Decolonising the Languages Curriculum: Linguistic Justice for Linguistic Ecologies

Autor/in	Phipps, Alison
Titel	Decolonising the Languages Curriculum: Linguistic Justice for Linguistic Ecologies
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Phipps, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Second Language Instruction; Pacific Islanders; Ethnic Groups; Malayo Polynesian Languages; Activism; Language Attitudes; Foreign Countries; Power Structure; Curriculum Development; Phenomenology; Foreign Policy; Justice; Program Development; Immersion Programs; English; English (Second Language); Educational Change; Multilingualism; New Zealand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Aktivismus; Politischer Protest; Sprachverhalten; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Phenomenological psychology; Phänomenologie; Psychologie; Außenpolitik; Gerechtigkeit; Programmplanung; Immersionsprogramm; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Mehrsprachigkeit; Multilingualismus; Neuseeland
Abstract	Decolonising the languages curriculum is a radical requirement to critically reexamine the way in which the languages curriculum has been formed in any context. It requires the examination of the power dynamics which have led to the dominance of certain languages over others and which languages are and are not accorded resources in schools, universities, and colleges by the state, by the military, by community programmes, and in families. Decolonising the languages curriculum requires what is known as a phenomenological double break. First, it identifies the languages taught within the curriculum. Second, it considers, critically, why these languages have come to hold these positions. Third, it brings an ethical position to bear by bringing non-dominant languages into view and re-framing language experience and language education to both take into account and enable the learning of languages which have suffered significant attrition due to the colonial actions of the curriculum in the past. This chapter provides an example from Aotearoa, New Zealand, where Maori language activists have campaigned to have Te Reo acknowledged to develop immersion schools and to increase the societal and cultural space for Te Reo alongside English to such an extent that there has been substantive growth in learner numbers (Nock, 2006; Nock & Winifred, 2009). This is followed by a discussion of the benefits and potential drawbacks of decolonising the languages curriculum. [For the complete volume, see ED612143.] (ERIC).
Anmerkungen	Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01