Курсы английского
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Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
What we did (+ evaluation) What we learned What is new: Package for
What we did (+ evaluation) What we learned What is new: Package for
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Growing number of general interest and educational websites
Growing number of general interest and educational websites
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Or: Combine language documentation and public outreach right from the
Or: Combine language documentation and public outreach right from the
What is new: Package for Polish minority schools
What is new: Package for Polish minority schools
Twofold content
Twofold content
Twofold content
Twofold content
Introduction: History
Introduction: History
Introduction: Repertoire
Introduction: Repertoire
Introduction: Repertoire
Introduction: Repertoire
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
Language archives and public outreach: INNET languagesindanger
j?zyk rosyjskich staroobrz
j?zyk rosyjskich staroobrz
no pictures of persons
no pictures of persons
How to save your/minority language
How to save your/minority language
How to save your/minority language
How to save your/minority language
How to save your/minority language
How to save your/minority language
Two games to get to know the languages
Two games to get to know the languages
Two games to get to know the languages
Two games to get to know the languages
Thank you
Thank you
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Language archives and public outreach: INNET languagesindanger

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1Language archives and public outreach: 23community a specific combination of issues
INNET languagesindanger.eu. Rados?aw enters into picture.”. 23.
W?jtowicz, Tomasz Wicherkiewicz, Nicole 24What we learned: Conclusions for the
Nau, Katarzyna Klessa, Maciej Karpi?ski. future. Since there are some important
INNET 3rd Conference on Costing and parallels between the work of linguists
sustainable funding of endangered language with different groups of non-linguists,
archives Budapest, 5-6 September 2014. why not have a closer look at the
2What we did (+ evaluation) What we solutions worked out by field linguistics
learned What is new: Package for minority and test them in future public outreach
schools in Poland. Topics and structure of projects: Pay close attention to locally
our talk. 2. relevant factors: in one state or region
3For whom? Why? How? Links and one may directly access students, but in
connections. What we did. 3. another it might be teachers (or parents
4Target group High school students and or other people) who need to be targeted
their teachers Audience found + Younger first. 24.
pupils University students General public. 25What we learned: Conclusions for the
For whom? Latest news: Poland’s future. Try to provide a favourable
Ministerstwa Administracji i Cyfryzacji environment for bottom-up initiatives.
will use the portal in a campaign From the researcher’s point of view, it is
promoting multilingualism and the use of worthwhile to look at what reception a set
regional and minority languages. 4. of materials gets in different school
5Why? Goals To raise awareness of communities in Europe. However,
language endangerment To spread knowledge alternatively to developing and localising
about the world’s linguistic diversity, a common educational product, this perhaps
linguistics, language endangerment, could also be achieved in a different way:
language archives and language through establishing several more
documentation To encourage action: to keep independent (national/regional) networks
languages alive, to document a language or of linguists, teachers, students, etc.,
dialect spoken in one’s environment, to seeing what kind of materials they develop
become a linguist. 5. together and compare the results. 25.
6How? Means Attraction – design, 26What we learned: Conclusions for the
photographs, audio recordings, films, future. Build long-term relationships with
activities Information – Book of school communities so that ideally, they
Knowledge: more, longer and more serious come up with their own initiatives and
texts than usually on Internet sites; stay involved. cf. Grenoble (2009:61):
lesson outlines Interaction – quizzes, “Language documentation has largely been
exercises, interactive map, study driven by the needs and goals of (…)
questions and tasks, revision questions linguists, with less attention to the
Empathy – portraits of young(er) speakers needs of communities of language users and
of endangered languages, portraits of potential speakers. (…) Yet in order for
young linguists. 6. any revitalization program to be
7 successful, it must be driven by the
8 community.”. 26.
9 27What we learned: References. 27.
10 Grenoble, Lenore A. 2009. Linguistic cages
11 and the limits of linguists. In J. Reyhner
12 and L. Lockard (eds.), Indigenous language
13 revitalization: Encouragement, guidance
14 & lessons learned. 61–71. Flagstaff:
15Links & Connections in Public Northern Arizona University. Grenoble,
Outreach. Linking Archives and the public Lenore A., and Lindsey J. Whaley. 2006.
archives should be user-friendly for Saving languages: An introduction to
non-specialists public should appreciate language revitalization. Cambridge:
the value of archives Linguists and the Cambridge University Press. Grinevald,
public Academia and the mundane world out Colette. 2007. Linguistic fieldwork among
there on the Net Use what your students speakers of endangered languages. In O.
use: Wikipedia, YouTube… Outreachers and Miyaoka, O. Sakiyama and M. E. Krauss
outreachers. 15. (eds.), The vanishing languages of the
16Growing number of general interest and Pacific Rim. 35–76. Oxford: Oxford
educational websites. 16. Outreach University Press. INNET Deliverables.
