Open Educational Resources and Practices for Language Vitality: the Case of Latgalian
Post on 11-Apr-2017
Open Educational Resources and Practices for Language Vitality: the Case of Latgalian (Latvia)Sanita Lazdia, Ilga uplinskaRzekne Academy of Technologies (Latvia)
Conference Open Education: promoting diversity for European languages26 27 September 2016, Brussels
Overview Latgalian: a Short BackgroundLanguage Vitality and New Domains and MediaOER and Learning to Apply New Digital Tools: A Few ExamplesFrom Language Practices towards Policies
1 Latgalian: a Short Background Census 2011: Language used as dominant home language in Latvia:62% Latvian (including Latgalian)37% Russian
8.8% of the population (165,000 individuals) of Latvia report that they use Latgalian on an everyday basis
Latgale: 35.5% use Latgalian regularly
Latgalian - vulnerableUNESCO Atlas of the World's Languages in Danger
OER and Learning to Apply New Digital Tools: A Few Examples
Creating a video: learning about history from individual stories of children and older people (https://www.youtube.com/watch?v=l9PFeDc7_cg)Creating subtitles (educational materials in more than one language) http://amara.org/lv/videos/bA4zlEWzBzC3/info/consumer-and-producer-surplus-ar-lv-subtitriem/
OER and Learning to Apply New Digital Tools
Changing roles: pupils as teachers of digital competenceInterdisciplinarity (diverse contents in different languages)Changing perspectives: lesser-used languages in an attractive frameLearning to share (for free!)
How do language practices at schools reflect official and non-official language policies?
Language practices at schools depend on and reflect local actors (municipal authorities, schools, regional universities, etc.)Official educational frameworks (curricular planning, languages of instruction) reflect the role of the state language. At the same time, educational institutions are much more flexible than other official domains to react to the ethnodemografic composition of the populationLanguage practices at schools also reflect debates among educators and researchers: how to move forward from monolingual towards multilingual habits in education (from One language-only language policy at schools into Translanguaging (Adamson & Fujimoto-Adamson, 2012)).