The significance of the policy on teaching Faroese as a second language for integration in the Faroe Islands

Sissal M.  Rasmussen; Kalpana Vijayavarathan - R

doi:10.26203/nnx5-7b91

The significance of the policy on teaching Faroese as a second language for integration in the Faroe Islands

Sissal M. Rasmussen, Kalpana Vijayavarathan - R

Research output: Contribution to journal › Article › peer-review

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Abstract

Abstract
The Faroe Islands are undergoing a pronounced change in demographic trends resulting in 10% of first and second-generation immigrants of 54,000 inhabitants. This feature illustrates the role of policy on teaching of Faroese as a second language (FSL) as the forerunner of the integration policy. FSL policy-making with emphasis on immigrants learning Faroese language and culture appear assimilative having implications for equitable access to education and integration. A political and educational infrastructure is in the pipeline, which may contribute to improving the vulnerable Faroese language learning environment.

Original language	English
Pages (from-to)	132-143
Number of pages	12
Journal	Education in the North
Volume	31
Issue number	1
DOIs	https://doi.org/10.26203/nnx5-7b91
Publication status	Published - 23 Apr 2024

Keywords

Faroese as a Second Language (FSL)
policy status quo
implementation and enactment
equity

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.26203/nnx5-7b91

The significance of the policy on teaching Faroese as a second language for integration in the Faroe IslandsFinal published version, 289 KB

Faroese policy on the teaching of Faroese as a second language and an evaluation of its implementation in Faroese educational institutions
Vijayavarathan - R, K. (PI) & Rasmussen, S. M. (PI)
26/06/22 → 31/03/24
Project: Research

Cite this

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The significance of the policy on teaching Faroese as a second language for integration in the Faroe Islands

Abstract

Keywords

UN SDGs

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Projects

Faroese policy on the teaching of Faroese as a second language and an evaluation of its implementation in Faroese educational institutions

Cite this