pairs or small groups (the language partnership and theactivities are based on pairs but in the course of interaction thepairs act in smaller or larger groups) gain from each other’s effort.Both strategies are implemented in the language partnership(regarded as tools to achieve understanding and development foreach of the partners). They are self regulated processes which
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include self regulated learning characterized by self-observation,self-judgment (self-evaluation and self-reactions (reactions toperformance outcomes).
To the extent that one accurately reflects on his or her progresstoward a learning goal, and appropriately adjusts his or heractions to maximize performance, he or she has effectively self-regulated.
The SettingThe LEB offers various language courses, which differ inmethodology, in aim, length and requirements (prerequisites):Integration CourseAlphabetisation CourseGerman for Work ( the job )Orientation Course
The LearnersThe adults who take part in courses have widely different socialbackgrounds. They used to work for instance as an engineer or as
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a herdsman for goats. The students are between 18 and 60 yearsold and 80 per cent of them don’t have a job. They come fromdifferent countries of the world such as Nepal, Iran, Pakistan,Afghanistan, Viet Nam, Australia, East Europe, Slovenia, Bosniaor Czechia, which means that sometimes there are greatdifferences in religion or tradition. People of different confessionsmeet and learn together. At the beginning the communication isvery limited because most of the learners/immigrants only speaktheir mother tongue (some English or another foreign language).This illustrates how challenging it is to teach a group of learnerswhich is such a patchwork.
By means of a placement test and a teacher/student conversationthe learners are classified in different learner groups.
Some times ago there were a lot of Ethnic German Russiansattending the courses. Whole courses were filled with Russianstudents. Back than the school took this into account and offered awide range of supporting measures to meet their needs.
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Key Competences
Linguistic competence:The ability of communicative interaction is the main aim of secondlanguage acquisition. The main aim of these learning partnershipsis to gain confidence in communicative action and improve thelinguistic skills (speaking and listening comprehension). Theadvantage of the partnerships is that the learners are “free” fromteacher’s monitoring. It is easier for them to overcome theinhibition to speak, to try out acquired vocabulary, phrases etc.Social and civic competence:These competences embrace three aspects: personal, interpersonaland intercultural competence and are being linked to personal andsocial well-being.
Civic competence, and particularly knowledge of social andpolitical concepts and structures (democracy, justice, equality,citizenship and civil rights) equips individuals to engage in activeand democratic participation.
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Cultural awareness and expression:The language partnerships are connected with some differentoutings and cross thematic events/presentation. Culturalcompetence as the ability, very much in the sense of holisticlearning and living, to engage one’s senses for the training andlearning process in a conscious and deliberate way, to conveyaesthetic sensations, and to use the psycho-social functions ofculture in learning processes, for instance those of language, art,music, dance or history.
Contents of the Language PartnershipThe content of the meetings (partnership) are linked to thecourse’s structure but are handled very flexible – current politicalor local events/topics and topics which the individual learner orthe partners are interested in are picked up and dealt with duringthe meetings. Additional there are meetings which are crossthematic and offer an integrated approach to several topics. Theygive new input and are especially suitable to increase the learner’smotivation.Possible sessions (topics) are:
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Hello – Get to know peopleHow are you? – Meeting people and talkingWhat time is it? - Daily routinesWhat happens? – During the day, CVFood and DrinksHow much is it? – ShoppingThis suits you… – Orientation in the shopping mallHealthy and fit – Body and healthWelcome – Orientation in town, going by bus, train…I work for…- job routineRooms, kitchen, bathroom – Furniture, flatAdditional material – Travelling, the media, lifestyle, holidays…
The vocabulary is related to the topics and question/answerprompts as well.Teacher and tutor are planning/discussing the meeting in advance.If the tutor wants he/she can get some material related to the topicand some advice for focussing on certain phrases/ vocabulary.
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Pictures
Food/drinks, the Menu conversation/small talk in a restaurant
Off we go to the restaurant/pub
“Kitchen stories” Cooking, cutlery, ingredients…
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Going shopping. How much is it? Orientation in town, traffic,building site
Ländliche Erwachsenenbildung Prignitz- Havelland e. V.
