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Eco l ingu ae : app ro aches o n m ino r i t y langu ages andm i n o r it y t a rget g r o u p s

Balle Garcia M agdalena Theofanellis Tim oleonIonescu D. - Enescu L. - Tanur I. Habermann Birgit

Vidinovska M argarita Pve Anna-M argith

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 Pve 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: appro aches on minori ty languages and minor it y 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

ESTRATGIES DES DUN CENTRE DENSENYAM ENT DADULTS PER A FOMENTAR LS DELCATAL.......................................................................................................................................................... 16

The 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 .............................................................................................................................. 96Smij hpadusguovdsj / Sami Education ................................................................................................... 100Sami joint Nordic co....................................................................................................................................... 111The Sami institution ....................................................................................................................................... 112

Finnish team ....................................................................................................................................................... 114

Practise the use of Finnish language in discussion groups in Lnsimki 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 Polit ics: a Short History .......................................................................................... 128Language M inorit ies in Finland, Legislation and Statistics ........................................................................ 130About the Finnish Language ......................................................................................................................... 131History of Lnsimki library ......................................................................................................................... 133Finnish speaker of the library staff. .............................................................................................................. 137

Vantaa City Library ....................................................................................................................................... 140Romanian 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 .................................................................................................................................. 160

Traditional crafts ............................................................................................................................................ 183Jean Monnet High school .............................................................................................................................. 199German team ...................................................................................................................................................... 203


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Sprachpartnerschaften fr 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: .............................................................................................................................................. 219

Zampern: ........................................................................................................................................................ 220Holy days: ...................................................................................................................................................... 220Language ........................................................................................................................................................ 221Projects carr ied out during the GRUN DTVIG- partnership ....................................................................... 229Key Competences........................................................................................................................................... 241Lndliche Erwachsenenbildung Prigni tz- Havelland e. V. ......................................................................... 245

Greek team ......................................................................................................................................................... 248 .......................................................................................................................................... 248

The description of the Greek project team ................................................................................................... 250Our activit ies are the following: .................................................................................................................... 253Ottoman impacts on LESBOS ISLAN D 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 resul ts 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, Romania

and 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 learning

and 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 ofpeoples knowledge about minority European languages, often

marginalized 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 these

methodologies 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 insti tutions 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 pr oject Ecoli nguae: A worl d of minor it y diversity in aglobalized Eur ope?

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 the

idiosyncrasy 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 of

governmental 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 position

which risks their very survival. Unfortunately, during the last fi ftyyears 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 to

improve the identification of teaching needs of trainers who teachminority languages in Europe. Secondly, to work on the


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promotion of minori ty languages and minori ty groups, involvingan approach to their cultural inheritance so as to maintain the

European 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 the

focus 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 minori ty 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 minori ty 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 and

evaluated 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 and

teachers. 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 education

practitioners 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 the

teaching 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

ESTRATGIES DES DUN CENTRE DENSENYAMENT DADULTS PER A FOMENTAR LS DEL CATAL

A comenaments del curs 2011-2012 la cap de departament dellengua catalana i una part del professorat del centre, amb elsuport de lequip directiu, ens vrem proposar fer una campanyadajut a la normalitzaci lingstica, facilitant no nomslensenyament del catal, que ja es fa a les aules, sin tamb lacerca d'espais i moments per a la prctica de la nostra llengua.

Partem de la dificultat que troben molts dels nostres alumnes,ubicats en barris amb un gran percentatge dimmigraci, per a


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llengua, per tal que adquirissin estratgies per sentir-se segursutilitzant el catal, alhora que s'explicaven alguns conceptes

sociolingstics basics.PRIMERA TROBADA I ASSIGNACI DE LES PARELLES

Es va fixar un termini als futurs integrants de les parelles perquemplenessin uns fulls dinscripci on constava la seva edat i lesseves aficions. Al cap dunes setmanes ja es comptava amb devers34 inscrits entre padrins i apadrinats, s 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 intentar

formar-les en base a edats i afinitats i sels va convocar a unatrobada conjunta per al divendres 2 de desembre al capvespre.Aquest dia el centre va aprofitar perqu els convocats poguessingaudir duna actuaci del grup de teatre del centre, que comptaamb alguns alumnes que abans eren monolinges en castell i

que, grcies al teatre, han esdevingut catalanoparlants. Per tant, lanostra companyia daficionats podia ser un bon referent


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dintegraci a la nostra comunitat nacional. Desprs de lobra deteatre vrem procedir a lassignaci de parelles entre els presents i

a fer-ne la presentaci entre ells. La diada va concloure amb unberenar de germanor.

