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Transitional multilingual education policies in Africa necessary compromise or strategic impediment?

Transitional multilingual education policies in Africa necessary compromise or strategic impediment?

 Odugu, Desmond I.
 2019
 p. 263-281 English
Language PolicyMultilingual educationLanguage policyEducation in AfricaEthnographic inquiryPlurilingualTransitional multilingualism
Tác giả CN Odugu, Desmond I.
Nhan đề Transitional multilingual education policies in Africa: necessary compromise or strategic impediment? / Desmond I. Odugu, Camille N. Lemieux
Thông tin xuất bản 2019
Mô tả vật lý p. 263-281
Tóm tắt Despite advances in multilingual education (MLE) scholarship, education in most African societies remain characteristically congruent with colonial normative monolingual and transitional multilingual policies, which limit the use of native language(s) as media of instruction to early primary schooling. This contributes to poor educational and social outcomes far below the projected benefits of MLE. Convinced that the complex relationships between language and education have been discerned, MLE scholarship has become increasingly advocacy oriented to corresponding policies and practices, with purportedly widespread resistance from parents, policymakers, and educators. This focused ethnographic inquiry into the perspectives of parents, educators, researchers, and policymakers on MLE finds mixed messages in MLE advocacy that foment localized resistance to and disincentivize full native language-based MLE (NLB-MLE) policy changes. Specifically, transitional multilingualism, a compromise with NLB-MLE opposition, entails inherent instrumentality and linguistic hierarchy, which undermines the fundamental principles of linguistic and cultural diversity that is the hallmark of NLB-MLE. Considering the colonial, political, and scientific sources of transitional multilingualism, the findings support a reconfiguration of the intellectual anchorage, social agenda, and discursive scope of MLE scholarship to address the strategic challenge, which transitional multilingualism poses to NLB-MLE policy shift and its pedagogical and cultural promises.
Thuật ngữ chủ đề Language Policy-MLE scholarship-Africa
Từ khóa tự do Multilingual education
Từ khóa tự do Language policy
Từ khóa tự do Education in Africa
Từ khóa tự do Ethnographic inquiry
Từ khóa tự do Plurilingual
Từ khóa tự do Transitional multilingualism
Tác giả(bs) CN Lemieux, Camille N.
Nguồn trích Language and education- Vol. 33-No 3/2019
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Transitional multilingual education policies in Africa: necessary compromise or strategic impediment? / |c Desmond I. Odugu, Camille N. Lemieux
260[ ] |c 2019
300[ ] |a p. 263-281
520[ ] |a Despite advances in multilingual education (MLE) scholarship, education in most African societies remain characteristically congruent with colonial normative monolingual and transitional multilingual policies, which limit the use of native language(s) as media of instruction to early primary schooling. This contributes to poor educational and social outcomes far below the projected benefits of MLE. Convinced that the complex relationships between language and education have been discerned, MLE scholarship has become increasingly advocacy oriented to corresponding policies and practices, with purportedly widespread resistance from parents, policymakers, and educators. This focused ethnographic inquiry into the perspectives of parents, educators, researchers, and policymakers on MLE finds mixed messages in MLE advocacy that foment localized resistance to and disincentivize full native language-based MLE (NLB-MLE) policy changes. Specifically, transitional multilingualism, a compromise with NLB-MLE opposition, entails inherent instrumentality and linguistic hierarchy, which undermines the fundamental principles of linguistic and cultural diversity that is the hallmark of NLB-MLE. Considering the colonial, political, and scientific sources of transitional multilingualism, the findings support a reconfiguration of the intellectual anchorage, social agenda, and discursive scope of MLE scholarship to address the strategic challenge, which transitional multilingualism poses to NLB-MLE policy shift and its pedagogical and cultural promises.
650[1 4] |a Language Policy |x MLE scholarship |b Africa
653[0 ] |a Multilingual education
653[0 ] |a Language policy
653[0 ] |a Education in Africa
653[0 ] |a Ethnographic inquiry
653[0 ] |a Plurilingual
653[0 ] |a Transitional multilingualism
700[1 ] |a Lemieux, Camille N.
773[0 ] |t Language and education |g Vol. 33-No 3/2019
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Tài liệu số
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