Full legal name of the institution: LändlicheErwachsenenbildung Prignitz- Havelland e. V.Type of organisation: Adult education providerCommercial orientation: not for profit
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The Ländliche Erwachsenenbildung PR-HVL e. V. (LEB) wasfounded in 1991 and is active as education and project carrier inthe rural area in the north and northwest of Brandenburg, havingseven different locations. Since its foundation the LEB hasdeveloped from an education carrier, which was only active in thefield of rural education for adults. It has now become an educationpartner with various business activities. This is reflected in thewide range of projects the LEB carries out. In the education sectorthis includes basic education for disadvantaged adults, vocationaltraining, language courses for immigrants, integration measuresfor immigrants and projects in cooperation with Primary- andSecondary Schools. The learners of the language courses areimmigrants from all over the world but come mainly from EasternEuropean countries. The LEB also organizes regional wideintegration language course with vocational orientation especiallyfor young learners and single mothers. In this partnership the staffand learners interchanged experiences and materials with theother institutions regarding the methodology and didactic of SLA(see projects) and participated actively in the design of the second
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part of the manual, devoted to cultural aspects of a minoritygroup in Germany: the Sorbs.
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Greek team
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The description of the Greek project team
by Timoleon Theofanellis
In Greece, the participating organization is the Teacher traineroffice of the North Aegean islands. Teachers working on islandsare, most of the times, newly appointed in the job and,consequently, need guidance both on pedagogical issues and ontheir subjects of specialization. Our job is to help them on theirrequests a part which is quite important, as, during the first years,teachers often form attitudes that will accompany themthroughout their whole professional life. Our main task is to visitschools, organize and implement exemplary teaching sessions forstudents and teachers, attend teachers during their teaching inclass, organize seminars, meetings, workshops and so on, in orderto achieve our common goals.
When we started participating in this project we carried out aresearch as far as the current situation of existence of minorities inGreece (and in our area, specifically) is concerned. We found, readand shared this information with our partners. Unfortunately,
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although minorities exist in our area of responsibility, there are nospecial schools for them. The minorities consist of workimmigrants, who learn Greek on a-need-to-know basis. Someyears ago there were some seminars for them to help them learnthe Greek language. Nowadays, most of these workers have leftGreece due to the economic recession. We have also looked atanother possible angle which was local accents. The coordinatordidn’t think it was relevant for the project, so we had to changecourse. The material produced on the subject is posted on theproject web site. We also produced material on the effects of othercultures on the Greek language. Another aspect that we lookedwas the situation of the Roma in Greece, but we did it onlythrough bibliographical research.
After these we suggested the production of activities used inteaching English as a foreign language or other official languagetaught in schools (French, German or Italian). This was acceptedand that will be presenting in this document.
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We followed the general ideas of the coordinator institution. Ourstudents were a school for adults in the city of Mytilene. At first,we wanted to find the learners’ interests. We did this withoutusing a questionnaire but we used a combination of focus groupand brainstorming. We separated students randomly in teams offour students per team and, giving them 10 minutes, we askedthem to come up with five subjects. We collected this on the boardand thus we created the questionnaire and students selected threechoices from all the suggested options. Each time two groups wereactive. The length of the activities was short and an activitycontinued when the students showed special interest incontinuing it. Not all the teachers wanted to participate, so atsome point we used other partners available such as NGOs orother organizations such as counseling centers.
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Our activities are the following:
1. Tea time
At the school for adults in Mytilene we spoke about “tea time” inEngland. Students have shown an interest on the habits of Englishpeople. We prepared and organized a tea party in the classroominvolving students in the preparation of it. After the introductionmade by the teacher (in which she described the why and how ofthe specific routine), we actually had tea and assortments. Weread information about the recipes and the habits and we tried toreenact them. It was very interesting, all the students participated-even those who were inactive in everyday class and with generaldistant of other activities of the general school life. The wholesituation was lively and students learned while enjoyingthemselves. Words, phrases were learned easily and rememberedfor a long time after the activity.
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2. Watch a movie.
