Multilingual Education in South Siberia: National Schools in the Republics of Altai and Tyva

2012 ◽  
Vol 9 (2) ◽  
pp. 139-155
Author(s):  
Joan F. Chevalier
Keyword(s):  
Language Education ◽  
Minority Languages ◽  
Regional Study ◽  
Indigenous Youth ◽  
Language Programs ◽  
Local Language ◽  
Multilingual Education ◽  
South Siberia ◽  
Local Languages

Subtractive bilingualism is widespread throughout Siberia, with indigenous youth often more proficient in Russian than in their non-Russian local languages. Siberia’s national schools, which are secondary schools offering instruction in local languages of Russia, provide critical institutional support for minority languages. The goal of this interdisciplinary regional study is to present an overview of national schools’ development in two neighboring southern Siberian republics, Altai and Tyva, up to the present, and to evaluate the role of national schools’ local language programs in promoting language vitality. The study examines a shift in priorities and challenges in local language education since 1991, the factors contributing to the shift, particularly federally-enacted educational reforms, and what has been done in these regions to meet these challenges.

scholarly journals Exploring Sustainable Multilingual Language Policy in Minority Higher Education in China: A Case Study of the Tibetan Language

2020 ◽  
Vol 12 (18) ◽  
pp. 7267 ◽  
Author(s):  
Lubei Zhang ◽  
Linda Tsung ◽  
Zhuoma
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Language Policy ◽  
Language Education ◽  
Minority Languages ◽  
Multilingual Education ◽  
The Social ◽  
Higher Education In China ◽  
Education In China

This paper explores sustainable multilingual education policy for minority languages in one of the higher education institutions (HEI) in the Tibetan Autonomous Region (TAR) in China. Following Spolsky’s theory of language policy ecology, this study conducted a survey of 276 students, examining the language education policy implemented inside and outside the classroom in their campus lives. The data were analyzed from the perspective of policy orientation, management issues and actual linguistic practice. The results showed that Chinese, Tibetan and English were all valued and respected in the current policy; however, the academic function of language was mainly undertaken by Chinese, while the social function was equally shouldered by Chinese and Tibetan. The findings gave us an insight into the present status of language education in this specific HEI in Tibet, and further offered valuable information for the design of sustainable multilingual policies for minority education at the higher education level in China.

Minority language education in Nepal

2018 ◽  
Vol 42 (1) ◽  
pp. 16-44
Author(s):  
Kristine A. Hildebrandt ◽  
Jessica S. Krim
Keyword(s):  
Research Question ◽  
Language Education ◽  
Minority Language ◽  
National Language ◽  
Future Role ◽  
Minority Language Education ◽  
The Face ◽  
Local Languages

Abstract This article, a case study in one group of communities of Nepal, considers minority language education in the face of increasing encroachment of the dominant and national language Nepali. Our over-arching research question asks, in the context of local education, what we can observe about the perceived value, use of, and competition between two local languages (Gurung, Gyalsumdo) and also between these languages and Nepali (the national language of Nepal) in the Manang District. We find persistent divisions amongst residents and educators about the current and future role of local languages.

scholarly journals Local language programs in cultural radios to maintain Indonesian national identity

2021 ◽  
pp. 47-65
Author(s):  
Dwi Wahyuningtyas ◽  
Ade Kusuma ◽  
Roziana Febrianita ◽  
Zainal Abidin Achmad
Keyword(s):  
National Identity ◽  
Virtual World ◽  
Local Culture ◽  
Ethnographic Methods ◽  
Language Programs ◽  
Local Language ◽  
Financial Benefits ◽  
Radio Management ◽  
Cultural Experts ◽  
Local Languages

Private radio, which relies on programs with local cultural content in local languages, affects the success of reaching large audiences and financial benefits. In East Java, four private radios have the advantage of local cultural programs, namely Radio Jodhipati FM in Nganjuk, Radio Sritanjung FM in Banyuwangi, Radio Nada FM Sumenep, and Radio Media FM in Surabaya. This study aims to determine what cultural programs can increase the number of listeners and profitability on the four cultural radios. Furthermore, to find out why listeners like local cultural programs of each radio. This research on broadcast content on four cultural radios uses virtual ethnographic methods by collecting data, both offline and online. Researchers are involved in broadcasting activities on four cultural radios (offline) and listener interaction activities in the virtual world (online), namely Facebook and WhatsApp. This study conducted interviews with twelve informants representing radio management, local cultural figures, and loyal listeners. The results showed that each radio has excellent cultural programs with a solid appeal to maintain listener loyalty. The four cultural radios involve cultural experts in designing cultural programs. Listeners try to maintain local tastes because they realize that love for local culture is a strengthening of national identity, which is the richness of Indonesian culture.

