Bringing Non-Dominant Languages into Education Systems: Change from Above, from Below, from the Side—or a Combination?

Kimmo Kosonen; Carol Benson

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Chapter 1 Bringing Non-Dominant Languages into Education Systems

Change from Above, from Below, from the Side—or a Combination?

In: Language Issues in Comparative Education II

Authors:

Kimmo Kosonen

Kimmo Kosonen
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Carol Benson

Carol Benson
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Type:: Chapter

Pages:: 25–56

DOI:: https://doi.org/10.1163/9789004449671_002

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Abstract

Kritikal ang mga desisyon kabahin sa (mga) sinulti-an nga gigamit sa pagtudlo sa mga estudyante alang sa pagpalambo sa access ug kalidad sa edukasyon sa mga nag-kalain’laing pinulongan nga mga nasod. Nakita ang niagi’ng 30 ka tuig nga wala pa nahimo o naila kaniadto ang paningkamot aron ipakita ang potensyal alang sa kaugalingon nga mga pinulongan sa mga estudyante nga madala sa mga sistema sa edukasyon, bisan kung ang mga sistema padayon nga nagpunting sa nagpatigbabaw nga nasyonal ug internasyonal nga mga sinulti-an. Gisugyot sa kini nga kapitulo ang usa ka bag-ong analitiko nga balangkas aron susihon ang mga pagbag-o sa karon nga palisiya sa edukasyon sa sinultian ngadto sa paggamit sa mga sinultian nga pamilyar sa mga estudyante - magamit kini uban ang nagpatigbabaw nga mga sinultian. Nagsugod kami pinaagi sa pagpaila sa pagbag-o sa palisiya nga gisugdan (1) gikan sa itaas, (2) gikan sa ilawom, o (3) gikan sa kilid, nga gipaila ang mga aktor sa matag ang-ang. Gisugyot namo dayon ang mga pagbag-o sa mga panghitabo sa paglabay sa panahon, nga ginamit ang mga kaso nga na-dokumento sa nasod, ug gisugyot ang upat ka mga teoretikal nga modelo sa proseso sa pagbag-o sa palisiya. Nahibal-an namo nga ang malampuson ug malungtaron nga pagbag-o nanginahanglan ug interaksiyon tali sa tanang tulo nga lebel-ug pataas ug ang gipalawig nga panahon- diin ang partisipasyon sa komunidad usa ka hinungdanon nga hinungdan, dili usa ka sekundaryo’ng konsiderasyon. Sa katapusan, naghatag kami usa ka pagtuki sa mga klase sa pagbag-o sa palisiya ug mga proseso sa pagpatuman nga sigurado nga magpadayon. (Abstract in Cebuano [ceb]—a language of the Philippines, translated by Chariza Desucatan and Jazz Digao)

Decisions regarding the language(s) of instruction for learners are critical for improving educational access and quality in multilingual countries. The past 30 years have seen unprecedented efforts to demonstrate the potential for learners’ own languages to be brought into education systems, even as those systems continue to focus on dominant national and international languages. This chapter proposes a new analytical framework to examine language-in-education policy change toward using languages familiar to learners—alongside dominant languages. We begin by characterizing policy change as initiated (1) from above, (2) from below, or (3) from the side, defining the actors at each level. We then suggest trajectories of change over time, using well-documented country cases, and propose four theoretical models of policy change process. We find that successful and sustainable change requires interaction between all three levels—and over an extended period of time—where community participation is a key factor, not a secondary consideration. We conclude by assessing the types of change processes that are most likely to contribute to sustainable policy change and implementation of the policy.

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Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

Series: Comparative and International Education: Diversity of Voices, Volume: 52

Cover Language Issues in Comparative Education II

E-Book ISBN:: 9789004449671

Publisher:: Brill

Print Publication Date:: 19 Jan 2021

Subjects
- Education

Front Matter

Advance Praise for Language Issues in Comparative Education II

Foreword

Acknowledgements

List of Figures and Tables

Notes on Contributors

Introduction The State of Research on Multilingual Education in the Context of Educational Development

Part 1 Language-in-Education Policy Change from Above, from Below, and from the Side

Chapter 1 Bringing Non-Dominant Languages into Education Systems

Chapter 2 MLE Implementation in Ethiopia and Mozambique

Chapter 3 Jumping, Sliding, and Creating Shared Spaces “from the Side”

Chapter 4 Language-in-Education Policy Reform in the Philippines

Part 2 Non-Dominant Languages in Implementational Spaces

Chapter 5 Implementing Kenya’s Language of Instruction Policy among Maa-Speaking Communities of Laikipia North

Chapter 6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia

Chapter 7 Cultural Heritage and Displacement

Chapter 8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia

Chapter 9 Refugee Education and Medium of Instruction

Chapter 10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal

Part 3 Supporting Education in Non-Dominant Languages

Chapter 11 Getting the Right Language Information for Education

Chapter 12 Language-in-Education Policies

Chapter 13 Policy, Advocacy and Programs for Multilingual Education

Back Matter

Index

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Chapter 1 Bringing Non-Dominant Languages into Education Systems

Change from Above, from Below, from the Side—or a Combination?

Abstract

Citation Info

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Language Issues in Comparative Education II

Policy and Practice in Multilingual Education Based on Non-Dominant Languages

Table of Contents

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