Inequalities of Multilingualism: Challenges to Mother Tongue-Based Multilingual Education

Autor/in	Tupas, Ruanni
Titel	Inequalities of Multilingualism: Challenges to Mother Tongue-Based Multilingual Education
Quelle	In: Language and Education, 29 (2015) 2, S.112-124 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.977295
Schlagwörter	Native Language; Multilingualism; Native Language Instruction; Sociolinguistics; Foreign Countries; Educational Policy; Language Planning; Language Attitudes; Political Influences; Social Influences; Cultural Context; Bilingual Education; Language of Instruction; Nationalism; Acculturation; English (Second Language); Official Languages; Social Differences; Power Structure; Language Role; Global Approach; Asia; Philippines + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Native language education; Muttersprachlicher Unterricht; Soziolinguistik; Ausland; Politics of education; Bildungspolitik; Sprachwechsel; Sprachverhalten; Political influence; Politischer Einfluss; Sozialer Einfluss; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Nationalismus; Akkulturation; English as second language; English; Second Language; Englisch als Zweitsprache; Office language; Amtssprache; Sozialer Unterschied; Globales Denken; Asien; Philippinen
Abstract	This paper discusses structural and ideological challenges to mother tongue-based multilingual education (MTB-MLE) which has in recent years been gaining ground in many educational contexts around the world. The paper argues, however, that MTB-MLE is set against these challenges - referred to here as inequalities of multilingualism - which prevent MTB-MLE from being implemented successfully. The first section provides a brief background of significant phenomena which have led to the emergence of MTB-MLE as a viable form of education around the world. The second section describes some features of inequalities of multilingualism by situating the paper within sociolinguistic and sociopolitical contexts in Asia, especially Southeast Asia, to be followed further in the third section with a more targeted discussion of such inequalities using a recent case of linguistic discrimination in the Philippines as an example. The paper highlights the continuing vulnerabilities of mother tongues in education even if official discourse and policy seem to work for them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01