This edited volume seeks to capture and elucidate the challenges, approaches and possible solutions associated with language-in-education policies across South Asia. Aimed at academics and practitioners, it offers insights into education policy, in particular their wider implications and applications across rich multilingual settings.
This edited volume seeks to capture and elucidate the challenges, approaches and possible solutions associated with language-in-education policies across South Asia. Aimed at academics and practitioners, it offers insights into education policy, in particular their wider implications and applications across rich multilingual settings.
Lina Adinolfi is a Senior Lecturer in the School of Languages and Applied Linguistics at the Open University, UK whose professional and research specialisms embrace both language learning and language-in-learning. She has extensive experience of designing technology-enhanced language-supportive teacher professional development programmes in India and other low-resource multilingual South Asian contexts. Usree Bhattacharya is Associate Professor in the Language and Literacy Education Department, College of Education at the University of Georgia, Atlanta. Her research is inspired by questions of diversity, equity, and access in multilingual educational contexts. A primary aim of her work is to illuminate the role of discourses, ideologies, and everyday practices in the production and reproduction of hierarchical relations within educational systems. Prem Phyak is Assistant Professor at the Chinese University of Hong Kong. His research areas include language policy, multilingual education, critical pedagogy and indigenous language education. His papers have appeared in journals such as Language Policy, Critical Inquiry in Language Studies, Language in Society, Multilingua, and International Journal of Sociology of Language.
Inhaltsangabe
1. The dynamics of bilingual education in post-conflict Sri Lanka 2. Multilingual practices in Indian classrooms: Exploring and supporting teacher awareness and classroom strategies 3. English as a medium of instruction, social stratification and symbolic violence in Nepali schools: Untold stories of Madhesi children 4. Policy to practice, national to local: Multilingual education at the meso and micro levels of Western Nepal 5. Multilingualism and English learning in Pakistan: Towards an effective multilingual policy 6. Bilingual early schooling among tribal children in India: Evidence of long-term learning gains 7. Medium of instruction, outcome-based education (OBE) and language education policy in Bangladesh 8. Participation of Saora children in MLE and MLE Plus schools in Odisha, India: Lessons learned and lessons to learn
1. The dynamics of bilingual education in post-conflict Sri Lanka 2. Multilingual practices in Indian classrooms: Exploring and supporting teacher awareness and classroom strategies 3. English as a medium of instruction, social stratification and symbolic violence in Nepali schools: Untold stories of Madhesi children 4. Policy to practice, national to local: Multilingual education at the meso and micro levels of Western Nepal 5. Multilingualism and English learning in Pakistan: Towards an effective multilingual policy 6. Bilingual early schooling among tribal children in India: Evidence of long-term learning gains 7. Medium of instruction, outcome-based education (OBE) and language education policy in Bangladesh 8. Participation of Saora children in MLE and MLE Plus schools in Odisha, India: Lessons learned and lessons to learn
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