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Showing all 15 results Save | Export
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Kasai, Haruna – Comparative Education, 2022
Since 2019, Taiwan has implemented native language education for 'new immigrants' from Southeast Asian countries. This paper argues that the new educational provisions reflect the Taiwanese government's desire to appropriate new immigrants' cultures and languages to promote a multicultural vision of Taiwanese identity. It analyses the 12-year…
Descriptors: Immigrants, Native Language Instruction, Asians, Cultural Awareness
Chew, Kari A. B.; Tennell, Courtney – Current Issues in Language Planning, 2023
As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students' linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous…
Descriptors: Public Schools, American Indian Languages, High School Students, American Indian Culture
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Zhang, Jing; Pérez-Milans, Miguel – Language Policy, 2019
This article examines the case of minority language education in China, an area of enquiry that has received increasing attention as new studies report on how the lack of institutional recognition that minority languages receive erodes ethnic minority identities and disempowers social actors living in minority areas. Drawing on Williams' (Marxism…
Descriptors: Sino Tibetan Languages, Language Minorities, Ethnic Groups, Self Concept
Poudel, Prem Prasad; Choi, Tae-Hee – Current Issues in Language Planning, 2022
Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further…
Descriptors: Foreign Countries, Second Language Learning, Second Language Instruction, Educational Policy
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Rudwick, Stephanie – Journal of Language, Identity, and Education, 2018
After centuries of "Eurocentric" linguistic ideology, the South African government has formulated African language development and multilingualism as one priority in the education system. While only English, and decreasingly Afrikaans, are the only "established" languages of instruction at tertiary level, most universities in…
Descriptors: Self Concept, Politics of Education, Multilingualism, Ethnography
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Jones, Shelley; Mutumba, Safina – Journal of Language, Identity, and Education, 2019
This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll,…
Descriptors: Social Capital, Cultural Background, Self Concept, Teaching Methods
Heugh, Kathleen; Mohamed, Naashia – UNESCO Bangkok, 2020
The Asia-Pacific region hosts the largest number of refugees and displaced people in the world, and is the place of origin for nearly half of all international migrants. However, data related to the unique language-in-education needs of refugee and migrant children in and from this area is sparse. The report aims to create a stronger knowledge…
Descriptors: Refugees, Immigrants, Language Planning, Language of Instruction
Angelo, Denise; Disbray, Samantha; Singer, Ruth; O'Shannessy, Carmel; Simpson, Jane; Smith, Hilary; Meek, Barbra; Wigglesworth, Gillian – OECD Publishing, 2022
Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students' learning, engagement, identity and well-being,…
Descriptors: Indigenous Populations, Academic Achievement, Educational Experience, Outcomes of Education
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Reyhner, Jon – Cogent Education, 2017
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…
Descriptors: American Indians, Language Role, Self Concept, American Indian Languages
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Griva, Eleni; Kiliari, Angeliki; Stamou, Anastasia G. – Journal of Multilingual and Multicultural Development, 2017
In this paper, we present a synthesis of a series of studies, carried out by our research groups, from the Greek educational context on teachers' and immigrant students' views on issues of bilingual acquisition and of heritage language learning and teaching. Albeit including heterogeneous samples and employing quantitative and qualitative…
Descriptors: Foreign Countries, Native Language, Language Usage, Bilingualism
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Alvarez, Steven; Alvarez, Sara P. – Equity & Excellence in Education, 2016
Research examining ethnolinguistic community schools (García, Zakharia, & Otcu, 2013) proposes that local spaces not directly affiliated with schools sustain bilingualism and identity. Though researchers often theorize about how community schools sustain home language literacies, less research examines how local public spaces sustain…
Descriptors: Case Studies, Spanish, Mentors, English (Second Language)
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May, Stephen – Review of Research in Education, 2014
The author of this chapter observes that post-9/11 there has been a rapid and significant retrenchment of multiculturalism as public policy, particularly within education. This apparent retrenchment of multiculturalism as public policy has been bolstered by parallel arguments for a more "cosmopolitan" approach to education within an…
Descriptors: Civil Rights, Second Language Instruction, Second Language Learning, Language Minorities
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Ó Ceallaigh, T. J.; Ní Dhonnabháin, Áine – International Electronic Journal of Elementary Education, 2015
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,…
Descriptors: Irish, History, Models, Language Planning
Anderson, Vivienne, Ed.; Johnson, Henry, Ed. – Routledge, Taylor & Francis Group, 2019
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…
Descriptors: Immigration, Interdisciplinary Approach, Elementary Secondary Education, Higher Education
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Pamo, Billies – Diaspora, Indigenous, and Minority Education, 2011
This article focuses on the 3 San communities in South Africa: the !Xun, the Khwe, and the [image omitted]Khomani San. The !Xun and Khwe communities are living in Platfontein, near Kimberley in the Northern Cape. The [image omitted]Khomani San community is living in Upington and in the southern Kalahari, which are also in the Northern Cape. This…
Descriptors: Committees, Foreign Countries, Language Acquisition, African Languages