Languages for Learning: A Framework for Implementing India's Multilingual Language-in-Education Policy

Autor/inn/en	Mahapatra, Santosh Kumar; Anderson, Jason
Titel	Languages for Learning: A Framework for Implementing India's Multilingual Language-in-Education Policy
Quelle	In: Current Issues in Language Planning, 24 (2023) 1, S.102-122 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mahapatra, Santosh Kumar) ORCID (Anderson, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2022.2037292
Schlagwörter	Language Planning; Outcomes of Education; Multilingualism; Language of Instruction; Educational Policy; Foreign Countries; Native Language; Native Language Instruction; Second Language Learning; Guidelines; Equal Education; Code Switching (Language); Linguistic Theory; Cultural Context; Barriers; Indo European Languages; English (Second Language); Dialects; Elementary Secondary Education; Urdu; Dravidian Languages; Teaching Methods; National Curriculum; Literacy Education; Educational Resources; Language Usage; India + Suchen Sie Ihr Suchwort? Sprachwechsel; Lernleistung; Schulerfolg; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Ausland; Native language education; Muttersprachlicher Unterricht; Zweitsprachenerwerb; Richtlinien; Linguistische Theorie; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Dialect; Dialekt; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsmittel; Sprachgebrauch; Indien
Abstract	This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India's recent "National Education Policy 2020" (GOI, 2020). Rooted in India's existing educational language policy, our linguistically inclusive 'Languages for Learning' (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to foster equity and also to ensure first language support and cognitive independence. Before presenting the framework, we critically review the multilingual policy guidance offered in "NEP 2020," then lay out a theoretical foundation for the LFL framework based primarily on current translanguaging theory, and also discuss the history of India's much maligned three-language formula (TLF), which forms the core of language policy in India. The framework itself is presented with reference to specific contextual challenges in India that may also serve to indicate its relevance for other multilingual contexts around the world. As such, the LFL framework is offered as a more multilingually-appropriate alternative to the reductive construct of 'Medium of Instruction', which itself originates in the monolingual habitus of historically outdated language-in-education policy theory. We invite critical evaluations of the utility of our framework, both for India and other multilingual contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01