We selected a British TV series from the ‘You-Tube’. The teacherprepared the essential words (like companion) used in the 20minute film. We watched the movie with English subtitles,discussed it with some basic and abstract questions to igniteconversation of what it was about, and then they had to read thewords at home. During the next class we watched the movieagain. We found that most of the students understood far morethan they did the first time and were able to communicateeffectively on the subject. They were activated; they asked andwere taught how to add subtitles (technical). Some said they willcarry on watching it at home in teams or on their own. So thisactivity and practice was not a onetime thing but a practice thatthey intend to carry on.
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3. Discuss current issues
We selected a subject on the news and found appropriate relevantmaterial on English newspapers, on radio and if possible on video.We formed a contract with the students to speak only in English.We read it in teams of four, where all read the same piece of news.Then each team presented it to the others, listened to it on theradio or watched a relevant video. Finally, there was a debate on it
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with two teams making specific points and trying to oppose eachother. The debate questions were formed after discussion and 5’maximum were given to each team to support their view. Ajudging team was formed composed by the teacher and twostudents. Each one had to give 10 points maximum for eachquestion for the support of each question. The whole thing wasmade theatrical like a TV show so that students indulge in it andbecome activated. This was a very successful activity, but as it istime-consuming, it can be used 3 to 4 times a year and on subjectsthat the students are very interested in.
While teaching a second language we shall aim to achieve theability to communicate. That means students should beencouraged to produce speech not only grammatically correct butalso appropriate for every situation/context. By situation/contextwe refer to the place the people are, the connections between them
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and the subject they are talking about. In every situation differentlevels of language/speech are used depending on the place and thesubject of the communication taking place. An important aspect offace to face communication is that the participants don’t know thereaction of the other people in advance. A communication activityshould be based on a reason, the more real (authentic) that reasonis, the more successful the activity will be.
4. Real life activities
That is the reason we based our activities on authentic situationsour students might face. Mytilene is the capital of Lesvos, it has aport and an airport. From spring to autumn many tourists visitour island. It is very common for information especially regardingstreets and directions to be asked. So, we practiced dialogues onasking and giving directions either using a map in the classroomor going outside to make it more real. Visitors usually askinformation about the food, so we learned most of the cookingingredients and cooking instructions. We tried them using“skype” with a school we cooperate within an eTwinning project.
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We did other activities like walking around the town to seespecific attractions of our town and describe them to each other, asif one was a tourist and the other the local.
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In all the activities students learned while enjoying themselves.
Thank you all
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To promote these activities we created a poster.
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We evaluated the activities by discussing their results with thestudents and if they would like to repeat them. At some pointsthey suggested changes which were tried and included in thesuggestions.
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Ottoman impacts on LESBOS’ ISLAND CIVILISATION
HISTORICAL ELEMENTSby Stratis Anagnostou - historian
For centuries, many nations were living under the regime ofOttoman Empire, like the Arabs, Armenians, Jews, Africans, Serbs,Bulgarians, Romanians, Greeks. So, the Ottoman Empire was amosaic of many languages. The official language was theOttoman, which was a mixed language with Turkish, Arabic andPersian words in the Arabic alphabet. All the nations were livingseparately mainly in villages or districts. So, each nation coulddevelop his own language. But several Christian communities hadto communicate with the official state in the Ottoman language,so, they learned to speak the language fluently. That was the mainreason, why a lot of Turkish words inserted the Greek language, apart of them without alterations. For example the Turkish word“duvar”, meaning wall, is used today in the Greek language as
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“duvari” and “dolap”, meaning cupboard, imported in Greek as“dulapi”.
In the 19th century the Balkan nations arrogated theirindependence. The Greek revolution began in 1821 and finished in1830. This year the Greek state was established. From 1830 since1922 Greece and Turkey were involved in three wars. In 1912during the Balkan wars our island, Lesbos or Mytilene, wasoccupied by the Greek naval forces and in 1923 annexed officiallywith Greece, after the Treaty of Lausanne.
