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Direct linkMiriam Weidl; Friederike Lüpke; Alpha Naby Mané; Jérémi Fahed Sagna – Journal of Multilingual and Multicultural Development, 2023
In recent (socio)linguistic research there is a growing awareness that rural, small-scale multilingualism as the most widespread communicative setting across the globe. Yet, literacy programmes accepting and incorporating this diversity are non-existent. LILIEMA is a unique educational programme currently based in Senegal that addresses the need…
Descriptors: Multilingualism, African Languages, Second Language Learning, Second Language Instruction
Kim, Ujin – Journal of Multilingual and Multicultural Development, 2022
Xinjiang has witnessed constant state attempts to reinforce the status of Mandarin Chinese as 'the Common Language' and to make local Turkic languages -- mainly Uyghur and Kazak -- more 'suitable' to the modern world. Official efforts to transform the linguistic landscape of Xinjiang have engaged in a complex interplay with Turkic speakers' own…
Descriptors: Language Attitudes, Mandarin Chinese, Official Languages, Turkic Languages
Chiung, Wi-vun Taiffalo – Journal of Multilingual and Multicultural Development, 2007
The Han sphere, including Vietnam, Korea, Japan, Taiwan and China, adopted Han characters and classical Han writing as the official written language before the 20th century. However, great changes came with the advent of the 20th century. After World War II, Han characters in Vietnam and Korea were officially replaced by the romanised "Chu…
Descriptors: Orthographic Symbols, Foreign Countries, Political Issues, Written Language
Peer reviewedCziko, Gary A. – Journal of Multilingual and Multicultural Development, 1982
Presents the results of the first impact evaluation of the Local Language Literacy Project in the Southern Sudan, conducted in late 1980. (EKN)
Descriptors: Elementary Education, Foreign Countries, Language Research, Language Role
Peer reviewedSpolsky, Bernard; And Others – Journal of Multilingual and Multicultural Development, 1983
The educational policy of the kingdom of Tonga, located in the South Pacific, boasts a high level of literacy in both English and the vernacular language (Tongan), making this country a thriving example of national biliteracy. While written English serves external relations, higher level administrative or educational functions, written Tongan…
Descriptors: Bilingual Education, Communications, Diglossia, Educational Policy
Peer reviewedGlock, Naomi – Journal of Multilingual and Multicultural Development, 1983
Advocates the use of the vernacular language, not only as an important vehicle for learning, but also as a means of enhancing the native speakers' feeling of self-worth. Presents several ways of extending the use of the vernacular, as well as the problems that can arise. (EKN)
Descriptors: Dialects, Dutch, Foreign Countries, Language Attitudes
Peer reviewedSiegel, Jeff – Journal of Multilingual and Multicultural Development, 1997
Discusses a community-based nonformal education movement in Papua New Guinea to use hundreds of the country's languages to teach initial literacy in local preschool and adult education programs. The article describes this movement, the proposed government reform of the English-only formal education system and the ensuing conflicts. (37 references)…
Descriptors: Adult Education, Change Strategies, Community Schools, Developing Nations
