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Promising Developments and Daunting Challenges in Using Ethnic Minority Languages in Formal Education (Part II): The minority language standardization conundrum

Abstract : This is Part Two of a three-part piece based on research undertaken for Urbanize: Policy Institute for Urban and Regional Planning, and supported by the Konrad Adenauer Stiftung. This three-part series is largely based on a total of over 130 interviews conducted between December 2018 and February 2019 as well as between May and September 2019 in Shan, Kachin, Chin, Kayah, Kayin and Mon States, as well as Sagaing and Yangon Regions and Naypyidaw Union Territory. Interviewees include various levels (township, district, State/Region, Union) of the Ministry of Education and Ministry of Ethnic Affairs administration, literature and culture committees, Regional ministers, Regional MPs, Local CSO and Media, ethnic political parties’ representative, school headmasters and teachers. Most documents and statistics referred to in this article were collected in the course of these interviews.
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https://halshs.archives-ouvertes.fr/halshs-02512839
Contributor : Hélène Poitevin <>
Submitted on : Friday, March 20, 2020 - 7:03:38 AM
Last modification on : Wednesday, August 5, 2020 - 3:14:37 AM

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  • HAL Id : halshs-02512839, version 1

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Nicolas Salem-Gervais, Mael Raynaud. Promising Developments and Daunting Challenges in Using Ethnic Minority Languages in Formal Education (Part II): The minority language standardization conundrum. 2019. ⟨halshs-02512839⟩

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