Language Diversity and Language Policy in Educational Access and Equity

Abstract

T his article examines the role of language policies in mediating access and equity in education. By examining a range of research and case studies on language policies, we explore how educational language policies serve as a central gatekeeper to education itself, as well as to quality education that may fundamentally depend on language ability, not only for literacy and classroom interaction but also for textbooks, materials, assessment, and other language-related aspects of education. Our analysis offers an argument for placing language policies at the center of debates about educational access and equity, as well as a broad range of sociopolitical processes that shape learners' educational achievement.We begin with the principles of the concept of "Education for All," based on the key organizing document (UNESCO, 1990) in the worldwide movement to improve educational access and equity. Then we focus on the role of globalization in the economy and politics, particularly its profound consequences for language learning and language use and its multiple implications for language policies in education. We specify three processes of globalization-migration, urbanization, and changes in the nature of work-that place language policies in education at the center of the processes shaping language learning. Then we examine specific cases in Asia and Europe in which language policies affect educational access and equity. Our emphasis in these cases is primarily on policies and practices of state institutions; due to space limitations, we do not examine the policy implications of important research on micro-level classroom practices (e.g., Pérez-Milans, 2013). Finally, we offer suggestions for how language policies may be used to open greater access and reduce inequalities in education.

Interactions between medium of instruction and language learning motivation

“…During the period following the 1997 handover, MoI policy in Hong Kong shifted from heavily EMI to heavily CMI. Due mainly to political pressures (see Tsui (2004) and Tollefson and Tsui (2014) for a detailed discussion), but also the pragmatic need for English for accessing higher education and the competitive job market, the fine-tuning policy was implemented in 2010, allowing schools some flexibility to adapt MoI policy according to needs and resources. The fine-tuning policy allows CMI schools to deliver up to 25% of the curriculum through the medium of English, assuming they provide evidence to the Education Bureau that their students have the academic ability to learn through English.…”

Making it official: The institutionalization of the hegemony of English

“…Contrary to the negative representations of bilingual education, school districts and state education boards have found in dual language programs -bilingual programs, typically comprised of students who are English monolinguals and non-English speakers, that attempt to develop literacy in English and another language -a promising practice that benefits all students academically (Baker & Wright, 2017;Genesee et al, 2006;Thomas & Collier, 2012;Tollefson & Tsui, 2014). In what it may seem a paradox, the assumptions, worldviews, practices, beliefs, and values of an exclusionary monolinguist discourse can only be challenged through the respect and understanding of other languages.…”

“…They claim that, backing the seemingly innocent intention of declaring English the official language of the United States, there is an agenda of hate and discrimination against ethnolinguistic minorities and an attempt to further marginalize them by silencing their languages (Crawford, 2000;Giroux, 2001;Macedo, 2000;Wiley, 2014). Opponents of official English legislation claim that trying to establish, artificially and unnecessarily, an official language will provoke conflict among the diverse populations in the United States (Tollefson & Tsui, 2014). Wiley (1998) concludes that, if English were declared the official language of the United States, it would not only isolate communities that use languages other than English, but it would also accentuate social ascription based on the variety of English any given individual or group speaks.…”

Identity types and learners’ attitudes in language learning: Voices from students of medical sciences

“…There is now a high level of awareness related to the importance of language diversity, multilingualism, and multilingual education. [38][39][40] In brief, neglecting learners' demands and interests leads to a lack of motivation which in turn results in poor performance and lower academic achievement. 41 With English language facility considered to have increasing global importance 42 and the highlighted interpretation of the impact that these shifts have on attitudes towards learning the English language, 43 there is a need for theoretical and practical exploration of learners' attitudes towards the English language.…”