Language policy and medium of instruction in formal education

Walter, Stephen L.; Benson, Carol

doi:10.1017/cbo9780511979026.017

Cited by 41 publications

(23 citation statements)

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“…The impact of subtractive schooling brought the minority students both challenges and benefits in shaping their self-image through language, culture, and social relations, with the challenges being more salient. The process of devaluating robbed the students of their opportunity to express themselves in L1 and denigrated their primary sense of self that was embedded in their L1 culture (Miller, 2003;Walter & Benson, 2012). The process of invasion contributed to the impurity of the students' L1 and negatively acted upon their L1 maintenance and culture preservation that resulted in greater language and cultural divisions between generations in their family and community (Luna, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…The students believed that Vietnamese was the language of possibility and that they could access the mainstream community by speaking the "standard" language and developing a positive image of themselves in that language (Gao, 2012;Yoshizawa, 2010). The students may have internalized those beliefs from subtractive schooling as well as from the dominant discourses of the economic power of the dominant language (Walter & Benson, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…It is time for schools to construct appropriate strategies to share this burden with the students more equitably (Miller, 2003). Public institutions are responsible for creating an additive attitude to both languages (Aikman & Pridmore, 2001) and an awareness that minority students' L1 can also be used effectively for greater participation in education and society, whereby minority students' language and cultural and social identity can be recognized (Walter & Benson, 2012).…”

Section: Discussionmentioning

confidence: 99%

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Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Nguyen

Hamid

2017

Journal of Language, Identity & Education

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This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students' integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Nguyen

Hamid

2017

Journal of Language, Identity & Education

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“…By assuming an egalitarian and democratic access to language through education, language-in-education policies tend to disregard the struggles for citizenship of those whose ethnolinguistic and sociocultural complexity is unrepresented by official documents. Walter and Benson (2012) argued that it is naïve to expect that policymakers would be interested in fighting inequality; moreover, the promotion of dominant language varieties, usually disguised as opportunities, deepens the educational and socio-economic gap.…”

Section: Original Articlementioning

confidence: 99%

From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

Carilo

2018

BELT

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This article aims to discuss the relationship between language policy, language-in-education policy and the foreign language teaching-learning process. In so doing, a critical review of relevant literature is offered with the purpose to clarify how the areas of enquiry related to language and language-in-education policymaking and enactment are intertwined to the practicalities of foreign language curriculum development and syllabus design. Such connection is represented by the politically-, ideologically- and socioculturally-driven choices of policymakers and policy enactors, as well as their influence on everyday foreign language practice. Criticality and authorship are advocated throughout this article as strategies on which teachers and students should rely in order to challenge predetermined and/or decontextualised directives concerning the foreign language teaching-learning process.

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“…The UNESCO's Policy Paper 24 refers to this result from Walter and Benson (2012) and calls for close attention to language rights in the context of a new global education agenda (UNESCO, 2016) . The key message of this Policy Paper is that children should be taught in a language they understand.…”

mentioning

confidence: 99%

“Es waren die Stengel urr aufgewachsen.” Language/s in Education – Going Back and Moving Forward

Vetter¹,

Durmus²

2018

Orbis Scholae

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Abstract:The present contribution positions language/s in education in a Human Rights perspective. It is argued that language is an influential factor in achieving educational equity. Educational equity is linked to the pedagogical principle that all teaching shall start with the learners' capacities. In super-diverse classrooms the linguistic capacities may vary significantly, whereas the competencies to be reached remain equal for all . In the background of Human Rights this calls for a strictly learner-centred approach that oscillates between what learners already know and the institution's requirements. What this means for language/s in and for education is discussed in the light of scaffolding and translanguaging. Both approaches were developed specifically for institutional learning in the context of super-diversity . It is argued that they both only partially meet the challenge and may complement each other . This is illustrated with examples from action research in a sequence of biology lessons in a Viennese middle school .

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Language policy and medium of instruction in formal education

Cited by 41 publications

References 0 publications

Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

“Es waren die Stengel urr aufgewachsen.” Language/s in Education – Going Back and Moving Forward

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