LES SORTIDES DURANT AQUEST PRIMER TRIMESTRE

Com ja sha dit, des del comenament de la campanya es vavalorar que la integraci lingstica ans acompanyada de laidentificaci amb la cultura i el territori identitari. Ja que tant elpaisatge urb com el rural sn la materialitzaci de la histria i dela cultura, en sentit ample, dun poble. Per tant, es valor que eranecessari per als apadrinats, per tamb per als padrins, tant per a

formar-los com per tal dincentivar-los, anar organitzant activitatsdins i fora del centre. Aquestes trobades collectives que saniranesdevenint tot al llarg del curs a la vegada que deuen estardotades dun sentit identitari, han de ser atractives per a lesparelles i servir per a cohesionar el gran grup.


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4. Jard Botnic: 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 conixer el nostre patrimonihistric i artstic. El fil conductor ser lexplicaci de lpocafundacional amb la incorporaci el 1229 a la naci catalana i seretruc a la civilitzaci occidental.

Taller de cuina relacionat amb el cicle de Quaresma i Pascua. Esdesenvolupar al centre i selaboraran una serie de plats,lorigen 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 Francos 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'A lguer (Sardinia); and in thesouth of France (regions of Rossello, Vallespir, Cerdanya, Capcir

and 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 Republics only officiallanguage.

According to the Euromosaic Study, carried out by the EuropeanCommission, the European Union contains thirty-six so-called regional or minori ty languages , divided into fifty-nine linguisticgroups with different levels of legal and social recognition. In theEU, more than twenty million people speak one of these

languages, as well as the official state language. Almost 50% ofthese minori ty 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 minori ty language , only sixhave more than one million speakers. Basque and Welsh have

more 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 Poli tical 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 minori ty 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; andii 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 minori ty 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-terri torial 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 and

political 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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Almost ten million people understand Catalan; nearly eightmillion speak i t; and more than eight million can read i t.

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 countries

and, 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 Catalans 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 regions autonomous statutes. The

constitution 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, w hile 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. Catalonias 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 thir teenth 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 (unl ike theBalearics), the Church was not a means of cultural/linguistictransmission: Church authorities usually defended Spanish

culture, 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 official

language, 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 ones 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 laws 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, a

controversial 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);lInstitut Ramon Llull (the Ramon Llull Institute); Joves per lallengua (Youth Defending Language); lAssociaci de la premsade la part forana (the Regional Press Association); Sindicat detreballladors densenyament 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 two

main 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 M inorca the influence of Spanish has not been as widespread as

in 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 IECs 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 bridges

to 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 shouldmoni tor 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 success

benefits me; my success benefi ts 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 highculture (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 to

some key practices. The majority of adult students dont 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) callsinterpersonal intelligence. Most of the students are familiar with

the 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 Insti tutionsLanguage 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 atti tudes towards minority and marginalisedlanguages.To create educational tools to teach minori ty 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 this

digital 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 of

multicultural activities (seminars, workshops and festivals) tofacil itate 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 li fe. In the

past, 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 minori ty languages.

The Students

In the last fifteen years, the CEPA Son Canals students countries oforigin have changed considerably. During the early years, most

students 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 arrived

with a settler mentality ; this was especially evident in Palma andcertain neighbourhoods which experienced considerable growth dueto the w ave of peninsular immigrants (e.g., the CEPAsneighbourhood). 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

h d


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immigrants have provedreceptive to learning a newlanguage and culture, theother groups have sometimesshowed xenophobic andnegative attitudes towardsCatalan. Unfortunately, thesenegative reactions have

sometimes revived negativeattitudes 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

b i i i i h i i


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becoming a minority in their own territory.

CEPA Son Canals, located in an immigrantneighbourhood, has tr ied to address the immigrantslack 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 schools 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 curricular

aspects of the different languages present in the Balearics. Son Canalslinguistic project is an important part of the schools 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

i t t f CEPA S C l Th l t k h b


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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-cul tural aspects ofthe language being studied. The manual, cooperatively designed by all

the project partners, ensures the programme continuity: it provides awealth of approaches and classroom activi ties.

