Challenges and needs in Ladino teaching among ten language revitalisation activists
DOI:
https://doi.org/10.46661/meldar.8525Keywords:
Ladino, Judeo-Spanish, language revitalisation, language teaching, Sephardic studies, Jewish languagesAbstract
This article presents results from interviews with ten teachers engaged in Ladino (Judaeo-Spanish) revitalisation. The purpose of the study is to collect Ladino teachers’ experiences to understand the challenges they face and the needs they express to continue their activities.
Challenges were related to students’ linguistic backgrounds, students’ and teachers’ confidence about expressing themselves in Ladino, and to views on language normativity. The teachers expressed needs concerning finding stable teacher positions, about creating a Ladino proficiency test and certificate, developing resources for language teaching, and updating Ladino’s vocabulary to reflect contemporary life. Creating venues for learners to use the language, and opportunities for Ladino teachers to meet and discuss pedagogical issues were seen as important.
The teachers’ views differed considerably regarding questions on language norms, and an official language proficiency certificate. The results point to the need for further discussions, and for teacher development initiatives.
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