http://semantics-online.org/2005/01/npr-talk-show-on-endangered-languages A weblog on semantics, pragmatics, philosophy of language, and intersections thereof Sat, 30 Aug 2008 11:42:56 +0000 http://wordpress.org/?v=2.2.2 http://semantics-online.org/2005/01/npr-talk-show-on-endangered-languages#comment-183 Tony Marmo Wed, 26 Jan 2005 23:54:50 +0000 http://semantics-online.org/2005/01/npr-talk-show-on-endangered-languages#comment-183 <p>By the way: the theme <i>'Endangered languages</i> is among the topics of discussion in the <a href="http://groups.yahoo.com/group/syntax/" rel="nofollow">syntax </a> group I co-ordinate.</p> By the way: the theme ‘Endangered languages is among the topics of discussion in the syntax group I co-ordinate.

]]> http://semantics-online.org/2005/01/npr-talk-show-on-endangered-languages#comment-182 Tony Marmo Wed, 26 Jan 2005 23:51:58 +0000 http://semantics-online.org/2005/01/npr-talk-show-on-endangered-languages#comment-182 <p>Welcome back from your holidays.Interesting post. There have been some experiences in Northern Brazil to preserve languages, even before the speakers learned Portuguese and/or started to loose them. Although members of some communities once in a while expressed the desire for learning Portuguese, local leaders decided to establish schools to teach and use the native language(s) of their communities after some form of writing for such language(s) had already been invented. Some of such experiences have had great success, in spite of all predicaments and vicissitudes. The <a href="http://www.socioambiental.org" rel="nofollow">Tapirapé school</a> is the example that first comes to my mind. Perhaps Luciana Storto, if she reads this, could tell us more about other successful cases.</p> Welcome back from your holidays.Interesting post. There have been some experiences in Northern Brazil to preserve languages, even before the speakers learned Portuguese and/or started to loose them. Although members of some communities once in a while expressed the desire for learning Portuguese, local leaders decided to establish schools to teach and use the native language(s) of their communities after some form of writing for such language(s) had already been invented. Some of such experiences have had great success, in spite of all predicaments and vicissitudes. The Tapirapé school is the example that first comes to my mind. Perhaps Luciana Storto, if she reads this, could tell us more about other successful cases.

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