English Medium Instruction in South Asia's Multilingual Schools: Unpacking the Dynamics of Ideological Orientations, Policy/Practices, and Democratic Questions

Autor/in	Sah, Pramod K.
Titel	English Medium Instruction in South Asia's Multilingual Schools: Unpacking the Dynamics of Ideological Orientations, Policy/Practices, and Democratic Questions
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 2, S.742-755 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sah, Pramod K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1718591
Schlagwörter	Foreign Countries; Language of Instruction; English (Second Language); Elementary Schools; Secondary Schools; Multilingualism; Bilingual Schools; Ideology; Educational Policy; Educational Practices; Equal Education; Language Planning; Global Approach; Language Proficiency; Social Justice; Nepal; India; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Elementary school; Grundschule; Volksschule; Sekundarschule; Mehrsprachigkeit; Multilingualismus; Bilingual scholl; Bilinguale Schule; Ideologie; Politics of education; Bildungspolitik; Bildungspraxis; Sprachwechsel; Globales Denken; Language skill; Language skills; Sprachkompetenz; Soziale Gerechtigkeit; Indien
Abstract	This article provides a critical review of English medium instruction (EMI) policy/practices in the K-12 multilingual schools in South Asia, especially in Nepal, India, and Pakistan. Employing Bourdieu's (1993) lens of 'linguistic capital' and 'linguistic marketplace,' the article takes stock of (a) the development of EMI and its ideological and pedagogic motivations, (b) the models of EMI policy in relation to mother-tongue-based multilingual education (MTB-MLE) and their practices, and (c) social justice concerns that arise from such policies/practices. As the review of research and policy/practices reveals, EMI is ideologically perceived as a means of acquiring the linguistic capital, often believed to provide access to the global economy; and, therefore, a "liberating tool" for socioeconomically minoritized groups. Such ideology has, then, oriented the concerned bodies to position EMI within the framework of MTB-MLE in South Asian countries, creating the discourse of inequality and injustice for different social groups. The article continues the argument that the language policies, which are being developed/practiced in the lure of economic globalization, ignoring the local realities, become a source of marginalization along the lines of class, ethnicity, gender, and regions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01