Beyond the Facade of Language Planning for Nepalese Primary Education: Monolingual Hangover, Elitism and Displacement of Local Languages?

Autor/in	Phyak, Prem Bahadur
Titel	Beyond the Facade of Language Planning for Nepalese Primary Education: Monolingual Hangover, Elitism and Displacement of Local Languages?
Quelle	In: Current Issues in Language Planning, 12 (2011) 2, S.265-287 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2011.584203
Schlagwörter	Language Planning; Educational Practices; Primary Education; Multilingualism; Ideology; Language of Instruction; Native Language; Foreign Countries; Indo European Languages; Social Change; Political Influences; English (Second Language); Second Language Learning; Educational Policy; Elementary School Students; Nepal + Suchen Sie Ihr Suchwort? Sprachwechsel; Bildungspraxis; Primarbereich; Mehrsprachigkeit; Multilingualismus; Ideologie; Teaching language; Unterrichtssprache; Ausland; Indoeuropäisch; Sozialer Wandel; Political influence; Politischer Einfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik
Abstract	The recent political transformation of Nepal from a constitutional monarchy to a federal democratic republic and from a Hindu polity to a secular country has brought about some crucial changes in language planning. The Interim Constitution of Nepal has not only recognized the multilingual and multicultural reality of the country but has also enshrined a historic legal provision by guaranteeing basic education in one's first language. To translate this provision into practice, the Ministry of Education (MOE) has already piloted a first-language-based multilingual education (MLE) program and has prepared a national framework to implement the program as an integral part of the national education system. As per the policy, non-Nepali speaking children are taught in their first languages up to Grade 3 while simultaneously studying Nepali and English as subjects. At the same time, the MOE has given greater emphasis to English by allowing private and community-managed schools to introduce English as the medium of instruction and English as a subject from the early grades. That practice contradicts the MOE's most recent MLE policy for non-Nepali speaking children at the primary level. This article discusses the various contradictions and tries to unpack the motives behind present language planning for Nepalese primary schools. (Contains 11 notes, 1 figure and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10