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Mother tongue-based multilingual education: Implications for education policy
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Translanguaging as an Agentive, Collaborative and Socioculturally Responsive Pedagogy for Multilingual Learners
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Multilingual language policy and mother tongue education in Timor-Leste : a multiscalar approach
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Abstract:
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.
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Keyword:
language policy; multilingual education; multiscalar; Tetum language; Timor-Leste; XXXXXX - Unknown
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URL: http://handle.uws.edu.au:8081/1959.7/uws:34245
https://doi.org/10.1007/s10993-015-9393-8
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Reconsidering the role of language-in-education policies in multilingual higher education contexts
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In: Stellenbosch Papers in Linguistics Plus, Vol 49, Iss 0, Pp 85-104 (2016) (2016)
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Enablers and Constraints of an Effective and Sustainable Mother Tongue-‐Based Multilingual Education Policy in the Philippines.
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Review of: Bilingual education in the 21st century: a global perspective, by Ofelia Garcia and Hugo Baetens Beardsmore
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Mother Tongue-Based Multilingual Education: Implications for Education Policy
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Voice and Biliteracy in Indigenous Language Revitalization: Contentious Educational Practices in Quechua, Guarani, and Maori Contexts
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In: GSE Faculty Research (2006)
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Voz y Biliteracidad en la Revitalización de Lenguas Indígenas: Prácticas Contenciosas en Contextos Quechua, Guaraní, y Maori
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In: GSE Faculty Research (2005)
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