This Treaty enforced the two countries to exchange the twominorities, the Christian minority of Turkey and the Muslimminority of Greece. There were two exceptions: The Christianminority of Istanbul, of Imbros Island and Tenedos Island and theMuslim minority of West Thrace. So, today in Greece the onlyrecognized minority is the Muslim minority of West Thrace andthe same of the Dodecanese islands, which annexed in Greece in1947, after Italy’s defeat in the World War II.
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Mytilene was always a Greek island during the ancient, romanand medieval period. During the ottoman period (1462 -1912)Muslims were always a minority. Especially in the last years of the19th century Muslims were only the 10% of the total population,that is 100.000 Greeks and 10.000 Turks.
For 450 years Greeks and Turks of Mytilene lived together. As theOttoman – Turkish language was the official language, a lot ofwords were lent to the Greek language. Those words remain sincetoday in our language and especially in villages’ idioms. Almostall the villages of Lesbos located in the main land, far from the seaand the communication among them was problematic. The onlyway to communicate was through pathways, so animals wereused for this reason. This isolation lead to the creation of manylocal idioms. In these idioms many Turkish words survive untiltoday. Older people in the villages speak in those idioms. Theofficial Greek language has expulsed many Turkish words andreplaced them by Greek ones. The same tactic was followed in thename of some villages or areas. So the Muslim village of Balcik has
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renamed in Nees Kydonies, in honor of a former Greek town inthe opposite of Lesbos’ coast that is called today “Ayvalik”.
After the exchange of the populations in 1923 the Turkish-Muslimminority of Mytilene was relocated in Turkey and almost 2.000.000Greek-Christians who were living in Asia Minor came to Greeceand about 30.000 of them inhabited in Mytilene. So, many Muslimmonuments in Greece and especially in Mytilene were destroyedand some mosques were transformed in churches. Many Christianmonuments in Turkey had the same luck.
In our visit in Mytilene and in some villages we will see someMuslim monuments, mosques, hamams (public baths), schools,and traditional wooden ottoman houses. Today many Greeksurnames are Turkish words, though people perhaps ignore theirorigin.
Many Greeks and Turks, especially young people, desire theconservation of the Christian monuments of Turkey and theMuslim monuments in Greece. They visit the birth land of their
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grandfathers, try to create a new relationship between the twocountries. So some Muslim monuments in Lesbos are underreconstruction and some of them became museums or culturalcenters.
Our target is, as teachers, to educate our students to respect ourneighbors, their language and their culture.
Turkish world Greek world(Latin and Greek
alphabet)
Meaning
duvar duvari ) walldolap dulapi ( ) cupboardmanav manavis (µ ) greengrocerbakkal bakalis (µ ) grocerfistik fistiki ) peanuts
karpuz karpuzi ) Water melonpazar pazari ) Market
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Loan words in Greek language
edited by Ariadne Dimitraka
Beyond all dispute Greek civilization, at least during the lastcenturies, has got elements from both Eastern and Westerncultures. This is a reality, which becomes obvious in everyday lifeand behaviour of Greek people as well as in Modern Greek Art, inreligion and in a variety of other areas of activity.
However, substantiating these evidently distinct elementspresupposes apart from research, deep knowledge of the culturalelements coming from Western and Eastern civilizations, which isnot always feasible.
One special element of culture, in which cultural borrowings canbe researched /examined, is language. The Greek language hasbeen spoken by millions of people throughout more than 3millenniums. Through this period speakers of the Greek languagehave been in touch either as conquerors, (or) conquered, (or)
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merchants, (or) intellectuals or mere recipients of diversity, withvarious civilizations both of West and East. So, as a matter ofcourse, the Greek language was engrafted with elements of theother languages with which its speakers have been and are still intouch.
This phenomenon is called Linguistic borrowing. The same namethough, applies to the procedure through which one linguisticelement goes from the one language to the other. Regardless of itsname, linguistic borrowing has been a natural way of enrichinglanguage and is sometimes the basis for differentiation of style.Linguistic borrowing involves all parts of language, that isphonological, morphological, syntactic, semantic and lexical inparticular.
The Turkish language loaned to the Greek a lot of linguisticelements most of which are today integrated into Greekphonology and morphology.