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 manualsarea of influence wil l be extended when these insti tutions pass it on toother entities in their region. The web page and promotional flyerswil l also contribute to increased exposure. A major part of the materialwill be uploaded on to the web page. With regards to the language

learners the institutions have adapted already existing English as a


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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 provides

Saami 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 projects impactwill continue even after the funding is finished in 2013-2014. In CEPASon Canals case, the Activate Your Institutions Language

Partnerships programme will continue during the 2012-2013 schoolyear.

Key completeness


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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 to

talking, they dont feel at ease. Theprogramme: Activate Your InstitutionsLanguage 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.

Social and civic competence: peer learners will explore cultural


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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 tw o 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:

Evaluation sheet (sample)


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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 activi ty 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? Doesnt he speak at all?8. What would you change about your partners 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

speaking. When students evaluate themselves, they are assessing what


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p g. W , y gthey 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:


1. How much time and effort did you put into this?2. What do you think your strengths and weaknesses were in todaysconversation?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

tutored person) for feedback on how the conversation lesson is going


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p ) g gand 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). The

programme 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 partners country?Has the tutored person always been prepared to participate inactivities?What has your relationship with the tutored person been like?

Which outing or leisure activi ty did you liked the best?


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g y yDo 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 l ife, cul ture,mentality, etc. re: the language under study?What has your relationship with the tutored person been like?Which outing or leisure activi ty 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 programme


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again?

Contents of the programme Activate the language partnership inyour school:The semantic fields we have dealt w ith are:1st SESSION: THE FAMILY2nd SESSION: THE COUN TRY OF ORIGIN OF THE TUTORED

PERSON3rd SESSION: OUR SCHOOL/ SECONDARY SCHOOL/ LIBRARY4th SESSION: YOUR HOME (your house, housework, animals)5th SESSION: HOBBIES, FREE TIME ACTIVITIES6th SESSION: DOMESTIC ANIMALS7th SESSION: DAILY ROUTIN ES8th SESSION: YOUR HOLIDAY9th SESSION: ASSESS THE PROGRAMME: ACTIVATE THELA NGUAGE PARTNERSHIP IN YOUR SCHOOL.10th SESSION: SHARING YOUR FREE TIME TOGETHER1st SESSION: THE FAMILYVOCABULARY:

Father, mother, grandfather, grandmother, son, daughter, brother,


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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-lawQUESTION/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.

WH AT IS YOUR FATHERS NAME? // MY FATHERS NAME ISANTONI.WHO IS THIS WOM AN? SHE IS MY ELDER SISTER.IS THIS YOUR GRANDFATHER? NO, HE ISNT. 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, electr ician, fireman.

QUESTION/ANSWER PROMPS:WHAT DOES YOUR FATHER DO? WHATS YOUR FATHER JOB?

HE IS A PAIN TER.


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WHAT DOES YOUR MOTHER DO? SHE IS A TEACHER. / DOESSHE WORK? YES, SHE IS A TEACHER.WH AT DO YOU WANT TO BECOME WHEN BEING OLDER?WH EN DOES YOUR BROTHER HAVE HOLIDAY?MY AUNT WORKS FIVE DAYS A WEEK.

In this session you can revise the vocabulary related to the physical

descriptions (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,trustw orthy, reliable, open-minded, sympathetic, str ict.

2nd SESSION: THE COUN TRY OF ORIGIN OF THE TUTOREEVocabulary related to lands and oceans and means of transport.QUESTION/ANSWER PROMPS:WHERE ARE YOU FROM? / IM FROM MOROCCO.DO YOU COME FROM CHINA/ NO, I COME FROM JAPAN.WH AT IS YOU COUNTRY LIKE? HAS IT GOT MOUNTAIN S?/

BEACHES/ RIVERS?


