Another Early-Exit Transitional Model Doomed to Fail? Or is This the Wrong Model at the Right Time in Vanuatu?

Autor/in	Willans, Fiona
Titel	Another Early-Exit Transitional Model Doomed to Fail? Or is This the Wrong Model at the Right Time in Vanuatu?
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 8, S.699-711 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1233186
Schlagwörter	Language of Instruction; Educational Policy; Context Effect; Multilingualism; Bilingual Education; Models; Educational History; Political Influences; Educational Change; Policy Analysis; Foreign Countries; Teaching Methods; Language Planning; Second Language Learning; Rural Schools; French; Elementary School Students; Creoles; Language Usage; Code Switching (Language); Teacher Student Relationship; English (Second Language); Native Language Instruction; Primary Education; Malayo Polynesian Languages; Vanuatu + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Bilingual teaching; Bilingualer Unterricht; Analogiemodell; History of education; Bildungsgeschichte; Political influence; Politischer Einfluss; Bildungsreform; Politikfeldanalyse; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachwechsel; Zweitsprachenerwerb; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Französisch; Kreole; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Native language education; Muttersprachlicher Unterricht; Primarbereich
Abstract	Language-in-education policies are developed and implemented within contexts of great complexity. Where policies appear less than perfect on paper, this presents a valuable opportunity to examine the contextual factors that have led to their development, helping policymakers to understand the conditions under which policy change must take place. This paper considers an early-exit transitional model of multilingual education that has recently been endorsed in Vanuatu. While the academic literature would conclude that this model is far from ideal, this paper suggests that the time is right for the type of change that is being implemented in this context. It examines the historico-political factors that have left this problematic policy as the best chance of change, and identifies ways in which it could be modified within a plurilingual approach across the whole curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01