Linguistic Hierarchisation in Education Policy Development: Ontario's Heritage Languages Program

Autor/inn/en	Kim, Hyunah; Burton, Jennifer Lynn; Ahmed, Tasneem; Bale, Jeff
Titel	Linguistic Hierarchisation in Education Policy Development: Ontario's Heritage Languages Program
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 4, S.320-332 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Hyunah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1618318
Schlagwörter	Heritage Education; Bilingualism; Official Languages; Educational Policy; Policy Analysis; Native Language Instruction; Second Language Learning; Second Language Instruction; Federal Legislation; Cultural Pluralism; Foreign Countries; News Reporting; Discourse Analysis; Political Attitudes; Social Attitudes; Taxes; Immigrants; Racial Bias; Program Descriptions; Educational History; Canada + Suchen Sie Ihr Suchwort? Bilingualismus; Office language; Amtssprache; Politics of education; Bildungspolitik; Politikfeldanalyse; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Bundesrecht; Kulturpluralismus; Ausland; News report; Reportage; Diskursanalyse; Political attitude; Politische Einstellung; Social attidude; Soziale Einstellung; Abgabe; Immigrant; Immigrantin; Immigranten; Racial discrimination; Rassismus; History of education; Bildungsgeschichte; Kanada
Abstract	Building on the recent studies revealing that official bilingualism policies in Canada are often used to reinforce a specific racial and linguistic order, this paper addresses the impact of these federal-level policies on education policies at the provincial level. From the policy genealogy perspective, we examine Ontario's Heritage Languages Program (HLP), a highly contentious provincial policy that is still in place today. By analysing the discourses circulating in public and within the Ontario Ministry of Education around a proposed bill in the legislature to bolster heritage-language instruction and a subsequent Ministry initiative, we argue that official bilingualism and policies of multiculturalism functioned as discursive vehicles for resisting an enhanced HLP and to heritage-language education per se in politically more tolerable ways. The first part of the paper describes the research design, and introduces the historical context which produced the HLP and the early conflicts over it. The second part discusses three specific findings: (1) a discussion of the Proposal and its relationship to Bill 80; and (2) the discourses present in the general public; and (3) the discourses present in Ministry-internal deliberations of the HLP in Ontario. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01