ABSTRACT
Like many other speakers of minority languages, Corsican language activists have staked much of their language revitalization effort on education. In the last 30 years, Corsican has gone from being completely absent in the schools to being a mandated subject for all elementary students, and a medium of instruction for the approximately 15 percent of these students enrolled in bilingual (French–Corsican) programs. These changes in language-in-education policy represent great strides in the status and legitimacy of Corsican within the French system. Today, Corsican language educators, administrators, and policy-makers are increasingly turning their attention to measuring school outcomes with respect to acquisition planning and Corsican language revitalization. This has led, predictably, to greater focus on standardized assessments of Corsican language skills, but also to a reflection on the role of the school in the broader sociolinguistic project. In the Corsican Regional Collectivity’s most recent language policy, promoting Corsican in schools and in the wider society are two separate but complementary axes. The school is clearly seen as a necessary but not sufficient tool for attaining a societal bilingualism. Map of Corsica (graphics by Shearon Vaughn). https://s3-euw1-ap-pe-df-pch-content-public-p.s3.eu-west-1.amazonaws.com/9780203836064/fcfcd123-a82b-43af-8ac2-eb053b41998b/content/fig8_1_B.tif" xmlns:xlink="https://www.w3.org/1999/xlink"/>