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WH AT ARE THE PEOPLE LIKE IN YOUR COUNTRY?WH ERE WERE YOU BORN?..... IN A VILLA GE OR IN A TOWN?IS THERE A SPECIAL FLORA OR FAUN A? ARE THERE ANIM ALSOR PLA NTS DIFFFERENT TO OURS?WH ICH ARE THE TRADITIONAL FEASTS IN YOUR COUN TRY?WH AT DO YOU MISS OF YOUR COUNTRY?WH AT IS THE WEATHER LIKE? IS IT SIMILAR TO THE WEATHER

IN MALLORCA/ GERMANY/ FINLAND? DOES IT RAIN A LOT?WH AT DO YOU LIKE THE BEST IN MALLORCA?HOW DID YOU SPEND YOUR FREE TIME IN MALLORCA?WH AT IS THE TYPICAL FOOD IN YOUR COUNTRY? WHICH ARETHE INGREDIENTS?HAVE YOU TASTED ANY TYPICAL DISHES IN MAJORCA/ GERMAN Y/ FINLAND?3rd SESSION: OUR IN STITUTIONVOCABULARYObjects: 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,

wardrobe, door etc.Th f ili i b h il h d h h


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The facilities: bathroom, toilet, the yard, the computer room, theteachers room, secretarys office, concierge, the headperson room, thebar, the library, the gym, the staff.QUESTION /ANSWER PROMPTSWHATS THIS? ITS A DUSTBIN.WHERE IS THE STUDENTS TOILET? COME! ITS HEREWHERE IS THE LIBRARY?

WH ERE 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, Ill TALK WITHHIM. THANK YOU/ DONT MENTION IT.MAY I TALK WITH THE HEAD OF STUDIES?MAY WE COME IN? YES, SUREMAY I TAKE THIS BOOK?HOW WA S YOUR SCHOOL/ YOUR LIBRARY BEFORE?WH ICH SUBJECTS DID YOUN HAVE? WHICH ONE DID YOUPREFER?WH ICH WAS YOUR TIMETABLE?

WHAT DO YOU REMEMBER ABOUT YOUR FORMER TEACHERS/ EDUCATORS?


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EDUCATORS?WH AT DO YOU LIKE THE BEST OF OUR SCHOOL/ WH AT THELEAST?

4th SESSION: YOUR HOMEVocabulary related to the daily life in your house, your pets, the

housework.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 ANIM ALS?1 Vocabulary related to pets: canary, dog, cat, hamster, snake, parrot2. Vocabulary related to the following chores: laying the table ( table,

fork, knife, spoon, table cloth, napkins, glass ), washing up ( water andsoap) making the bed ( sheet blanket c shion pillo p jamas)


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soap), making the bed ( sheet, blanket, cushion, pillow, pyjamas),keeping the clothes in the wardrobe (sweater, trousers, shirt, t-shirt

etc.)WH ICH HOUSEWORK DO YOU DO AT HOME?HOW DO YOU SHARE THE HOUSEWORK A T 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 HOBBIESHobbies (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 PRACTISIN G SPORT?WH AT DO YOU LIKE DOING IN YOUR FREE TIME?WH AT DO YOU DO AT THE WEEKENDS?WHAT DO YOU DO IN THE MORNING/EVENING?I LOVE GOING/ I DONT LIKE AT ALL GOING TO

DO YOU LIKE THE MUSIC? WHAT TYPE OF MUSIC DO YOULISTEN TO?


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LISTEN TO?DO YOU KNOW ANY MALLORCAN/FINNISH/ GERMAN MUSIC

GROUPS?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?WH ICH TV CHANNELS DO YOU PREFER?CAN YOU WA TCH A T AN Y TIME THE TELEVISION IN YOURCOUNTRY?AMONG YOUR FRIENDS AND RELA TIVES, IS THERE ANYONEWH O 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, parrotParts of the animals body: leg, mouth, wing, peak, tail, scales.Verbs: meowing, singing, flying, swimming.

Objects: cage, fishbowl, aquarium.Adjectives: male female big new fast talkative slow quiet hard


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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 A RE THEY?WH ICH ANIM ALS ARE THERE IN YOUR COUN TRY? ARE THEYSACRED FOR YOU?DID YOU HAVE ANY PETS WHEN YOU LIVED IN YOUR

COUNTRY? 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 FOLLOWIN G IDIOMATIC PHRASES?TO BE LIKE A FISH OUT OF WATERTO BE A BIG FISHWHEN THE CAT IS AWAY THE MICE PLAY

