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

Group Submission Type: Highlighted Paper Session

Proposal

The purpose of this presentation is to apply a framework for analyzing language-in-education policy change (Kosonen & Benson, 2021) to a new set of countries that span the globe, specifically Argentina, Senegal and Myanmar. This framework is designed to analyze policy change over time related to more equitable education by including non-dominant languages in multilingual programs. The framework uses the concept of change from above, from below, and from the side using examples from the Asia/Pacific region. We have built on Spolsky’s seminal work (e.g. 2018) on language management and how national policy in education is formulated (or not). We were also inspired by e.g. Goodman & Karabassova (2018), who examine the top/bottom power shift represented by the emergence of state languages in post-Soviet contexts. Benson (2021), Brown (2021) and Dekker (2021) have further explored the applicability of the framework in the contexts of Ethiopia and Mozambique, Estonia and the Philippines, respectively.

This new set of case studies goes further to examine the nuances of appropriation, misdirection, and/or embrace of language-in-education policies in multilingual states (e.g., Plüddemann, 2015). The panelists have analyzed their respective contexts over time, and have discovered diverse strategies to recognize the relevance of ideologies and practices of individuals and language communities to the analysis of how language-in-education policy develops and changes. For example, they examine the role of adult literacy campaigns as well as other initiatives promoting people’s own languages, which may empower speakers of non-dominant languages to call for their inclusion in formal education.

The policy change framework is described in the first paper, operationalizing the actors and actions at the above, below and side levels and tracing four models representing different possible trajectories of change. The following papers apply the framework to different country cases, teasing out details that contribute to the framework and suggesting further nuances to be considered. We end with a final brief analysis of the framework itself, which we hope will be expanded upon by the discussant and the audience.

Sub Unit

• Language Issues SIG

Chair

• Carolyn J Benson, MLE International

Individual Presentations

• How the framework explains inclusion of non-dominant languages in multilingual education policy - Carolyn J Benson, MLE International; Kimmo Kosonen, SIL International

• Intercultural Bilingual Education in Chubut, Argentina: Local actors’ actions for policy implementation - Maria Pia Maiti, Institute of International Education

• Non-dominant languages in education in Myanmar: Grassroots efforts - Jasmine Williams, Nyein (Shalom) Foundation

• The making of a national bilingual education policy in Senegal - Erina Iwasaki, Teachers College, Columbia Un.