Essential Components in Planning Multilingual Education: A Case Study of Cambodia's Multilingual Education National Action Plan

Autor/inn/en	Ball, Jessica; Smith, Mariam
Titel	Essential Components in Planning Multilingual Education: A Case Study of Cambodia's Multilingual Education National Action Plan
Quelle	In: Current Issues in Language Planning, 24 (2023) 1, S.21-41 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2021.2013060
Schlagwörter	Language Planning; Language of Instruction; Multilingualism; Foreign Countries; Educational Quality; Educational Planning; International Organizations; Guidelines; Second Language Learning; Equal Education; Access to Education; Language Maintenance; Native Language; Language Skill Attrition; Leadership Role; Language Usage; Educational Resources; Educational Finance; Language Proficiency; Elementary Secondary Education; Language Minorities; Case Studies; Curriculum Development; Instructional Materials; School Visitation; Enrollment Trends; Teacher Recruitment; Teacher Education; Student Evaluation; Partnerships in Education; Indigenous Populations; Native Language Instruction; Cambodia + Suchen Sie Ihr Suchwort? Sprachwechsel; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Ausland; Quality of education; Bildungsqualität; Bildungsplanung; International organisation; International organisations; International organization; Internationale Organisation; Richtlinien; Zweitsprachenerwerb; Education; Access; Bildung; Zugang; Bildungszugang; Sprachpflege; Sprachverfall; Sprachgebrauch; Bildungsmittel; Bildungsfonds; Language skill; Language skills; Sprachkompetenz; Sprachminderheit; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerrekrutierung; Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Hochschulpartnerschaft; Sinti und Roma; Native language education; Muttersprachlicher Unterricht; Kambodscha
Abstract	Multilingual education (MLE) is increasingly recognized as a means to ensure equitable access to education for children with a nondominant first language and to retain endangered languages. UNESCO has championed MLE and identified 10 essential components in planning implementation of MLE implementation. This article examines these 10 components in Cambodia's implementation of its first Multilingual National Action Plan (2014-2018), drawing on an independent in-country evaluation conducted by the authors in 2019. The findings suggest that UNESCO's 10 essential components are a useful guide for planning MLE, but that three even more foundational components are missing from this formulation. Visible, collaborative national leadership is critical to assure stakeholders, especially teachers and parents, that MLE is authorized in government schools. Adequate financial and technical resources must be provided to subnational actors charged with ensuring quality education. The nondominant language speakers and advocates are at the root of MLE: without the language and proficient speakers, MLE is nearly impossible. These three elements -- leadership, resources, and input from nondominant language speakers -- are often missing in language planning and partnership development, and they account for many of the gaps in the implementation of MLE in Cambodia during its five-year term. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01