The World Bank on Language and Education: a lot more could be done

Treffgarne, Carew

doi:10.1080/0305006810170207

Cited by 3 publications

(1 citation statement)

References 9 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such international organizations as the United Nations, UNESCO, and the World Bank (e.g., Treffgarne 1981, Haddad 1981) also act as language-in-education planning agents by providing expert consultancy services especially to Third World countries, through grants and the provision of experts to support language education projects, by sponsoring expert conferences and workshops (e.g., UNESCO 1981) often in collaboration with FIPLV whose activities UNESCO supports financially, by encouraging nations to sign international agreements which recognize the linguistic and cultural rights of minorities, and by sponsoring such activities as the International Year of Literacy (in 1990) and the proposed International Year of Languages. National aid agencies also influence language-in-education planning especially in Third World countries in similar ways by providing teachers and applied linguists, funding projects, granting scholarships for individuals to improve their language or applied linguistic skills, and by provision of equipment and materials for the teaching of particular languages.…”

Section: Planning Agentsmentioning

confidence: 99%

Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

View full text Add to dashboard Cite

This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

show abstract

Section: Planning Agentsmentioning

confidence: 99%

Language-in-Education Planning

Ingram¹

1989

Ann Rev Appl Ling

View full text Add to dashboard Cite

show abstract

Language-education policies and international institutions

Borjian

2014

LPLP

View full text Add to dashboard Cite

One of the grand claims of neoliberalism is that the free-market world is an ‘actor-free’ process, in which no one is in charge. The aim of this article is to problematize this claim by examining the agency of two international institutions, the World Bank and UNESCO, and the ways in which they shape global language-education policies. In light of the latest reports released by the two institutions, the findings of this study suggest that both institutions are key players in the realm of global policies. Their differences, however, recline in their orientations, motives, and power. Whereas the World Bank is a finance institution with ‘economic prosperity’ as its motto, and neoliberalism as the basis of its policies, UNESCO is an intellectual institution with peace as its mantra, and universal consensus and social inclusion as the basis of its policies. The impact of such differences is notable on the type of policies each institution advocates. Whereas the World Bank’s policies call for an alliance between language, education and economy as a means to eradicate poverty and achieve development, UNESCO’s policies call for multiculturalism, multilingualism, and pluralism in education as a means to promote intercultural and international dialogues as a strategy to safeguard peace. The former model is currently in vogue in education sectors worldwide. Its global domination, however, cannot be explained without taking into account the financial supremacy of the World Bank, the economic dependency of many world’s nations on the World Bank’s long-term developmental loans, and the many conditions set by the Bank for its loan distributions, which includes, among others, the implementation of its neoliberal-driven educational and linguistic policies.

show abstract

The status and future of afrikaans in multi–lingual south africa*

Prinsloo¹

1985

South African Journal of Linguistics

View full text Add to dashboard Cite

The World Bank on Language and Education: a lot more could be done

Cited by 3 publications

References 9 publications

Language-in-Education Planning

Language-in-Education Planning

Language-education policies and international institutions

The status and future of afrikaans in multi–lingual south africa*

Contact Info

Product

Resources

About