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Pilbara TAFE
In this environment, Pilbara TAFE is committed to providing quality vocational education and training (VET) to all our clients from apprentices to trainees, small businesses, indigenous communities, corporations and individuals.
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180 |
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Batchelor Institute for Indigenous Tertiary Education, Australia
A central task of the Institute is the provision of tertiary education and training programs which engage students in the development of appropriate responses to issues of cultural survival, maintenance, renewal and transformation, within the context of the national and international social, political and economic order.
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238 |
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Koori Centre, The University of Sydney, Australia
The Koori Centre provides programs, services and facilities to encourage and support the involvement of Indigenous Australians in all aspects of tertiary education at the University of Sydney. The majority of Indigenous Australian students, who are new to university study, find the experience very exciting but sometimes overwhelming.
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217 |
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African Linguistic School
One of the biggest challenges most African countries face is the maintenance and management of linguistic diversity. In order to meet these challenges, it is necessary to have access to advanced linguistic tools. This school aims at offering African students the possibility of becoming familiar with new advances in linguistic description and theory.
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234 |
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Canadian Indigenous Languages and Literacy Development Institute (CILLDI), Canada
Our mandate is the preservation of endangered languages by developing research skills and teaching resources in the speakers of these languages themselves.
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184 |
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Certificate Program in Aboriginal Language Revitalization, Canada
This program is designed to strengthen your understanding of the complex context and characteristics of language loss, maintenance, and recovery and develop knowledge and strategies for language revitalization within communities. This program is designed to honour traditional knowledge and practices, to recognize and accommodate the realities and needs of diverse communities, and to provide a foundation for both language revitalization activities and for further study in education, linguistics, or other related areas.
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207 |
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Ngapartji Ngapartji
Ngapartji Ngapartji has many layers involving language learning, teaching and maintenance, community development, crime prevention, cross cultural collaboration, creating new literacy training models as well as film, art and theatre making.
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202 |
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Language Fluency Game
Language fluency game is a not-for-profit organization whose soul lies in helping revitalize endangered language through an open source curriculum project that develops, supports, and strengthens language programs by playing a viral, high-speed learning game.
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191 |
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Language Master-Apprentice Programming
The Master-Apprentice program was developed in California so that young adults – teachers and young parents, who are so crucial to language transmission – could be come proficient in their language.
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231 |
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Yol?u Studies at CDU
Yol?u from Arnhemland and other people from around Australian and the world study Yol?u languages and culture at Charles Darwin University.
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215 |
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Workshop on Digital Technology for Language Preservation
This workshop will provide training in Basic Oral Language Documentation, and is intended for staff, research students, and upper-level undergraduate students from disciplines that are concerned with language and culture, including linguistics, translation, anthropology, musicology, folklore, and history. Participants need to be available for three half-day sessions, and are also expected to spend an hour between each class doing further collection and annotation work. There is capacity for approximately 30 participants.
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207 |
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The Navajo Language Academy
The Navajo Language Academy, Inc. is a non-profit educational organization devoted to the scientific study and promotion of the Navajo language.
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222 |
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Piegan Institute
Piegan Institute programs provide an integrated approach that encompasses social, intellectual, and academic, as well as linguistic, dimensions. The focus throughout is on making connections across the various contexts of a learner's experience -- the classroom, the family, the community -- and what language means for a learner in each of these contexts.
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196 |
