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Language Issues in Comparative Education II
Policy and Practice in Multilingual Education Based on Non-Dominant Languages
Series:
This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field, re-establishes core terminology and concepts, and situates the chapters in terms of their contributions to multilingual education based on non-dominant languages. The first group of chapters examines language-in-education policy change, applying an innovative framework to analyze diverse contexts including Mozambique, Estonia and the Philippines. The next group of chapters describes activities designed to implement multilingual education. Using examples from Chad, Ethiopia, Kenya and Nepal, they explore progress in teacher professional development and elaboration of materials for literacy and learning through non-dominant languages. Some highlight new areas of the field, attending to speakers of non-dominant languages other than the ones chosen for instruction, and to the urgent multilingual needs of refugee learners. The final group of chapters presents strategies for research and advocacy, illustrated with examples from DR Congo, Uganda and India. Taken together, these contributions form a cohesive body of work that takes stock of advances in multilingual education and moves the field forward.
The authors and editors share a common commitment to comparativism in their methods and analysis, and aim to contribute to a more inclusive and multilingual education for all.
See inside the book.
The authors and editors share a common commitment to comparativism in their methods and analysis, and aim to contribute to a more inclusive and multilingual education for all.
See inside the book.
Carol Benson, PhD (1994), is Associate Professor of International and Comparative Education at Teachers College, Columbia University. She researches policy development and innovation in multilingual education for speakers of non-dominant languages, with ongoing collaborative projects in Cambodia and Senegal.
Kimmo Kosonen, PhD (1998), is a Senior Consultant in multilingual education with SIL International and Specialist in language development at Payap University in Thailand. He has published on non-dominant languages, multilingual education, and language-in-education policy in Asia.
Kimmo Kosonen, PhD (1998), is a Senior Consultant in multilingual education with SIL International and Specialist in language development at Payap University in Thailand. He has published on non-dominant languages, multilingual education, and language-in-education policy in Asia.
âThis book is an important contribution to research on a topic that has been neglected in the academic field of comparative education and sidelined in the EFA/SDG policy discourse. A balanced combination of context-specific and comparative analyses, it opens nuanced perspectives on the issues of multilingual education policy and practice in their wider socio-cultural contexts, complemented with suggestions for needed further research.â â Tuomas Takala, Professor Emeritus of Comparative Education, University of Tampere
âFirst language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.â â Dina Ocampo, Professor, College of Education, University of the Philippines
âThis volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize childrenâs first languages as valued resources for their communities, their nations, and the world.â â Jessica Ball, Professor, School of Child and Youth Care, University of Victoria
âAt a time when most of the news is badâpandemic, unemployment, climate change, 40% of children cannot understand their teachersâit is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.â â Bernard Spolsky, Professor Emeritus of English, Bar-Ilan University
âFirst language-based multilingual education is one of the most formidable strategies for inclusion. The lessons in this book will help policy makers in governments improve their own basic education systems to ensure that the learner is in the center of education implementation.â â Dina Ocampo, Professor, College of Education, University of the Philippines
âThis volume contributes a timely, authoritative argument for the use of non-dominant languages in education as an essential component of achieving the United Nations Sustainable Development Goals for education. The chapters in this volume demonstrate that the keys to linguistic sustainability are language-in-education policies and teaching practices that recognize childrenâs first languages as valued resources for their communities, their nations, and the world.â â Jessica Ball, Professor, School of Child and Youth Care, University of Victoria
âAt a time when most of the news is badâpandemic, unemployment, climate change, 40% of children cannot understand their teachersâit is very cheerful to have an account of serious efforts to correct one of these problems. This collection reports a number of efforts to provide education in the home language of pupils, describing promising cases to provide mother language education. It deserves to be widely read.â â Bernard Spolsky, Professor Emeritus of English, Bar-Ilan University
Foreword
Jessica Ball
Acknowledgements
List of Figures and Tables
Notes on Contributors
Introduction: The State of Research on Multilingual Education in the Context of Educational Development
Carol Benson and Kimmo Kosonen
1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Sideâor a Combination?
Kimmo Kosonen and Carol Benson
2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts
Carol Benson
3 Jumping, Sliding, and Creating Shared Spaces âFrom the Sideâ: Reflections on Võro Language Education in Estonia
Kara Brown
4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above?
Diane Dekker
5 Implementing Kenyaâs Language of Instruction Policy among Maa-Speaking Communities of Laikipia North
Roderick Hicks and Lucy Maina
6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia
Zoe James
7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad
Eunice Kua
8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia
Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi
9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice
Celia Reddick and Sarah Dryden-Peterson
10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others
Carol Benson (with Members of the Project Support Team)
11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo
Maik Gibson
12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda
Pierre de Galbert
13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale
Dhir Jhingran
Index
Jessica Ball
Acknowledgements
List of Figures and Tables
Notes on Contributors
Introduction: The State of Research on Multilingual Education in the Context of Educational Development
Carol Benson and Kimmo Kosonen
PART 1: Language-In-Education Policy Change from above, from below, and from the Side
1 Bringing Non-Dominant Languages into Education Systems: Change from above, from below, from the Sideâor a Combination?
Kimmo Kosonen and Carol Benson
2 MLE Implementation in Ethiopia and Mozambique: How the Above-Below-Side Framework Shakes out in Two Multilingual Contexts
Carol Benson
3 Jumping, Sliding, and Creating Shared Spaces âFrom the Sideâ: Reflections on Võro Language Education in Estonia
Kara Brown
4 Language-in-Education Policy Reform in the Philippines: Who Influences Policy Change from Above?
Diane Dekker
PART 2: Non-Dominant Languages in Implementational Spaces Policies and Practices
5 Implementing Kenyaâs Language of Instruction Policy among Maa-Speaking Communities of Laikipia North
Roderick Hicks and Lucy Maina
6 Stakeholder Perspectives on Medium of Instruction Policy in Ethiopia
Zoe James
7 Cultural Heritage and Displacement: Implementing a Non-Dominant Language Literacy Program for Darfur Refugee Children and Adults in Eastern Chad
Eunice Kua
8 Contextualizing Pre-Service Teacher Education Materials and Instruction in Multilingual Ethiopia
Shannon Hall-Mills, Adrienne Barnes, Dawit MeKonnen, Marion Fesmire and Flavia Ramos-Mattoussi
9 Refugee Education and Medium of Instruction: Tensions in Theory, Policy, and Practice
Celia Reddick and Sarah Dryden-Peterson
10 Trilingual Rajbanshi-Nepali-English Education in Southeastern Nepal: Improving Educational Quality for Rajbanshi Speakers and Others
Carol Benson (with Members of the Project Support Team)
PART 3: Supporting Education in Non-Dominant Languages Research Methods and Strategies
11 Getting the Right Language Information for Education: Insights from a Language Mapping Project in the Democratic Republic of Congo
Maik Gibson
12 Language-in-Education Policies: An Analytical Framework Applied to Kenya and Uganda
Pierre de Galbert
13 Policy, Advocacy and Programs for Multilingual Education: Kick-Starting Change at Scale
Dhir Jhingran
Index
Researchers, professors and students of language issues in comparative education, sociolinguistics, bi-/multilingual education and language policy; educational development professionals and their colleagues from multilingual countries and contexts.