How the framework explains inclusion of non-dominant languages in multilingual education policy

• In Event: Highlighted Session: Inclusion of non-dominant languages in multilingual education: Language-in-education policy change around the world

Proposal

This paper expands on the theoretical basis for the framework presented in Kosonen and Benson (2021). We look at the strengths and weaknesses of the framework as applied in the edited volume (Benson, 2021; Brown, 2021; Dekker, 2021) and by Benson’s students
at Teachers College in 2020 and 2021 to determine how the framework might be refined.

Our analysis focuses on the concept of individual agency (e.g. Chimbutane, 2018; Liddicoat & Taylor-Leech, 2014) to highlight micro-level activities that are relevant to MLE implementation. We also re-examine our proposition that successful and sustainable policy change requires interaction between all three levels—and over an extended period of time. We confirm that non-dominant language communities are an essential component of successful and sustainable change, and actors from the side such as technical assistants also play an important role in the change process.

In this presentation we will take a closer look at the four theoretical models in terms of the case countries we identified– Vietnam, Myanmar, Cambodia and Timor-Leste– to test the viability of the framework. We conclude with a summary of what we feel the panelists contribute to the framework, and where we hope the continuing discussion will lead us.

Authors

• Carolyn J Benson, MLE International

• Kimmo Kosonen, SIL International