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By Nancy H. Hornberger (eds.)
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Extra resources for Can Schools Save Indigenous Languages?: Policy and Practice on Four Continents
There are language centers in Leavdnja, Olmmáivággi and Stuorravuotna. Teachers say that they can take the pupils to such centers to do handicraft, giving them an opportunity to speak Sámi in a natural environment while working. no). Although some teachers and schools try to promote Sámi language teaching, there are still many challenges. For example, schools have not adopted the objective of making their teaching personnel bilingual, and bilingualism is not promoted systematically. These shortcomings are particularly apparent when discussing how the teaching of Sámi is arranged outside ordinary language lessons.
169 Concerning Indigenous and Tribal Peoples in Independent Countries. ILO-konvenšuvdna nr. htm. KUF 1998/816, Forskrift: prinsipper og retningslinjer for opplæringen etter det samiske læreplanverket for den 10-årige grunnskolen [Principles and guidelines for teaching in comprehensive schooling according to the Sámi curriculum], Oslo: Ministry of Church Affairs, Education and Research. M74 (1974), Mønsterplan for grunnskolen [Model Plan for comprehensive schooling], Oslo: Aschehoug. M87 (1987), Mønsterplan for grunnskolen [Model Plan for comprehensive schooling], Oslo: Aschehoug.
Skutnabb-Kangas refers to the UN International Convention on the Prevention and Punishment of the Crime of Genocide (1948). For example its Article II (e) defines genocide as ‘forcibly transferring children of the group to another group’, and Article II (b) as ‘causing serious bodily or mental harm to members of the group’; both processes apply to the present educational situation of the Sámi (see also Bear Nicholas 2005; Magga and Skutnabb-Kangas 2001: 29–30). As noted above, this same weak form, mainstream with foreign language teaching, is also used when teaching ethnic Norwegian-speaking children in the central Sámi area.