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(
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(
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(
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(
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(
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[desc] =>
[children] => Array
(
)
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(
)
)
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(
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[desc] =>
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(
)
)
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(
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[desc] =>
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(
)
)
)
)
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(
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[desc] =>
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(
[0] => Array
(
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[link] => https://edoc.coe.int/fr/199-internet
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(
)
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[1] => Array
(
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(
)
)
[2] => Array
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(
)
)
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(
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(
)
)
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(
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(
)
)
)
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(
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(
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(
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(
)
)
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(
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(
)
)
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(
)
)
)
)
[7] => Array
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(
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(
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(
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(
)
)
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[3] => Array
(
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[name] => Culture et démocratie
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(
)
)
[4] => Array
(
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(
)
)
)
)
[8] => Array
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[name] => Le Conseil de l'Europe et l'Union européenne
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(
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(
)
)
[1] => Array
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[1] => Array
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[11] => Array
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1
Catalogue
Newsletter
Good practices of multilingual and minority language medium education (version ukrainienne) (2020)
The focus of this study is on models of education in which a minority language is used as a medium of instruction, rather than as simply a subject in the curriculum; such education is often referred to as ‘bilingual’ education, as it generally also includes the use of an official language1 (where other languages are also used as a medium of instruction, which happens in some cases, such forms of education are referred to as ‘multilingual education’).2 Both the European Charter for Regional or Minority Languages (ECRML) (Art. 8) and the Framework Convention for the Protection of National Minorities (FCNM) (Art. 14) provide that both the use of a minority language as a medium of instruction and the teaching of a minority language simply as a subject in the curriculum are options for states which are parties to those treaties. However, in this study we focus on the use of minority languages as the medium or at least the partial medium of instruction.
LIST OF ABBREVIATIONS
INTRODUCTION
MINORITY LANGUAGE MEDIUM EDUCATION: AN OVERVIEW
LANGUAGES AND MODELS
INTRODUCTION
MINORITY LANGUAGE MEDIUM EDUCATION: AN OVERVIEW
LANGUAGES AND MODELS
Slovak
Hungarian
Bulgarian
Polish
Romanian
Russian
German
Gaelic
Basque
TEACHER TRAINING, TEACHING MATERIALS, AWARENESS-RAISING
Teacher Training
Teaching Materials
Awareness-raising
CONCLUSIONS
The focus of this study is on models of education in which a minority language is used as a medium of instruction, rather than as simply a subject in the curriculum; such education is often referred to as ‘bilingual’ education, as it generally also includes the use of an official language1 (where other languages are also used as a medium of instruction, which happens in some cases, such forms of education are referred to as ‘multilingual education’).2 Both the European Charter for Regional or Minority Languages (ECRML) (Art. 8) and the Framework Convention for the Protection of National Minorities (FCNM) (Art. 14) provide that both the use of a minority language as a medium of instruction and the teaching of a minority language simply as a subject in the curriculum are options for states which are parties to those treaties. However, in this study we focus on the use of minority languages as the medium or at least the partial medium of instruction.