Local languages, national contexts, global concerns: case studies in multilingual education for speakers of ethnic minority languages

2009 ◽  
Vol 12 (4) ◽  
pp. 359-367 ◽  
Author(s):  
Marilyn J. Gregerson ◽  
Pamela J. MacKenzie ◽  
Isabel I. Murphy ◽  
Elizabeth Vencio ◽  
Jennifer Hays ◽  
...  
Keyword(s):  
Ethnic Minority ◽  
Case Studies ◽  
Minority Languages ◽  
Multilingual Education ◽  
Local Languages

scholarly journals Toward a Critical Multilingualism in Canadian Classrooms: Making Local Inroads into a Cosmopolitan Identity

2013 ◽  
Vol 30 (1) ◽  
pp. 151 ◽  
Author(s):  
Martin Guardado
Keyword(s):  
Recent Work ◽  
Global Citizenship ◽  
Language Programs ◽  
Guiding Principle ◽  
Multilingual Education ◽  
K 12 ◽  
Informal Settings

Drawing on recent work on cosmopolitanism, global citizenship, and critical ap- plied linguistics, this article examines the concept of cosmopolitanism as a viable goal in education in Canada. Particular attention is paid to the inclusion of global citizenship objectives in K-12 language programs in general and in her- itage language (HL) curricula in particular. I make a case for consideration of the concept of cosmopolitanism as a key guiding principle at diverse levels of ed- ucation in formal, non-formal, and informal settings. I argue that in the Cana- dian context, multilingual education could play a more prominent role in educational agendas as it has the potential to promote cosmopolitan ideals. I con- clude that in the framework of official bilingualism and multiculturalism, cos- mopolitanism can fruitfully add to discussions about the role of education in the emergence of a Canadian identity.Puisant dans les travaux récents sur le cosmopolitisme, la citoyenneté mondiale et la linguistique appliquée, cet article examine le concept du cosmopolitisme comme objectif viable en éducation au Canada. On porte une attention toute par- ticulière à l’inclusion des objectifs de citoyenneté mondiale dans les programmes de langue K-12, notamment dans les programmes de langues ancestrales. Je prône la considération du concept de cosmopolitisme comme principe directeur clé à divers niveaux d’éducation et dans des milieux formels, non-formels et informels. Je fais valoir l’idée que dans le contexte canadien, l’éducation plurilingue pourrait jouer un rôle plus important en enseignement puisqu’il elle peut promouvoir des idéaux cosmopolites. En conclusion, j’affirme qu’au sein du cadre de bilinguisme et de multiculturalisme officiels, le cosmopolitisme peut enrichir les discussions sur le rôle de l’éducation dans l’émergence de l’identité canadienne.

English, multilingualism and globalisation in Indonesia

English Today ◽  
2018 ◽  
Vol 35 (1) ◽  
pp. 48-53 ◽  
Author(s):  
Subhan Zein
Keyword(s):  
Educational System ◽  
English Language ◽  
Dominant Role ◽  
Language Education ◽  
Linguistically Diverse ◽  
English Language Education ◽  
Heritage Languages ◽  
Multilingual Education ◽  
Global Language

Indonesia is the second most linguistically diverse nation in the world. It has established its reputation as one of the largest markets of English language education. This paper examines the context of multilingualism in Indonesia in relation to the increasingly dominant role of English from my viewpoint as a researcher. I begin the paper by outlining how Indonesia is currently adapting to the role of English as a global language. I then discuss the position of English within the linguistic ecology of the country, highlighting how its promotion in the educational system adversely affects the maintenance of the indigenous and heritage languages. Finally, I point to the need for deliberate action in education that promotes multilingualism. I argue for a redirection in the Indonesian educational system towards multilingual education in order to ensure the preservation of the indigenous and heritage languages while adopting English as a Lingua Franca.

Onderwijsbeleid en Praktijk in de Meertalige Samenleving

2005 ◽  
Vol 74 ◽  
pp. 103-110 ◽  
Author(s):  
Ludovic Beheydt
Keyword(s):  
The Netherlands ◽  
Language Policy ◽  
Minority Groups ◽  
Language Education ◽  
The Other ◽  
Minority Languages ◽  
Standard Language ◽  
Multilingual Education ◽  
European Languages ◽  
Other Hand

The multilingual society is a fact, both in Belgium and in the Netherlands. Minority languages like Arab, Turkish or Hindi have a strong position, even though they are not officially supported. English and the major European languages, on the other hand, have a protected status in education. The European modern languages are being promoted by the official European language policy. The minority languages, however, do not have an official status in education in Flanders and the Netherlands. The academic world asks for more official recognition of the minority languages and resists the idea that all efforts should go into majority standard language education. The official policy, on the other hand, gives absolute priority to the learning of the majority Dutch standard language, as a means to integration of minority groups. Officially, multilingualism is fostered only in so far as the modern European languages are concerned. In Belgium the multilingual language policy is hampered by the existence of a series of language laws that complicate multilingual education.

