This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
"This volume is a welcome addition to the field, populated by engaging scholars with fresh perspectives and original insight into the field of language planning and policy" - David Cassels Johnson, Washington State University
"Shoba and Chimbutane do an excellent job of illuminating this subject and this volume is definitely required reading for anyone looking at language education in the global South" - John Allison, International Review of Education
Introduction: Ideological and Implementational Spaces for Multilingual Education Policy and Practice in the Global South Jo Arthur Shoba and Feliciano Chimbutane Section 1: Language-in-Education Policy across Cultural and Historical Contexts 1. "El niño debe aprender en su idioma": A Teacher's Approximations to Language Policy in an Indigenous Peruvian School Laura A. Valdiviezo 2. The Formation of Language Values and Educational Language Policy Beliefs among Teacher Educators in Ghana: A Life History Approach Jo Arthur Shoba 3. From Policy to Practice: Multiple Language and Script Education in Eritrea Yonas Mesfun Asfaha 4. Language Education and Nationhood in Morrocco: Tensions between Unity and Diversity, between Local and Global Abderrahman El Aissati 5. The Development of Language Policyy in a Global Age: The Case of East Timor Estêvão Cabral 6. Navigating Contested Space, Time and Position: Ethnographic Research in Bilingual and Trilingual Education Systems of Ethiopia Kathleen Heugh 7. Can Socio-cultural Gains Sustain Bilingual Education Programmes in Post-colonial Contexts? The Case of Mozambique Feliciano Chimbutane Discussant's Response to Section 1: Timescales, Continuities, and Language in Education Policy in the Global South Kendall King Section 2: The Making and Remaking of Policy in Local School and Classroom Contexts 8. Negotiating Bilingual Classroom Spaces in the Lao People's Democratic Republic: Opportunity and Constraint Angela Cincotta-Segi 9. The Challenge and Promise of Multilingualism in the Caribbean: Focus on Haiti Marky Jean-Pierre 10. Multilingual Discourses and Pedagogy in North India, Cynthia Groff 11. Language Policy and Practice at a Secondary School in Botswana: a multiple layered onion, Joy Batsalelwang & Gregory Kamwendo Discussant's Response to Section 2: Breaking the Hegemonic Knowledge Claims in Language Policy and Education: 'The Global South as Method' Angel Lin Final afterword: Casmir Rubagumya
Routledge Critical Studies in Multilingualism is devoted to the publishing of original research, of global scope and relevance, which incorporates critical and post-structuralist perspectives. The series also seeks to reflect different strands of empirical work which are interpretive, ethnographic and multimodal in nature and which embrace new epistemologies and new research methods.