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Revitalizing Endangered Languages

Edited by Justyna Olko & Julia Sallabank

Revitalizing Endangered Languages "This guidebook provides ideas and strategies, as well as some background, to help with the effective revitalization of endangered languages. It covers a broad scope of themes including effective planning, benefits, wellbeing, economic aspects, attitudes and ideologies."



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Dissertation Information


Title: Teach Yourself?: Language learning through self-instruction manuals in nineteenth-century Scandinavia Add Dissertation
Author: Louise Sorensen Update Dissertation
Email: click here to access email
Institution: University of Sheffield, Department of English Language and Linguistics
Completed in: 2010
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): Danish
English
Norwegian Bokmål
Swedish
Director(s): Andrew Linn

Abstract: To learn a foreign language from a self-instruction manual (teach-yourself
book) is not as easy as the publishers will have us believe. Despite this,
the genre has endured for many centuries. This thesis argues that the
robustness of self-instruction language manuals is due to their ability to
adapt to the personal circumstances of their readers. By surveying ordinary
nineteenth-century Scandinavians, it is established that they turned to
self-directed learning as a consequence of social and economic developments
in the region.

At the time, early globalisation was felt in terms of increased travel and
trade. As a consequence, people needed to acquire foreign languages for the
purpose of everyday communication. Because this area of second language
acquisition was practical and took place outside formal education, it has
not been accepted as part of the history of applied linguistics. I argue
that 'utilitarian language learning' deserves to be included as an example
of the current theory of autonomous learning. I also draw the conclusion
that autonomy is actually one of the reasons why self-instruction manuals
are not as effective as traditional language teaching, because the learners
take charge of their own learning process and as a result often suffer from
lack of motivation and opportunities to practise the language. I do,
however, maintain that the works themselves are not inherently inept. The
nineteenth-century methods were actually an improvement upon existing
methods by focusing on the spoken rather than the written language.

Finally, I investigate why abstract notions of language, culture and
identity were not present in works that could essentially disseminate
elitist ideas to the general population. I argue that because the genre was
highly commercialised, the authors deliberately chose to exclude topics
that had political undertones and the potential to alienate parts of the
readership.