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In the field of Phonetics there are some phonemes, especially indialects of modern Greek, like Pontic Greek and Cappadocian. InPontic Greek, aged speakers of the Greek language maintain theclose back vowel and the close front vowel of the Turkishlanguage as well as the order of the aspirated close consonants.The same vowel phonemes exist in the Cappadocian and in someCappadocian idioms the vowel harmony is used.
In the field of Morphology the Turkish language loaned to theGreek certain suffixes, some of which are still used in ModernGreek:– (Turk. –li/l ) e.g. (sm who has got a lot of money),
(sm who has got a moustache) ( Turk. –ci/ c ) e.g. (tinsmith), (taxi
driver) (roll seller) ( Turk. lik /l k ) (pocket money),
(teaching, colloquial usage), (presidency, colloquialusage)
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In the field of Syntax, the influence of the Turkish language wasalmost trifling, obviously because of the completely differentsyntactic structure of the two languages.What the Greek language borrowed from the Turkish languageare some phrases, the Greek version of which constitute setphrases of modern Greek such as:
: get hold of : come to my mind
: µ : fall by the wayside
µ µ : catch itIn the field of Vocabulary Greek loanwords from the Turkishlanguage are numerous. They mainly belong to the followingcategories:cookingclothing & furnitureobjects of everyday use / usagehuman
: stuffed vine leaves without minced meat
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: meatball: snack
:: cream filled pastry
: kebab
: collar: sofa, couch: stove
: pocket: brazier
: divan, couch
: cup: lighter
: cap: bag
: brasshat: greengrocer
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: guest:
: shepherd: nanny
: jinx: drunkard
Last but not least, a lot of Greek surnames are formed from wordsof Turkish origin, like <kalfa = apprentice tailor,
<sefer= route, <bodur = small, short
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The Roma People in Greece
edited by Timoleon Theofanellis
The Roma have lived in the territory since fourteenth century. TheRomani language of the European Roma carries the traces of theirlong sojourn in Greece within its considerable Greek vocabulary.Throughout their history in Greece, the Roma were regarded as"aliens of Gypsy descent," until in the 1930's finally, a small groupof them, the by then Muslim Roma, were given Greek citizenship.In the 70's it was rewarded all Roma in Greece. Still, it is a verydifficult mission for many Roma to get official documents due tothe high illiteracy rate. Otherwise their becoming officially Greekcitizens has not made them more accepted by society. Due to theirnomadic nature of living, they are not concentrated in a specificgeographical area, but are dispersed all over the country. Themajority of the Greek Roma is Orthodox Christians who speak theRomani language in addition to Greek.
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The Greek Government estimates place their number between200,000 and 300,000. The Romani minority comprise around 3% ofthe total Greek population. The exact number of Roma in Greece isdifficult to estimate since many of them are not registered.
The common names Greek people use for the Roma are "tsingani"(from the ancient athigganoi, a sect that the Gypsies were eitherconfused or connotated with), or, pejoratively, "yifti" (from egiftos,"Egyptian," also a misunderstanding that developed when theRoma who came to Europe were wrongly believed to have comefrom Egypt).
The living conditions of the different Roma in Greece vary a lot.Usually, Roma who have the means to trade will have betterconditions, and have settled in houses in a community althoughthey might leave for work during the summer season and thenstay in tents. Others will be more continuously on the move, whohave elaborate trucks with stoves and windows in the back, andcirculate in larger areas, installing themselves for some days to sellcarpets, clothes or alike on the market, and continuing their
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journey. Also a few Roma will be found trading horses, doingseasonal work in the fields, and there are some Roma playingmusic, a few binding baskets, and some women reading the coffeeand the palm. The ones who are worst off are the Roma who arereferred to as "tent-dwelling Roma," who live in shantytownsoutside the towns, without functioning water supplies, sewagesystems, toilets and electricity, lacking all basic infrastructures.Their homes are barracks built from what they have found, on thebare soil that is flooded when it rains, and there is seldom anyroad system. These "settlements" are almost without exceptionhidden well away from the public eye, often situated on locationsdifficult to reach by public transport, and rarely entered by a non-Roma (a "balamo") for other than professional reasons.
