Full Description
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.
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Contents
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
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 Side—or 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 "From the Side": 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 Kenya's 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
