Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context

Autor/inn/en	David, Rosa Dene; Brown, Kimberley
Titel	Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context
Quelle	In: Center for Educational Policy Studies Journal, 12 (2022) 4, S.13-33 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (David, Rosa Dene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Educational Policy; Language Planning; Inclusion; Second Language Learning; English (Second Language); Students with Disabilities; Equal Education; Educational Trends; Student Needs; Educational Needs; Epistemology; Indigenous Knowledge; Indigenous Populations; Culturally Relevant Education; Colombia + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Sprachwechsel; Inklusion; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Bildungsentwicklung; Educational need; Bildungsbedarf; Erkenntnistheorie; Sinti und Roma; Kolumbien
Abstract	This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing. (ERIC).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01