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A barrack built by a central road
Binded baskets sold by Roma people in Mytilene market.
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Moste of the people believe that "they do not want to go to School"and seem to believe that the situation of the Roma is chosen out offree will, and conclude that the "refusal" of education, work andway of life were some kind of expression for "not wanting toparticipate" in Greek society, and thus experience it as a deephumiliation of Greek values. There have been many efforts toencourage roma to attend the Greek school system, but it is stillnot successful. The last efforts in 2010 were better but still there isgreat improvement to be made.
Roma people in Greece are also known for the zurna and davulduos (analogous to the shawm and drum partnership common inRomani music) and Izmir-influenced koumpaneia music.Koumpaneia has long been popular among Greek Roma and Jews.The Romani people are also known for their great skills in belly-dancing (Tsifteteli).
Even if many Roma are being accused of illegal activities, like gunsmuggling and drug trafficking, there are several examples of
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Romani having excelled or currently excelling in Greek stardom.Some of the most prominent Roma artists:
Manolis Angelopoulos, a Greek singer that gained the love andrespect of his colleagues. Born in Kavala to Roma parents,Aggelopoulos recorded his first song in 1957. Always proud of hisorigin, he gained popularity during the 1960s singing about lovebut also topics like Greek refugees and exotic places.
Kostas Hatzis, a famous guitar player and singer, who has beenrecognized as a major artist and innovative creator of “social”songs. He launched the “guitar-voice” pattern in Greece as well asballads carrying social messages.
Helen (Lavida) Vitali, considered one of the most importantfemale voices of the past 20 years. She was born in Athens, withina musically inclined family, and grew up wandering with herparents.
Sources
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http://en.wikipedia.org/wiki/Roma_in_Greecehttp://www.domresearchcenter.com/journal/16/greece6.htmlhttp://greece.greekreporter.com/2012/03/19/the-greek-roma-the-social-outcasts-and-the-stars/http://edu.klimaka.gr/leitoyrgia-sxoleivn/anakoinwseis-leiturgia-scholeiwn/946-eggrafh-scholeio-paidia-roma.html
Credits
Special thanks to the English teacher Ioulia – Marina Sarantou forher work, for offering her students and her enthousiasm.Varvara Hatzoglou for correcting the English language and heractive participation whenever it was needed.
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Teacher Trainer office of Lesvos
Our role is to support teachers in the subjects they teach and onpedagogic issues of interest. We also have a pedagogical role for 7schools each. Encouraging teacher to try new techniques andsupport new legislation and new directives coming from theministry. Apart from that we are open to any questions teachersmight have. In order to do that we organize seminars and doresearch. We support Wikipedia enrichment, European programssuch as eTwinning and other actions.
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Our institutions
Cepa Son Canals is an Adult Education School which providesformal and informal education as well as long distance learning. Itis located in a disadvantaged area with a lot of immigrants comingfrom South America, the North of Africa, and Eastern Europeancountries. The institution organizes informal educational courseswith stress on IT teaching, English, Catalan and Spanish coursesfor migrants. In the past couple of years, the school has alsoorganized a lot of multicultural activities: seminars, workshopsand festivals to favour their integration and to teach immigrantsthe Catalan language, the community language and the officialone as well as the Spanish language. Teaching the local languageis a way to help them to be linguistically qualified to carry out anormal professional and social life. Regarding, the Europeandimension of the school, we have coordinated a Grundtvigpartnership from 2008 to 2010 and this experience has awoken ourinterest in European educational programmes.
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The project coordinator Magdalena Balle Garcia has a BA inEnglish language and literature. She has taught English andGerman in primary, secondary and adult education. At presentshe is part of the school board of the CEPA (Centre d’Educació dePersones Adultes) Son Canals in Palma, Mallorca. She has takenpart in several magazine and book articles on TEFL. She is thecoordinator of the didactic magazine APABAL. She has alsocoordinated different European educational projects. She hasexperience as a training material developer and curriculumdesigner. She is part of the official exam commission for the“proves lliures de graduat en secundària” for the Conselleriad’Educació del Govern Balear. She is one of the foundingmembers of APABAL (Association of English Teachers of theBalearic Islands) and its public sector representative. She is co-author of the book Del conte al portafoli multicultural: un exemplede tasca competencial, which was awarded first prize for the bestbook by The Education Council of the Balearic Islands inNovember 2010.She is co-author and author of other books ondidactics: Media & Multicultural Education and Success inUniversity access for over 25s.
