ABSTRACT
Based on experiences from the revitalization of the Indigenous South Sámi language in Norway, this chapter discusses various aspects of using kindergartens and schools to help revitalize languages with very few speakers. Experiences with language education in majority languages are not easily extrapolated to small minority languages. In the same way, experiences of the education system amongst minority languages with numerous speakers are not necessarily relevant to languages such as South Sámi. Small language minorities need to have an international outlook, both in order to find inspiration and to acquire specific knowledge of how the education system can be used as a tool for revitalization. An organized international network for exchanging experiences among languages with fewer than 1,000 speakers would be useful.
