Discusses the paradoxes of the current policies toward multiculturalism and multilingualism in Switzerland. Asserts that policy perspectives lean toward diversity rather than assimilation. Proposes options for an educational concept in a linguistically and culturally plural Switzerland, embedded in Europe. (CFR)

Addresses the question of how constraints are established by which Hispanicity is determined vis-a-vis language. It argues that, if Spanish-English bilingualism comes to prevail among American Hispanics, they will lose the Spanish language as a mother tongue and their distinct culture, becoming an Anglophone subculture similar to Irish or Italian…

Examines the historical role of English in the Nigerian education system. Introduced through evangelism and colonialism, English became the official Nigerian language and still occupies a place of pride in formal schooling. Although the widespread use of English in Nigeria will likely continue, the language must be adapted to the linguistic…

Examines two variables affecting multicultural schools: teachers' attitudes and professional knowledge about students' languages and cultures; and the linguistic/cultural diversity of the children. Compares bilingual schooling and school organization for second-language teaching in multicultural contexts. Describes successful practices, including…

Analysis of survey responses regarding Ghanaians' preferred language policy indicated that a "3+1" language policy, involving individuals' learning of a national, international, and local language, constitutes an equilibrium outcome, although some minority-language groups would need to learn a fourth language if their vernacular is…

A response to an article on multiculturalism and the status of community languages in Australia argues that efforts to maintain any minority language within immigrant communities should be tempered by critical assessment of what is to be achieved, for whom, and why. The original article's author responds. (MSE)

Reacts to Ruth Spack's commentary "The Rhetorical Construction of Multilingual Students." Each reaction is followed by a response from the author. (Author/VWL)

Addresses the question of mother-tongue education of children, especially in francophone countries of Africa. It seeks to contribute to the debate on the integration of local languages into educational systems in multilingual settings by stressing the opposing cultural messages carried by official and indigenous languages. (Author/JL)

Describes Montessori's vision of young children as natural linguists and how home and school can support children's natural abilities in one or more languages. Presents five basic principles of second-language acquisition--related to educational environment, the acquisition process, components of proficiency, and cultural context and time--and…

Examines the position of the mother tongue in the proposed additive bilingual programs in South Africa. Sociolinguistic, cultural, and political factors are examined, language use and attitudes of South Africans to language and education are discussed, and the practical possibilities for the implementation of mother-tongue medium of instruction…

In response to two earlier articles on the role of English language teaching (ELT) and English-medium instruction in India, the authors draw on their experiences in South Africa to outline a role for ELT teachers in maintaining and promoting multilingualism. This role includes participation in policy debates, professional activism, and the…

Examined teacher-child and child-child talk collected as part of a longitudinal, ethnographic study of life in a vertically-grouped multilingual class in an inner-city first school in the North of England. Reveals the complex, subtle processes involved in the interactive negotiation of meanings between teachers and learners and the joint…

Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for…

Discusses two studies that examine the effects of English, and its status as the official language, on Namibian languages. Finds that the numbers of students in African language classes in Namibia have been dropping significantly--in 1995 there were 100 students taking Oshindonga, and in 1999-2000 there was one. (Contains 66 references.) (NB)

Argues that international monetary organizations influence debt-receiving countries in regard to their educational policies. Stresses the importance of retaining a national educational policy as a means of empowerment and liberation for its masses, and for creating stronger ethnic harmony. In particular, Sri Lanka must continue to teach in the…