TO BE AS CUNNIN G AS A FOX7TH SESSION: THE DAILY ROUTINE


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7TH 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:WH AT IS A WEEK DAY LIKE FOR YOU?WH AT 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 COUN TRY. WHICH SIM ILAR AND DIFFERENT POINTSCAN YOU SEE?OF THE FOLLOWING CHORES:

WH ICH ONES DO YOU LIKE AND DISLIKE?MAKING THE BED IRONING


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MAKING THE BED IRONINGCOOKING TROWING OUT THE

RUBBISHLAYIN G THE TA BLE TIDYIN G UP TH E ROOMWASHING UP WATERING THE PLANT

DOING THE SHOPPING HAN GING CLOTHES ON

THE CLOTHES LINEBUYING CLOTHE MOPPING,WALKING THE DOG SEWINGSETTING THE WASHIN GMASHINE IN MOTION

GARDENING

QUESTION/ANSWER PROMPTS:DO YOU DEVOTE TIME TO READING, LISTENING TO MUSIC,MEETING YOUR FRIENDS, SPEAKIN G WITH YOUR FAMILY?WH AT DO YOU LIKE DOING AT THE WEEKENDS DIFFERENT TOWH AT YOU DO DURING THE WEEK?IF YOU SURF THE NET, WHICH WEBPAGES DO YOU LIKE

SURFING? DO YOU SEND ANY MAILS? DO YOU USE ANYSOCIAL NETWORKS?


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SOCIAL NETWORKS?DO YOU PARTICIPATE IN OUT OF SCHOOL ACTIVITIES? WHICH

ONES? ( 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, SPEAKIN G WITH YOUR FAMILY?

WH AT DO YOU LIKE DOIN G AT THE WEEKENDS DIFFERENT TOWH AT 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

The programme: Activate the language partnership in your schoolhas been a success thanks to the involvement of a lot of members of


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as bee a success t a s to t e vo ve e t o a ot o e be s othe staff and because the idea of creating this language volunteering

was the resul t 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 with

vocabulary and prompts to follow a conversation. Not only thestudents but also the teachers involved would like to continue nextyear though we wont count on the funding of the National AgencySocrates.

The teachers involved in the programme: A ctivate the languagepartnership in your school at CEPA Son Canals are:Maria Josep Carrasco: coordinator of the programme. She has, withouta doubt, invigorated the activi ty 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 our

students. She has selected the pairs after having matched the

enrollment forms of the tutors and the tutored person. She hasmonitored the first sessions of the conversation lessons and has


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controlled the evaluation.

Mart Gen & Rafel Oliver: preparation of the ITC part of theprogramme: creation of power point, picassaIsabel Pearrubia: 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 outings

and the itineraries.Joana Maria Sans: 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.Sebasti Vidal: Catalan teacher and the person in charge ofsupervising the part of the manual devoted to the situation of theCatalan language nowadays.

Cepa Son Canals


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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 be

linguistically 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.

Sami team


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Davvismigielaoahpahus Smi oahpahus guovddis JohkamohkisDavvismigieloahppit Smioahpahusguovddis leat duodjeoahppitmat lohket smigiela beannot diimmu vahkus, oahppit mat lohketsmigiela bealleiggi ja oahppit mat lohkat interneaha bokte njealjdasoasi barggoiggis, dat lea oahppumgga dsis.

Dat oahppu vuolggahuvvo makkr dsis dat oahppit leat.Smigiellalohket duodjeoahppit modernagiela gurseplana bokt.Vaikko leat smigielagat de oahpahus lea mgga dsis. Dat boahtdas go ruo a ja norgga skuvlasystema leaba hui earalganat dasa miiguosk smigieloahpahussii vuo o-ja joatkkaskuvllas.

Neahttasmigieloahpahus lea heivehuvvon moderna giella gurseplnamielde, oahppi uvvo dan dasis gos son lea. Dat oahppi mii lgavuostta gurse uovvo modernagiela 1 ja 2. Jus leat lohkan ovddit jagi

de dat oahppi uvvo Moderna giela 3:t ja 4:at.

Oahppineahttagursses gii lea eatnigielatuovvo eatnigielagurseplana.Oahppu uovvu ruoa joatkkaskuvllad Moderna giela ja Eatnigiela


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gurseplnaid ja daid mielde oot oahppit duoastusaid.