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The Ländliche Erwachsenenbildung Prignitz-Havelland e.V.(LEB) was founded in 1991 and is active as education and projectcarrier in the rural area in the northwest of Brandenburg and has 7different locations. Since its foundation the LEB has developedfrom an education carrier, which was only active in field of ruraleducation for adults and now has become an education partnerwith various business activities. As various as well are the projectsto be continued, which contains in the education sector theprimary formation of disadvantageous young people, training andlanguage courses, integration measures, IT seminars, vocationaltraining and other seminars or courses. The learners of thelanguage courses are immigrants from any East European andother states. It also organizes regional wide integration languagecourses with professional orientation for young learners, singlemothers and minority groups such as Russian people. It meansethnic German immigrants and their families which mothertongue is Russian.
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Vantaa City Library organizes many activities in connection withimmigrants and minority groups. For instances, they organizediscussion clubs among immigrants (the greatest majority ofwhom are women) of different nationalities. They also organizediscussion group courses, especially for Russian and Somalianspeakers. Their main objective is for Finnish people to becomefamiliar with other cultures and also to give an opportunity forother people to get to know about the existence of other languagesand cultures. Moreover, they organize exhibitions of paintings,books and presentations of ethnical artists and ethnical cuisine.The ICT courses aim to maintain their own culture, as well aslearning about Finnish culture and traditions.
Vidinovska Margarita was a Librarian at University Library,Veliko Tarnovo University/BulgariaVeliko Tarnovo University, Rector Secretary /BulgariaTranslation Office "Intonation"Activities/FinlandLibrarian, Vantaa City Library, Tikkurila Library, InformativeDepartmentChief Librarian, Vantaa City Library / Länsimäki Library
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Translation & Interpretation activitiesUnion of Translators of Finland, MemberUnion of Translators of Bulgarian, MemberHer Education / Training is as follows:1999 Helsinki University, Faculty of Philology, “Finnish,Literature and Culture of Finland” Subject, M,A (master of arts);Second Subject: Slavonic Philology2002 Library Informatics, University of Oulu/Finland2005 Palmenia Centre for Continuing Education, University ofHelsinki
The Samisk utbildninqscentrum is an institution which hasorganized courses and is aimed at the spread of the Saamieducation for adults since 1942. This school has had a great impactamong the members of the Saami society providing courses toassist this minority national group. It focuses on the teaching ofSaami language and provides courses of culture, Saami handicraftand Saami traditions based on activities like reindeer husbandry.They also implement post-compulsory secondary education in theSaami language. As far as the participation in the project is
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concerned, they will approve some approaches in the EFL classesin secondary school and their team of Saami teachers will adaptthe selected approaches for the teaching-learning of the Saamilanguage. With regard to the cultural part, they are going toprovide information and material collected from their courses(reindeer husbandry, handicrafts, literature etc.). They will alsokeep in contact with other Saami institutions in Norway andFinland and they will establish a network to collect information oflinguistic and cultural aspects. This minority group has lived sincetime immemorial in an area which is comprised of four countries.A territory which spreads from Kola peninsula to Russia, thenorth of Finland, Norway, the northern coastline and the inlandand the central part of Sweden. This area is called Laponia but theterritory where they have always been living was originally moreextensive. Consequently, the number of Saamis has decreasedconsiderably in the last years.
