Fostering Linguistic Diversity? Global Perspectives on Language Policies

• In Event: Looking Backward to See Beyond: Recent Developments in the Study of Worldwide Trends in Educational Reform

Abstract

Today, many societies worldwide are multilingual, reflecting the diversity of native groups and the impact of immigration on language diversity within countries. However, education policies and research often take a monolingual approach, disregarding the complexities of multilingualism (e.g., Gogolin, 2002). Approximately 40% of children lack access to education in their primary language (UNESCO, 2016). To ensure equal education for all, heritage language education becomes essential. While some case studies examine multilingual education policy reforms in specific national contexts, few adopt a comparative approach to assess language-of-instruction policies. This paper addresses this gap by identifying countries allowing schooling in various non-dominant or minority languages (NDL), alongside or instead of official, majority languages (DL). Additionally, the study aims to understand the impact of colonial history on languages of instruction. The study investigates the circumstances under which countries add or remove languages from their educational policy.

The paper draws on different theoretical perspectives. Nationalism suggests that the practice of one national language supports identity formation and nation-building, leading to the use of one dominant language in institutions like education (David & Malešević, 2022). Conversely, neo-institutional theory proposes that as individualism rises, local languages gain importance in education (McEneaney & Meyer, 2000). Moreover, NDL instruction may result from the influence of international organizations advocating for multilingual education as a global human right (UNESCO, 2016). Preliminary results suggest that countries in the Global South are more likely to allow NDL instruction compared to European and Western countries, aligning with the predictions of neo-institutional theory. Further analysis will explore the factors contributing to this trend, providing insights into the influence of cultural, historical, and political contexts on language-of-instruction policies.

Using a complex event-history framework, the study analyzes data from 127 countries worldwide, examining education policies and reforms of the language of instruction and the circumstances surrounding them, to identify patterns between language-of-instruction policies and national factors. The dataset includes national education policies, classifying countries based on the introduction or removal of NDLs as a medium of instruction as well as the use of former colonial languages in schooling.

The study's findings contribute two different scholarships: Firstly, it enriches the field of multilingual education by examining diverse combinations of languages used as the medium of instruction in educational settings across the globe. By shedding light on various language approaches in education, the study provides valuable insights for educators and policymakers seeking to optimize language policies for better learning outcomes.

Secondly, the study addresses a significant challenge in the field of event-history analysis. By modeling the probability of policy introduction with multiple concurrent states (DL, NDL, and colonial language) while considering the non-independence of units of observation (countries), it applies a robust statistical framework to handle complex policy scenarios. The application of these models to comparative policy analysis enriches the broader scholarship in education policy research.

The study's comprehensive insights and rigorous methodologies pave the way for further advancements in understanding the complexities of language policies, policy diffusion, and event-history analysis within an educational context.

Author

• Helen Seitzer, University of Bremen