Around the world, minority communities are leveraging schools to revitalize their heritage langua... more Around the world, minority communities are leveraging schools to revitalize their heritage languages, despite Fishman’s [11] cautions about the school’s limitations. While the school can create learning, it generally fails to foster acquisition [16] and Fishman’s concern is that, even if attained, school-based fluency will not translate to intergenerational transmission in the home. While many researchers take this as a somber prediction, and teachers often strategically disregard such pessimism, this author has taken Fishman’s warning as a challenge and a guide. Fishman’s most powerful contribution on this point is the clarity he brings to the goal these schools must have: the creation of new mother-tongue speakers. But accepting this objective leaves minority language programs in uncharted waters; while schools have been very effective in killing languages, restoring their vitality is a novel purpose [5]. So, how to repurpose a homogenizing, authoritarian, generally colonial insti...
L’armenien occidental est classe comme langue en danger depuis 2010, mais il est enseigne dans un... more L’armenien occidental est classe comme langue en danger depuis 2010, mais il est enseigne dans un reseau d’ecoles armeniennes a travers une diaspora mondiale, cree par un genocide en 1915. Les inscriptions sont en declin dans les ecoles du Moyen-Orient depuis quatre decennies, alors qu’en France on observe un developpement des ecoles privees. Toutes les ecoles sont confrontees a une culture educative en evolution. Les donnees sont collectees a Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le role des politiques scolaires dans l’attractivite des ecoles et dans la transmission linguistique et dans la promotion de la vitalite de la langue dans chaque contexte. L’analyse de discours est employee pour analyser les representations de la langue et des ecoles aux niveaux personnel et structurel. Les theories de la vitalite ethnolinguistique et de la socialisation lin...
Western Armenian was declared “definitely endangered” in 2010, although the language is taught in... more Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Social...
Around the world, minority communities are leveraging schools to revitalize their heritage langua... more Around the world, minority communities are leveraging schools to revitalize their heritage languages, despite Fishman’s [11] cautions about the school’s limitations. While the school can create learning, it generally fails to foster acquisition [16] and Fishman’s concern is that, even if attained, school-based fluency will not translate to intergenerational transmission in the home. While many researchers take this as a somber prediction, and teachers often strategically disregard such pessimism, this author has taken Fishman’s warning as a challenge and a guide. Fishman’s most powerful contribution on this point is the clarity he brings to the goal these schools must have: the creation of new mother-tongue speakers. But accepting this objective leaves minority language programs in uncharted waters; while schools have been very effective in killing languages, restoring their vitality is a novel purpose [5]. So, how to repurpose a homogenizing, authoritarian, generally colonial insti...
L’armenien occidental est classe comme langue en danger depuis 2010, mais il est enseigne dans un... more L’armenien occidental est classe comme langue en danger depuis 2010, mais il est enseigne dans un reseau d’ecoles armeniennes a travers une diaspora mondiale, cree par un genocide en 1915. Les inscriptions sont en declin dans les ecoles du Moyen-Orient depuis quatre decennies, alors qu’en France on observe un developpement des ecoles privees. Toutes les ecoles sont confrontees a une culture educative en evolution. Les donnees sont collectees a Beyrouth, Amman, Paris et Marseille, et des participants venant d’Alep. L’approche est interdisciplinaire, poststructuraliste et constructiviste, dans le but de comprendre le role des politiques scolaires dans l’attractivite des ecoles et dans la transmission linguistique et dans la promotion de la vitalite de la langue dans chaque contexte. L’analyse de discours est employee pour analyser les representations de la langue et des ecoles aux niveaux personnel et structurel. Les theories de la vitalite ethnolinguistique et de la socialisation lin...
Western Armenian was declared “definitely endangered” in 2010, although the language is taught in... more Western Armenian was declared “definitely endangered” in 2010, although the language is taught in private Armenian schools across a global diaspora created by a genocide in 1915. Enrollment in Armenian schools in the Middle East has been declining for four decades, while the Armenian schools of France are growing & evolving & all are facing a rapidly changing educational climate. Conducted in Beirut, Amman, Paris & Marseille, and involving participants from Aleppo, this study analyzes data from more than 100 diasporan Armenians and a dozen schools. An interdisciplinary, post-structuralist & constructivist approach is taken to understanding the roles of school policies in attracting parents to Armenian schools, in effectively transmitting the language to students, & promoting the vitality of the language in each of the four contexts. Discourse Analysis is applied to both structural & personal representations of the language & of the schools. Ethnolinguistic Vitality & Language Social...
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