Antinomies of Ideologies and Situationality of Education Language Politics in Multilingual Contexts

Autor/in	Odugu, Desmond Ikenna
Titel	Antinomies of Ideologies and Situationality of Education Language Politics in Multilingual Contexts
Quelle	In: International Multilingual Research Journal, 9 (2015) 3, S.137-158 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2015.1047703
Schlagwörter	Multilingualism; Language Usage; Political Issues; Ethnography; Foreign Countries; Decision Making; Social Influences; Public Policy; Social Discrimination; Social Justice; Language Planning; Government Role; Colleges; India; Nigeria + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Politischer Faktor; Ethnografie; Ausland; Decision-making; Entscheidungsfindung; Sozialer Einfluss; Öffentliche Ordnung; Soziale Benachteiligung; Soziale Schließung; Soziale Gerechtigkeit; Sprachwechsel; College; Hochschule; Fachhochschule; Indien
Abstract	Widespread scholarly and political attention to language-related inequities in the 20th century precipitated a spate of orientations to language planning in multilingual societies. While various orientations indicate a shift from earlier deficit to affirmative views of multilingualism, vigorous debates persist about the logical and pragmatic merits of each orientation. The resulting advocacy for language and multilingualism has yet to result in widespread mother-language-based multilingual education policies and practices. This article reviews a strand of these debates (language as right or resource) and argues that these debates deploy stringent criteria of rationality and social justice that are discontinuous with empirical realities of multilingualism and plurilingualism. It uses ethnographic evidence from India and Nigeria to demonstrate that, instead of the fixities of such criteria, actual language decision making in complex multilingual societies demands an integrative approach to theory, policy, and practice that is dialogic, tentative, and promotive of all possible languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01