Language Policy, Politics, and Diversity in Education

Wiley, Terrence G.; Garcia, David R.; Danzig, Arnold B.; Stigler, Monica L.

doi:10.3102/0091732x13512984

Cited by 19 publications

(5 citation statements)

References 2 publications

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“…A similar concern is voiced by Brock-Utne (2010), who emphasizes the actions of British and French donors employing development aid to advocate for their respective languages as the LOI in African schools. This situation often results in educators being compelled to teach in English without possessing a sufficient level of proficiency, leading to the widespread use of code-switching (Wiley et al, 2014).…”

Section: Language-in-education Policy In Education: Literature Reviewmentioning

confidence: 99%

“… Implementing multilingualism in education within post-colonial countries presents a complex set of challenges rooted in institutional and cultural factors. The endeavour is further complicated by persistent resource constraints, as the delivery of instruction in various languages (including local, national, indigenous, and former colonial languages) demands a level of expertise that many educators may lack (Wiley et al, 2014). Additionally, the influence of international development organizations and influential donors often directs educational agendas in ways that may not align with the best interests of learners in schools (Chimbutane, 2017; Brock-Utne, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

Shevchenko

2023

AJEPSS

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This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio- economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.

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Section: Language-in-education Policy In Education: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

Shevchenko

2023

AJEPSS

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“…According to Espinosa (), students who have acquired two or more languages benefit socially, cognitively, and linguistically from the language‐processing skills that are used to negotiate multiple linguistic landscapes. In addition, bilingualism in the classroom can help develop students’ positive identification with their language and culture (Wiley, Garcia, Danzig, & Stigler, ).…”

Section: English‐only Instructionmentioning

confidence: 99%

How exemplary educators use their instructional expertise to support CLDE achievement in English‐only inclusive classrooms

O’Keeffe

2019

TESOL Journal

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English language learners with special needs require specific cognitive, linguistic, social, emotional, and cultural considerations to be successful in inclusive environments. Educators who teach within the confines of English-only laws have an additional hurdle to overcome when educating culturally and linguistically diverse exceptional (CLDE) students. Through participant observation, four exemplary middle school inclusive educators were observed to determine how each educator specifically used research-based instruction to support content, language acquisition, and differentiated learning for both CLDE learners and their typically developing counterparts in English-only settings. The researchers compiled instructional theories associated with culturally responsive teaching, inclusive education, and CLDE learning theories to create an observational tool that compared the instructional strategies used by exemplary inclusive educators to research-based strategies associated with this population of students. Data reveal that each educator presented a research-based, instructional strength, which included alternative assessment, active learning, self-determination skills, and language acquisition.

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“…Though Phillipson's notion of linguistic imperialism garnered much debate, it highlighted the importance of the historical conditions which enabled the initial spread of English across the world, namely that of colonial domination. Indeed, language has served as a tool for achieving colonial rule since the start of global conquest in the 15 th century, imposing Western systems of knowledge to justify foreign rule (Mignolo, 2003;Wiley, Garcia, Danzig, & Stigler, 2014). The colonial strategy of linguistic imposition was used to L2 Journal Vol.…”

Section: Global English Colonialism and Colonialitymentioning

confidence: 99%

The Coloniality of Neoliberal English: The Enduring Structures of American Colonial English Instruction in the Philippines and Puerto Rico

Hsu¹

2015

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Language Policy, Politics, and Diversity in Education

Cited by 19 publications

References 2 publications

Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

Language-in-Education Policy and Academic Performance of Students: the Case of Tanzania

How exemplary educators use their instructional expertise to support CLDE achievement in English‐only inclusive classrooms

The Coloniality of Neoliberal English: The Enduring Structures of American Colonial English Instruction in the Philippines and Puerto Rico

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