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Second, institutes are needed to a) elaborate and implement these tools creating
attractive and useful content in minority languages and b) teach others to
develop, create and use their own content. Information literacy is crucial for
both representatives of language support institutions and ordinary users.
Third, positive environment should be created to allow institutes and users
work on the elaboration of instruments, creation and preservation of content
and on providing proper training.
As we analyse the experience (both positive and negative) of the Russian
Federation and one of its entities, the Republic of Sakha (Yakutia), we can
attempt to draw out some more general conjectures regarding the question
of how to guarantee the continued functioning of minority languages in the
shadow of a dominant language in a national context.
Potential contributors to the promotion and development of a language are
manifold and diverse, and include:
• national authorities;
• local authorities;
• educative systems;
• research establishments (universities and institutes for scientific
research);
• memory institutions (libraries, archives, museums);
• artistic establishments (theatres, philharmonic halls, musical and
folk groups, art galleries working in close contact with local painters,
sculptors and architects);
• film studios;
• cultural centres, principally in remote settlements, which unite the
functions of memory institutions and art and educational centres;
• book publishers and traders;
• media outlets, including digital media;
• the ICT industry;
• public organisations and private persons; and
• businesses.
Let us now consider each of the above-listed contributors, and their
corresponding targets and lines of action.
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