This volume marks the 2022 centenary of the first National Programme for Education in the Free State. Central to the outlook of the new educational programme was the position of the Irish language as a marker of Irish national identity and culture. Education was to be the means to revitalise the language and cultural nationalism eroded through…

Histories of colonization conjointly with the current economic global climate have enabled English to become a dominant global language. The desire for citizens to attain English language proficiency on a nation-wide level is a common pursuit in developing countries, including the island nations of the South Pacific where English competency is…

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity.…

With the passage of the No Child Left Behind (NCLB) Act of 2001, the United States spent millions upon millions of dollars in a largely unsuccessful effort to close the academic achievement gap between American-Indian and some other ethnic minorities and mainstream Americans. NCLB's focus on teacher quality and evidence-based curriculum and…

As a language, Irish is unique to Ireland and is, therefore, of crucial importance to the identity of the Irish people, to Irish culture and to world heritage. The Irish language however has had a turbulent and traumatic history and has endured a complex and varied relationship with the Irish people. Since the foundation of the Irish Free State,…

This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique…

This study represents both a collection of information on the role of language in the instruction of Ontario's native people, and a setting forth of generalizations about the nature of language, society, and education that may be relevant to other, similar situations as well as native ones. In addition, particular pedagogical suggestions are made…

This report offers a conceptual model for use with language minority children who are entering a new school when they must acquire the language of the majority student population. The model has four development components or processes: sociocultural, linguistic, academic, and cognitive. These four components are described in detail. Research is…

This report summarizes advances in bilingual education that help linguistically and culturally diverse (LCD) students reach high levels of achievement and performance. Factors to be considered include the native language, bilingualism and academic achievement, curriculum, parental and community influences, and programmatic evaluation. The reports…

The existing minority language situation of French Canadians in Manitoba, Ontario, Quebec, and the Maritime Provinces is examined, highlighting the historical, political, social, and educational aspects of bilingualism in Canada. Additive and subtractive forces in Canadian bilingualism and biculturalism are outlined for comparison. French…

Develops a critique of the "special diglossia" idea: the notion that Navajos speak Navajo but read and write English. Describes uses for English and Navajo literacy in one community on the Navajo reservation. Applies concepts such as institution, ideology, power, and empowerment to these uses. (JS)

Intended to provide Native community members, teachers and administrators in Native schools, and teachers in training an overview of current research on language issues relating to Canadian Native education, the book presents general background information on Native peoples in Canada and the education systems that serve them. Existing and…

Six essays on native language instruction in Africa are presented. "Why Teach in an African Language?" examines the rationale and advantages of teaching in African mother tongues, and "Why Teach an African Language as a School Subject" discusses the need for such instruction. "Do African Languages Have Sufficient Potential…

Contends that the Black struggle for educational equality resulted in a new perspective in multicultural education--antiracist education. Stresses that homogeneous mainstream doctrine, international hegemony of English, and political devaluing of ethnicity contributed to the marginalization of community languages instruction. Concludes that the…

Reasons for which children of Bhutan learn English better than their native language, Dzongkha, are explored, including the overall language situation in Bhutan and its economic and cultural influences. Recommendations are made for increasing the learning and use of Dzongkha while retaining English in the school curriculum. The spread of English…