programme of languagelandscape.org. Available at:
17 http://innet-project.eu/deliverables Od?,
18Or: Combine language documentation and Cecilia. 2008. Teaching materials on
public outreach right from the beginning. language endangerment. An interactive
18. Inne-jezyki.amu.edu.pl. e-learning module on the Internet. In T.
19What we learned (1) Case study: EFL de Graaf, N. Ostler and R. Salverda
materials in Poland. Teaching materials (eds.), Endangered languages and language
> English as a Foreign language > a learning: Proceedings of the conference
lesson outline on the heritage languages FEL XII: 24–27 September 2008,
of the Channel Islands. Phase I – Ljouvert/Leeuwarden. 147–150. Leeuwarden:
Awareness assessment: mundane everyday Fryske Akademy. W?jtowicz, Rados?aw. 2014.
problems affected one of our school Language Endangerment in European
visits, but the situation uncovered a Secondary Schools: Challenges and
difficult reality in Polish secondary Perspectives. In The Future of Education
schools: questions such as the 2014, 4th Edition: Conference Proceedings.
organization of the school system, the 236–240. Padova: Libraria Universitaria.
social significance of school final 28What is new: Package for Polish
examinations and teachers’ working minority schools.
conditions turned out to be as important 29Twofold content. 29.
as the level of awareness of language 30Introduction: History.
endangerment among students. 19. 31Introduction: Repertoire.
20What we learned (1) Case study: EFL 32
materials in Poland. Phase II – Material 33
development: the significance of language 34j?zyk rosyjskich staroobrz?dowc?w.
testing (cf. Shohamy 1993 and later works) Bardzo niewielk? mniejszo?ci? w Polsce s?
for both the school environment and rosyjskoj?zyczni staroobrz?dowcy, kt?rzy
individuals, and for our materials in mieszkaj? w kilku miejscowo?ciach
terms of topic selection, but also e.g. Suwalszczyzny i Mazur. To bardzo ciekawa
task instruction. 20. spo?eczno??, mieszkaj?ca przez wieki w
21What we learned (1) Case study: EFL religijnej izolacji, wywodz?ca si? z
materials in Poland. Phase III – Testing Rosjan wygnanych z Carstwa Rosyjskiego za
and finalization: only two teachers at one niepodporz?dkowanie si? reformom w Cerkwi
school willing to test the outline despite Prawos?awnej. Mimo, i? j?zyk rosyjski w
our strong efforts. The main feedback on skali globalnej jest z pewno?ci? jednym z
the part of EFL teachers did not concern najsilniejszych, to gwary staroobrz?dowc?w
the content of the outline, but its s? ju? mocno spolonizowane, a ich
compliance with the final examination znajomo?? maleje w?r?d nast?pnych pokole?.
requirements. cf. Grenoble (2009), Archaiczny j?zyk rosyjski wraz ze
Grinevald (2007): communities of speakers staro-cerkiewno-slowia?skiem uzywany jest
of endangered languages sometimes view the w liturgii (r?wnie? w ksi?gach
priorities of language documentation very liturgicznych) staroobrz?dowc?w.
differently from linguists. 21. 35no pictures of persons. Ljadufka
22What we learned (2) There is much samachod paciong z?adziej wakacji
diversity! Europe is quite uniform in patstawufka поезд / pojezd вор / wor
terms of language attitudes, but our xолодильник / cho?odilnik начальная школа
results (INNET deliverables D4.1 & / naczalnaja szko?a aвтомобиль / awtomobil
D4.3; W?jtowicz 2014) show that in every каникулы / kaniku?y. Zadanie: Odgadnij, co
partner country, the situation concerning znacz? nast?puj?ce wyrazy w gwarze
school materials on endangered languages polskich staroobrz?dowc?w, a nast?pnie
is very different, e.g.: Poland: school przyporz?dkuj im wyrazy ze standardowego
curricula seemingly offer many j?zyka rosyjskiego:
possibilities in terms of the number of 36Hyperlinks : Wi?cej o
school subjects, but they are not Rosjanach-staroobrz?dowcach:
flexible: extra-curricular topics have http://www.youtube.com/watch?v=CFLgMAIjuCI
slim chances of being covered, unlike in http://inne-jezyki.amu.edu.pl/Frontend/La
Germany, where the choice of school guage/Details/22
subjects is limited, but students are http://inne-jezyki.amu.edu.pl/Frontend/Lan
offered room for individual projects they uage/Details/28 Pos?uchaj te?
complete at the end of the school year. staroobrz?dowego zespo?u ch?ralnego Rabina
22. z Gabowych Gr?d?w:
23What we learned (2) There is much http://www.youtube.com/watch?v=rmjeAC6FrgQ
diversity! Hungary: problems of the 37Documenting How to document languages?
Hungarian diasporas and the situation of Analysing data Linguistic data
the Romani minority turned out to be Sociolinguistic data. Revitalizing Why
sensitive and controversial issues, while revitalize languages? How to save the
in Poland: no similar reactions, the topic language of your Heimat ? Teaching aids.
of linguistic minority rights as human How to save your/minority language?
rights warmly welcomed. cf. Grenoble & 38How to save your/minority language? -
Whaley (2006: 21) about conditions for writing a book - compiling a
language revitalization: “(…) one single dictionary/pictionary -documenting
program which holds the key for success language landscape.
for different language groups around the 39Two games to get to know the
globe (…) simply doesn’t exist, nor can it languages.
exist, because for every individual 40Thank you!
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