The linguistic capital of contested languages

2011 ◽  
Vol 35 (2) ◽  
pp. 117-138 ◽  
Author(s):  
Naomi Wells
Keyword(s):  
Minority Languages ◽  
Linguistic Capital ◽  
Political Debate ◽  
Progressive Politics ◽  
Language Revival ◽  
The Subject ◽  
Insight Into ◽  
Shed Light ◽  
Local Languages

Political debate concerning the recognition of regional and minority languages has been the subject of much study in recent years. However, with the focus on separatist and/or nationalist forces, the centre-left has often been overlooked in such studies. In both Asturias in Spain and the Veneto in Italy, centre-left parties have taken a particularly ambivalent approach towards language revival policies, and the ideologies behind this approach merit further study. Drawing particularly on Bourdieu’s work, the author will consider how linguistic hierarchies and linguistic capital are reflected in centre-left discourse and actions concerning the respective local languages. This will shed light on the ambiguous role of the centre-left concerning language policy, and provide further insight into the compatibility of liberal and progressive politics with language revival policies.

Fanning the Flames of Fear

2013 ◽  
pp. 67-83 ◽  
Author(s):  
Timothy W. Kituri
Keyword(s):  
Critical Discourse Analysis ◽  
The Body ◽  
Critical Discourse ◽  
Radio Stations ◽  
Local Language ◽  
Election Violence ◽  
Work Done ◽  
Local Languages ◽  
Democratic Country

Democracy depends on a free and independent media to survive. As a democratic country, Kenya enjoys a media that is relatively free. This includes radio stations that broadcast in local languages and which provide the majority of Kenyans with access to news and entertainment. These local language radio stations have been singled out as a catalyst to the post-election violence that rocked Kenya in December 2007. Tribal messages that propagated hate and fear, based on political and historic events, were broadcast--thus inciting violence. Critical Discourse Analysis is used in this study to explicate the ideologies of power through systemic investigation of the messages created and transmitted over the local language radio stations. This study contributes to the body of work done on media and democratization in Africa by showing how a gap regulatory and journalistic monitoring can jeopardize the watchdog function of media. The author recommends further research in these areas as a means of strengthening the role of media in building democracy in Africa.

English as a facilitator of social mobility in India

English Today ◽  
2020 ◽  
pp. 1-4
Author(s):  
Abhimanyu Sharma
Keyword(s):  
Social Justice ◽  
Education System ◽  
English Language ◽  
Mother Tongue ◽  
Policy Research ◽  
Indian Education ◽  
Minority Languages ◽  
Multilingual Education ◽  
Key Aspects

In the introduction to the book he co-edited, Social Justice through Multilingual Education, Mohanty (2009: 3) mentions how, while conducting research in a remote underdeveloped area of the Indian state of Orissa, he came across a schoolboy who asked him about the purpose of his research. The schoolboy told him that indigenous tribal people in ‘this part of the world’ were the subject of too much research, but ‘nothing has changed, nothing will’ (ibid.). Mohanty (ibid.) notes that the encounter had a lasting impact on his thinking and academic work. This is reflected in the ideas underpinning the above-named book that focuses on the question of designing education in a manner that brings social justice to learners. One of its central points concerns the role of English in the Indian education system. It focuses especially on the debate of whether an English-medium education for speakers of minority languages further endangers their language. There are two seemingly intransigent approaches to the role of English in the Indian education system that shape the instrumentality vs. identity debate in language policy research. The instrumentality approach promotes English as a means of socioeconomic mobility for disadvantaged communities (Vaish, 2005; Weber, 2014). The identity approach argues that English-medium instruction leads to cultural alienation of schoolchildren and proposes mother-tongue-based multilingual education as the alternative (Skutnabb–Kangas et al., 2009; Mohanty, 2010). In this paper, I take a closer look at this debate by examining its four key aspects, namely the ‘decolonising’ role of English, language hierarchies, the linguistic double divide, and the problem of defining the term mother tongue. On the basis of this investigation, I describe the challenges this debate poses for policymakers, and explain why the instrumentality approach is a better way of addressing these challenges.

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