Justifying Educational Language Rights

Autor/in	May, Stephen
Titel	Justifying Educational Language Rights
Quelle	In: Review of Research in Education, 38 (2014) 1, S.215-241 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X13506694
Schlagwörter	Stellungnahme; Civil Rights; Second Language Instruction; Second Language Learning; Language Minorities; Public Policy; Cultural Pluralism; Bilingual Education; Political Issues; Social Influences; International Law; Personal Autonomy; Self Concept; Native Language Instruction; English Only Movement; Foreign Countries; Language of Instruction + Suchen Sie Ihr Suchwort? Bürgerrechte; Grundrechte; Zivilrecht; Fremdsprachenunterricht; Zweitsprachenerwerb; Sprachminderheit; Öffentliche Ordnung; Kulturpluralismus; Bilingual teaching; Bilingualer Unterricht; Politischer Faktor; Sozialer Einfluss; Law of nations; Völkerrecht; Individuelle Autonomie; Selbstkonzept; Native language education; Muttersprachlicher Unterricht; Ausland; Teaching language; Unterrichtssprache
Abstract	The author of this chapter observes that post-9/11 there has been a rapid and significant retrenchment of multiculturalism as public policy, particularly within education. This apparent retrenchment of multiculturalism as public policy has been bolstered by parallel arguments for a more "cosmopolitan" approach to education within an increasingly globalized world. The chapter explores how the English-only movement in the United States, and its ongoing political effectiveness in delimiting bilingual education there, should remind us why there has been such an effective retrenchment of more plurilingual approaches to language education over the past two decades. The author's aim is precisely to highlight how difficult it is to make the case for minority language rights, despite the positive developments in international law and (some) national contexts. It is concluded that bilingual education approaches, despite their attested educational efficacy, are potentially so fragile and easily dismantled as a result of wider social and political vicissitudes. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10