DuodjeoahppitDuodjeoahppit lohket smiduoji ja smigiela. Smigielas bargat danmaid leat oahpahallame duojis, nugo duodjesniid ja man lhki daidgeavaha. Dat oahppit mat leat olu lohkan smigiela dahkat

dutkkanproeakta maid ie dat studeanta vlljejit ja dan delletsmegillii. Das de ohppit sihke dan guovdd sisdoala maid datModerna gielaid gurseplna gibida, nugo ovd kommunikkauvnna,receptuvnna, interaktuvnna ja produkuvnna.

Dat oahppit mat leat easkklgit, sis lea vuo ogirji man namma leaGulahallat ja sii maiddai barget dan maid barget duojis ja oahpahalletsniid, cealkkagiid jna.

Skuvla lea vlljen uovvot Moderna giela gurseplnaid vaikko oahppilea eatnigielat danin go dat moderna giela gurseplnat addet beale

uogga eanet go eatnigielat gurseplana go ohca universiteaha

oahppui.


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Giddusoahppu ja neahttaoahppu

Smigiela vllo giddusoahppu ja interneahtta oahppu.Giddusoahppu lea go oahppit bohtet skuvlii oktii mnnui. Oahppitgeat lohket interneavtta bokte leat juohke dsis. Interneahtta oahppulea buorre oahppu daidda olbuide geat eai shtte lohkat skuvlabikkisgo leat barggus ja leat guhkkin eret bikkis gos oahppu fllu.

Hstalus oahpahitOahpahitt smigiela lea stuora hstlus mga dfus, oahppogirjjiidvilva vuohta lea okta heahtehus. Oahpahusas galg gvdnat dsi vai juohke oahppi oao oahpu ieas drbbuid mielde, muhtimat eai leatollenge gullan smigiela ja muhtimat fas leat eatnigielasgasteaddjit.Sii eai leat beassan oahppa llit ja lohkat ieasetskuvlaiggi.

Duodjeoahpahusas leat oahppit mgga dsis muhtimat leat lohkansmigiela olles dan joatkkaskuvlaiggi ja lohkan dan nugo

eatnigiellan. Dl de lohket dan Moderna gielaid gurseplna mielde,

dan bokto sis lea guokte smmigielvdnasa ieaset joatkkaskuvladuoastusan. Dt oahppit leat hirbmat eahppit.

h h dd f h d d d dd


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Oahpaheaddjin ferte geavahit visot nvccaid ja metodaid ja maiddai

fuomaahttit ohpiid ieaset makkar mlle lea sutnje buoremusoahppat ja oahpahallat. Neahtta oahpahusas lea vddasit praktihkalasoasi bokte oahpahit das leat eanet teorehtala barggut go ii leatsinguin vejola barggu bokte oahpahit nugo datoahppit mat leatbikkis. Diguin shtat bargat juoida gieaigun, jehiid bie gasiid,srgut ja maid mannat olgun gfestallat, mannat dvvirvuorks jna.Dvvivukorkas lea loavddagoahti doppe shtt sgastallat degogoahtevieruid birra ja juohke oahppi muitala makkr vierut singuovllus leat. Oahppit hal bohtet juohke guovllus smis, norggas,suomas, ruo as, davvi- ja lulli guovllus.

Boazu lea dea als sihke ealahussan, duodjevnnasiid ja borramuaidoaut. Muhtin dn giellpoahpahusas lea juste boazu. Bohcconamahusat agi, ivdni, oarvi ja lihkkama birra. Eatnamidd birra gosdat guohto ja vjalda. Oahppit sukkardi t makkar biepmu sii rahkaditbohccos dego bierggus, siskaldusain, gccain, oaivvis ja nu ain.

Makkar duodjevnnasiid oo bohccos dego duolji, gpmasiid,

suonaid ja orvviid. Oahppit beasset oahppat njuovvat, rihttet, caggatduljiid, vuolehastit gpmasiid, suovastuhttit biergguid, dahkat

i id D l l b i i d l bi j i id


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gurppi id. De go lea olgobeaivi de lea suovasbiergu ja gurpi maid

beasset bassit heallu nalde. Dainna ohppet dan rbevirolasbiepmukultuvra.

