Deprescriptivising Folk Theories: Critical Multilingual Language Awareness for Educators in Pakistan

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Autor/inn/en	Manan, Syed Abdul; David, Maya Khemlani
Titel	Deprescriptivising Folk Theories: Critical Multilingual Language Awareness for Educators in Pakistan
Quelle	In: Language Learning Journal, 49 (2021) 6, S.668-685 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manan, Syed Abdul) ORCID (David, Maya Khemlani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1657487
Schlagwörter	Metalinguistics; Folk Culture; Multilingualism; Discourse Analysis; Educational Policy; Teacher Attitudes; Language Attitudes; Dialects; Native Language; English (Second Language); Second Language Learning; Sociolinguistics; Literacy; Self Concept; Teaching Methods; Linguistic Theory; Language Usage; Activism; Applied Linguistics; Language Role; Inclusion; Political Attitudes; Advocacy; Civil Rights; Foreign Countries; Language of Instruction; Language Planning; Teacher Characteristics; Pakistan + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Mehrsprachigkeit; Multilingualismus; Diskursanalyse; Politics of education; Bildungspolitik; Lehrerverhalten; Sprachverhalten; Dialect; Dialekt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Soziolinguistik; Alphabetisierung; Schreib- und Lesefähigkeit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Sprachgebrauch; Aktivismus; Politischer Protest; Linguistics; Linguistik; Angewandte Linguistik; Inklusion; Political attitude; Politische Einstellung; Sozialanwaltschaft; Bürgerrechte; Grundrechte; Zivilrecht; Ausland; Teaching language; Unterrichtssprache; Sprachwechsel
Abstract	This study examines the discourses of educators in Pakistan through the lens of Critical Multilingual Language Awareness (CMLA) to demonstrate how their lack of critical awareness reinforces and reproduces subtractive language policies and practices in a diverse multilingual setting. CMLA stands for the understanding of the social, political and economic struggles surrounding the use of languages (García, O. 2009, "Bilingual Education in the 21st Century: A Global Perspective," 302. Oxford: Wiley/Blackwell). Drawing on data collected through interviews and a questionnaire survey, the study analyses why most educators tend to manifest the following orientations/tendencies: monoglossic ideologies, devaluing native languages/cultures, normative assumptions about contemporary sociolinguistic order, English-medium fever, and fallacious folk theories about plurilingualism and multilingual education. The study suggests some policy measures that could foster CMLA, which could in turn help create 'ideological and implementational spaces' for multiple languages, literacies, and identities in classroom (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 "Research Methods in Language and Education," ed. K. King, Y.-J. Lai and S. May, 1-18. Cham: Springer International Publishing). We propose that deprescriptivisation and conceptual reorientation of educators could be crucial in this direction. This entails deconstruction of socially constructed folk theories about languages and language use, developing an awareness that 'language is socially created, and socially changeable to give voice and educate all students equitably' (García, O. 2017, Critical multilingual language awareness and teacher education. In "Language Awareness and Multilingualism," ed. J. Cenoz, D. Gorter and S. May, 263-280. Cham: Springer International Publishing). We propose that language activists and critical applied linguists could play their agentive role as public intellectuals to deconstruct negative views about the role and value of the native/indigenous languages as pedagogical resources, and create ideological and political openings for inclusive perspectives, policies and practices. This could be achieved through scholarly activism, advocacy campaigns, and public awareness programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01