scholarly journals Prospects and Challenges of Dynamic Bilingual Education in the Light of Pakistan’s Language Policy

2020 ◽  
Vol 10 (2) ◽  
Author(s):  
Ameer Ali
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Language Policy ◽  
Theory And Practice ◽  
Negative Attitudes ◽  
Linguistic Performance ◽  
Bilingual Instruction ◽  
Formal Policy ◽  
Bilingual Education Policy ◽  
Empirical Methodology

This research investigates challenges and prospects of the dynamic, bilingual education in the light of Pakistan’s language policy. It guides language policymakers to adopt the dynamic, bilingual policy in Pakistan’s education system. However, the researcher revealed that most of the participants willingly favored and practiced the dynamic model of bilingual instruction, but there is no formal policy guide for them. The employment of this education model is valid and feasible in both theory and practice. Besides, readers and policymakers through this research paper would come to know that the dynamic, bilingual education improves students’ socio-cognitive, linguistic performance and functional biliteracy through translanguaging and multimodalities. The issue of monoglossic separation of languages in Pakistan is yet to be solved. Furthermore, the researcher used qualitative, empirical methodology to do analysis and employed open-ended questionnaires to collect data. The researcher used purposive sampling to collect data from sixteen respondents.  Additionally, findings show that the subtractive language policy, linguistic politics, the power elite’s monolingualism, parents’ obsession with English, and students’ negative attitudes are challenges to the dynamic, bilingual education. In contrast, Pakistan’s multi-lingual reality along with translingual practices, the use of multimodalities, students’ multi-lingual repertoire, functional biliteracy, and transcultural interaction are some of the prospects of the dynamic, bilingual education policy in Pakistan. Thus, there are both challenges and prospects of the dynamic, bilingual education policy in Pakistan.

scholarly journals Prospects and Challenges of Bilingual Education in the Light of Pakistan’s Language Policy

2021 ◽  
Vol 1 (1) ◽  
pp. 29-35
Author(s):  
Lutif Ali Halo
Keyword(s):  
Social Justice ◽  
Bilingual Education ◽  
Language Policy ◽  
Research Study ◽  
Secondary Data ◽  
Empirical Method ◽  
Theory And Practice ◽  
The Other ◽  
Research Gap ◽  
Bilingual Education Policy

This research study explores prospects and challenges of bilingual education in the light of language policy of Pakistan. It directs the scholars and policymakers to revisit the notion of language and norms of traditional bilingual education. However, the researcher brings in light that translanguaging as a particular model facilitates for understanding dynamic multilingualism to promote social justice to languages and their speakers. The implementation of this model is viable in both theory and practice. The issue of monoglossic model of bilingual education in Pakistan is yet to be dealt with. Moreover, the researcher employed qualitative empirical method and used secondary data from previous studies to investigate the problem. Additionally, the findings reveal that the subtractive language policy, linguistic hegemony, politicians’ monolingual politics are challenges to the dynamic bilingual education. On the other hand, multilingual reality and its practice, speakers’ multilingual repertoire, transcultural interaction of students are important prospects of dynamic bilingual education policy in Pakistan. The study also highlights the research gap in Pakistani bilingual classrooms from the latest approach of translanguaging and dynamic model of bilingualism which can direct a multilingual language policy of Pakistan.

Equality, Efficiency, and Politics in Soviet Bilingual Education Policy, 1934-1980

1984 ◽  
Vol 78 (4) ◽  
pp. 1019-1039 ◽  
Author(s):  
Barbara A. Anderson ◽  
Brian D. Silver
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Language Policy ◽  
Population Size ◽  
Linguistic Diversity ◽  
Geographic Concentration ◽  
Political Status ◽  
Official Policy ◽  
Bilingual Education Policy ◽  
Ethnic And Linguistic Diversity

Provision of schooling in the native language is an important regime policy that reflects a government's commitment to maintaining ethnic and linguistic diversity. This study tests hypotheses related to three principles that may have guided the use of non-Russian languages in Soviet schools: equality, efficiency, and political status. A newly generated set of data on the use of non-Russian languages in Soviet primary and secondary schools permits examination of aspects of Soviet language policy about which scholars previously lacked systematic information. The analysis does not support the interpretations suggested by others; official policy has neither shifted back and forth between a centrist and a peripheralist emphasis, moved inexorably in a russificationist direction, nor been absolutely egalitarian. Instead, the policy can be most appropriately described as a bilingual education policy that at the same time has long differentiated among the non-Russian nationalities on the basis of their population size, their geographic concentration, or their political status.

The Duplicitous Character of Bilingual Education Policy

2015 ◽  
Vol 3 (2) ◽  
pp. 57-70
Author(s):  
Gaurang Rami ◽  
◽  
Ana Marie Fernandez ◽  
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

Bilingual Education Policy

2016 ◽  
pp. 1-15
Author(s):  
Munene Mwaniki ◽  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

scholarly journals Colombian ELT Community and Scholarship: Current Pathways and Potency

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 5-17
Author(s):  
Edgar Lucero ◽  
Adriana Castañeda-Londoño
Keyword(s):  
Professional Development ◽  
Education Policy ◽  
Bilingual Education ◽  
English Language ◽  
Special Issue ◽  
30Th Anniversary ◽  
Bilingual Education Policy ◽  
Pre Service Teacher

This editorial article reflects on the paradigmatic changes that the Colombian ELT community has recently experienced due to the developments of local scholarship in varied topics. This editorial article makes the changes evident by introducing the papers for this special issue of HOW journal on its 30th anniversary. These include topics as interculturality, literacy, English language pre-service teacher construction and professional development, critical views about bilingual education policy, and the interrelation between gender and ELT. The local scholarship development in these topics displays a rupture with the ELT canon. By so doing, the Colombian ELT scholarship shows a potency that wields foundations for the ELT field in the country.

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