Opening Ideological and Implementational Spaces for Multilingual/Plurilingual Policies and Practices in Education: A Snapshot of Scholarly Activism in Pakistan

Autor/inn/en	Manan, Syed Abdul; David, Maya Khemlani; Channa, Liaquat Ali
Titel	Opening Ideological and Implementational Spaces for Multilingual/Plurilingual Policies and Practices in Education: A Snapshot of Scholarly Activism in Pakistan
Quelle	In: Current Issues in Language Planning, 20 (2019) 5, S.521-543 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2018.1543162
Schlagwörter	Foreign Countries; Multilingualism; Metalinguistics; Urdu; English; Native Language; Bilingualism; Activism; Language Planning; Language Attitudes; Language of Instruction; Universities; Womens Education; Student Attitudes; College Students; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Metalanguage; Metasprache; English language; Englisch; Bilingualismus; Aktivismus; Politischer Protest; Sprachwechsel; Sprachverhalten; Teaching language; Unterrichtssprache; University; Universität; 'Women''s education'; Frauenbildung; Schülerverhalten; Collegestudent
Abstract	The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed as a productive theoretical construct for scholarly activism in a country such as Pakistan where multilingualism and linguistic diversity have historically been seen as problems than assets in education. We illustrate that such activism can transform orientations and deconstruct myths/misconceptions about bi/multilingual/plurilingual education as research suggests greater public glorification of the dominant languages such as English and Urdu vis-à-vis native languages. Given the subtractive linguistic ecology, this paper explores how prevailing orientations about native languages can be neutralized and positively transformed. The study suggests how scholars/researchers or activists can create 'ideological and implementational spaces' [Hornberger, N. H. (2003). "Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings." Clevedon: Multilingual Matters; Hornberger, N. H. (2016). Researching the continua of biliteracy. In K. King, Y.-J. Lai, & S. May (Eds.), "Research methods in language and education" (pp. 1-18). Cham: Springer International] for multiple languages, literacies, and identities in classroom, community, and society. The participants were students of Bilingualism course enrolled for MPhil program in a public sector university in Pakistan. Data were analyzed through the constructs of critical applied linguistics and Critical Multilingual Language Awareness (CMLA) [García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), "Language awareness and multilingualism" (pp. 263-280). Cham: Springer International Publishing]. The study shows that lack of critical awareness and education primarily causes disinterest in bi/multilingual/plurilingual. Findings suggest that exposure to critical scholarship, and sensitization about the value of bi/multilingual/plurilingual education and linguistic/cultural diversity can create spaces, and impact significant theoretical, ideological/political and implementational transformations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01