An Exploration of Linguistic Neo-Colonialism through Educational Language Policy--An Irish Perspective

Autor/in	Dillon, Anna
Titel	An Exploration of Linguistic Neo-Colonialism through Educational Language Policy--An Irish Perspective
Quelle	In: Journal for Critical Education Policy Studies, 14 (2016) 3, S.97-130 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Language Planning; English (Second Language); Second Language Learning; Language Skills; Bilingualism; Foreign Countries; Civil Rights; Social Class; Racial Bias; Power Structure; Access to Education; Immigration; Language Maintenance; Language Skill Attrition; Native Language; Irish; Ireland + Suchen Sie Ihr Suchwort? Sprachwechsel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Bilingualismus; Ausland; Bürgerrechte; Grundrechte; Zivilrecht; Social classes; Soziale Klasse; Racial discrimination; Rassismus; Education; Access; Bildung; Zugang; Bildungszugang; Sprachpflege; Sprachverfall; Irisch; Irland
Abstract	In this paper, educational language policy is explored through the lens of linguistic neo-colonialism in Ireland in the case of learners of English as an Additional Language. The perspective of Ireland as a decolonized nation may have an impact on current language policy. Arguments for an additive approach to language and identity, language maintenance and the preservation of linguistic human rights make the case for avoiding subtractive bilingualism as a form of linguistic neo-colonialism. Social class and racism can lead to linguistic oppression that must be addressed critically by all stakeholders and policy makers at macro and micro levels. A transformation in linguistic oppression has potential to address these issues within communities. It is therefore essential that all children are afforded the opportunity to develop their language skills to the fullest extent possible, in order to gain maximum access to education and the structures and norms that constitute the society of their new community in addition to, not instead of, their home community. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01