Colegiul National Jean Monnet Ploiesti is one of the mostimportant public schools (primary-secondary) in the Prahovaregion (850.000 inhabitants), which provides a source of national
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literature and culture as well as an inn-service centre. It providesprimary and secondary level education to over 1.600 students.This vocational school faces a specific challenge in engaging andmotivating these students to learn in a welcoming and supportiveenvironment. Most of our students are among the first 10% fromthe pupils of their age regarding results in educationalcompetitions. The institution also holds training activities forteachers (seminars, debates) - activities to motivate all teachers inorder to attract them into a continuous process of learning. Ourschool has partnerships with major cultural institutions (takingchildren to concerts, theatre performances, new bookpresentations, holiday camps, educational trips and so on) totransform the learning process into an enjoyable experience.Colegiul National Jean Monnet wishes to develop activities withstudents through this project – as a specific aim - in order to beconnected to the language, cultural manifestations and ICT. Theyuse the national AEL programme (complex software developed bythe Ministry for Education Research and Innovation) as a teachingaid to prepare the lessons using computers. This project will giveus a chance to get to know the largest community of Romas
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(gypsies) in Europe, which is established in Romania; to get toknow its cultural manifestations and oral language and to try tocollect some oral records of this language which has not beennormalized. Getting to know different minority groups, especiallythose excluded, is a way to build intercultural bridges. The role ofthe school in the project is to participate in specific activities: theschool representatives will participate in the mobilities; in atraining event and in the presentation of lesson and extra-lessonactivities of the language conference in front of the partners etc.
prof. Daniela IONESCU is a Teacher trainer, member of the staffof the In Service Teacher Training Center of Prahova county.Extensive working experience in the field informatics andinformation technology: responsible teacher /consultant forteaching courses ICT and for AEL (e-learning platform, complex/complete training solution, created for the Romanian educationalsystem). Included in the formation of new competences forstudent-teachers using the ICT in the classroom. Expert for theaccess of internet educational resources for didactical content.Education and Training details:
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2006: Master degree in Management and strategy for a Europeanadministration, University Petrolyum-Gas, Ploiesti2001: Licentiate in mathematics and informatics, TransilvaniaUniversity Brasov
The school advisors office of North Aegean is a teacher trainingcenter for secondary school teachers. The responsibility of themembers is to train teachers on pedagogical issues and ondifferent subjects. Each member has a specific subject, Physics,Greek, Computer Science, etc. They also attend and makepresentations and conferences both on pedagogical issues andbased on subjects. Regarding the project, they will exchange ideasand information with the rest of their partners and interact withthem. Apart from that, they will elaborate online surveys to createideas from teachers and trainers in general and they will also learnto use the web as an interacting tool. They will play an active rolein the defence of minority languages and NGOs related to theprotection of minority groups. They will organize seminars,courses for teachers and supervise them in their lessons, makingcomments and suggestions about their teaching.
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Timoleon Theofanellis is a teacher trainer for computer scienceteachers of the north Aegean sea islands since 2004. Before that hewas headmaster of the adult second chance school of Mytilene.His current interests lie on the use of web 2.0 tools, on lineteaching and learing, Linux/Ubuntu, freeware and educationaluses of them. He has a first degree in Physics (University ofThessaloniki), an M.Sc. in Computer Science (University of York,England), an M.Ed. in School Management (University of theAegean, Rhodes) and a Ph.D. in BioInformatics (University of theAegean, Mytilene).
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Epilogue
Every language in the world is a valuable treasure. Each European languageis part of the mosaic of a unique cultural heritage. The languages are muchmore than a code of signs. They are a mirror of each nation's uniqueperception of reality. The fact that a language extinction and thedisappearance means an irreparable loss of our heritage encourages us towork hand in hand . The tools we present in this manual may be used toteach the most international language in the world but also languageswhich count just on oral tradition.
The countries of the different European teams who have participated in thisproject are in some cases monolingual but for different circumstances(immigration, presence of different cultures on a territory, hegemony ofinternational languages), need to foster the teaching and learning ofmultiple languages.
As coordinator of the project I would like to thank all the teams for theeffort and the time devoted to this project. Finally, I would like to highlightthe great support received by Theofanellis Timos on the creation of thedigital book.
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Balle Garcia Magdalena
This book consists of a description of minorities
in all the participating countries. We describe
the history, the language, the life and the
culture. Finally we suggest of ways to improve
the whole situation of the minorities. Hope it
will help others who share the same problems and
anxieties…