rbevirola luohti, o a mllet smimusihka ja eara llojuvvondokumeanttat, girjjitGuldalit rbevirola luiid ja maiddai geah alit bidjat luoi.Analyseret got luohti lea dahkkon ja manin eai nu njuolga datdajaldagat luo is dadjo. Soamis oahppi lea ie juoigi ja oasalasttan danstuora gilvvohallamis Smi Grand Prixas guovdageainnus de lea oallestuora resurssan oahpahusas.

appagirjjalavuo a oahpahusas gie ahallat daid smigirjelliidJohan Turi, Paulus Utsi, Nils Aslak Valkeap jna. Johan Turi lea halSmi Kallevalla.

asit llit geat llet otna beaivvi dili birra, nuorra olbmo eall imiilea maiddai genre oahpahusas. Oahppi lohk ja muitalala, analyseremaid lea lohkan ja bukta ieas jurdagiid sihke njlmmalaat ja

lala at. Oahppi analysere man ldje girjelli lea geavahan giela.

Juohke dsis oahpahusas lea ppagirjalavuo a lohkun oassi. Easkkalgiide lohka oahpaheaddji ppagirjalavuo a girjji mii lea heivolad d i MP3 i j j l illii O h i ld l ji t d id


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dan dssi MP3:ai ja jorgala ruoagillii. Oahppi guldala jietnadagaid

ja oahpahalla dan bokto ie lohkat, de sdde ieas lohkamusaoahpaheaddji jietnameila bokte ja das de oahpaheaddji addmhccaga kondtrastiiva analyserema bokte jietnaoahpa, cealkaoahpa ja giellaoahpa.

Oahdppi producere lala at ja njalmmala at juohke lgnteavsstaid.

Ohppiid ieaset ruovttosuopmanOahppi ruovttogiela-suopman lea deaalas samigieloahpahusas.

allin-ja njlmmla giella shtt leat oalle guhklaga. Das fertefuomahahttit oahppi dan njlmmala- ja llingiela earu.Oahpaheaddji ferte ie dovdat suopman earuid earenoamaitdvvismigielasde lea lkkit fuomaahttit oahppi su oahppamis daidearuid go son galg oahppat llit.

Interneahtta

Interneahtta lea hui buorre gaskaoapmi das gavdna mat leat buoritsmigieloahpahusii, dego fillmmat, shtt mannat maos geah atsmi t o asiid o t bas g dna mii dhpah a n oraid olb id


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smi tv-o asiid, yuo-tubas gvdna mii dhpahuvva nuoraid-olbuid

gaskkas milmmis ja maiddai smis.

Eallilan olbmotEallilan olbmot leat hirpmat dealas glddut. Ohppiin lea lo bargo jearrat ieaase lagamusain maid sii dihtet duon ja dn ssis. Gollet

lala barggu de galget bidjat dan geas leat oon njlmmala dieugldun.Dat eallilan olbmot mat leat birrasis lven dego oahpaheaddji bivdetskuvlii ja sii de muitalit mas sis lea berotupmi ovd boaodlus,muitalit skuvlaiggi bitta (internhtta goahteskuvladiggi). Diibmagi at studeriime boare skuvlagoahtesajiid Vikkajvrris. De leieall ilan olmmi, Nils Vlkeap, gii ie lei vzzn dan skuvl las ja orronlvdegoadis skuvlaiggi, lei loahppa geais 30-logus.

Language Policy


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The Sami Parliaments intention of direction is to promote, developand preserve the Sami language to a viable language for the Samisociety and for Sami solidari ty. 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 the

elementary school one was not allowed to speak Sami during schooltime. Sami wasnt 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

read and write. When we speak of literacy in Sami contexts, it does notmean that Sami are il literate.


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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 60s and 70s 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 ones language, and many speak of psychological barriers . Here there is a need for great educationefforts and a positive attitude from the surrounding society, both the

Sami 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

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 Councils


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matters has been emphasized. An example is the European Council s

convention 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 Parl iament and otheractors to be able to actively work for an increased use of the Samilanguage.

Read the summery of the government bil l that recognizes, amongothers, Sami as a minority language here.

Change in attitude

The Swedish peoples attitudes to minori ty 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 to

preserve minority languages in Sweden. 86% feel it would be a shame

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 Together


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strengthened identity perception with the Sami themselves. Together

with 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. Research

into loan words is a type of linguistic archaeology that can teach us a

great deal about the contact that different groups of people had witheach other.


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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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