<abstract xmlns="http://www.w3.org/1999/xhtml"><p> The paper discusses several aspects of immersion and bilingual education systems in Brittany, France and in Lower Lusatia, Germany. Their role in the process of becoming a new speaker of a minority language is exemplified by the Diwan immersion education model in Brittany and the Witaj project in Lower Lusatia concerning the Sorbian people. Taking into consideration the different sociolinguistic situation of both groups, the level and reasons for language shift, the existing language policy in France and in Germany, both educational models are presented. I analyze some factors that influence the possible success or failure of these two models, such as: the linguistic environments, teaching systems, the roles of teachers, the minority language attitudes of pupils, their language practices, the availability of extracurricular activities in the minority language, and the existence of different types of communities of practice. All these factors influence pupils’ language choices and practices. Not all language learners will use a minority language in the future, since it depends on the conscious decision of each person. The distinction between language learners and minority language new speakers can thus be justified.</p></abstract>

The paper discusses several aspects of immersion and bilingual education systems in Brittany, France and in Lower Lusatia, Germany. Their role in the process of becoming a new speaker of a minority language is exemplified by the Diwan immersion education model in Brittany and the Witaj project in Lower Lusatia concerning the Sorbian people. Taking into consideration the different sociolinguistic situation of both groups, the level and reasons for language shift, the existing language policy in France and in Germany, both educational models are presented. I analyze some factors that influence the possible success or failure of these two models, such as: the linguistic environments, teaching systems, the roles of teachers, the minority language attitudes of pupils, their language practices, the availability of extracurricular activities in the minority language, and the existence of different types of communities of practice. All these factors influence pupils’ language choices and practices. Not all language learners will use a minority language in the future, since it depends on the conscious decision of each person. The distinction between language learners and minority language new speakers can thus be justified.

Language Learners or New Speakers: The Transfer of the Breton Diwan Immersion Education Model to the Lower Sorbian Witaj Project

Studia Celtica Posnaniensia

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

The paper discusses several aspects of immersion and bilingual education systems in Brittany, France and in Lower Lusatia, Germany. Their role in the process...

Language Learners or New Speakers: The Transfer of the Breton Diwan Immersion Education Model to the Lower Sorbian Witaj Project

Publié en ligne: 16 janv. 2017

Pages: 5 - 26

DOI: https://doi.org/10.1515/scp-2017-0001

Mots clés
immersion education, Breton, Lower Sorbian, language learners, new speakers

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Language Learners or New Speakers: The Transfer of the Breton Diwan Immersion Education Model to the Lower Sorbian Witaj Project

Publié en ligne: 16 janv. 2017

Pages: 5 - 26

DOI: https://doi.org/10.1515/scp-2017-0001

Mots clésimmersion education, Breton, Lower Sorbian, language learners, new speakers

© 2017

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

Mots clés
immersion education, Breton, Lower Sorbian, language learners, new speakers