Mother Tongue-Based Multilingual Education in the Asia-Pacific Region
Produktdetaljer
Biografisk notat
Suwilai Premsrirat was Emeritus Professor of Linguistics and the Founding Director of the Resource Center for Documentation, Revitalization and Maintenance of Endangered Languages and Cultures, Research Institute for Languages and Cultures of Asia (RILCA) at Mahidol University, Thailand. Her work was dedicated to the study of minority languages, language revitalization and language education.
David Hirsh is Associate Professor at the University of Sydney, Australia. His areas of focus include language revitalization, bilingual education and academic acculturation. Related publications include Endangered Languages, Knowledge Systems and Belief Systems (Peter Lang, 2013) and Language Revitalization: Insights from Thailand (co-edited with Suwilai Premsrirat, Peter Lang, 2018).
Mother Tongue-Based Multilingual Education in the Asia-Pacific Region
A movement towards multilingual education has emerged in Asia over the past three decades. Non-dominant languages are now used in many education systems in the region. This comprehensive work, written by some of the best-informed people of this movement, provides a detailed and multifaceted account of the developments. It’s a must-read for anyone interested in education that respects linguistic diversity.
Kimmo Kosonen, Payap University, Thailand and SIL Global
This volume, representing exciting collaborations between multilingual education scholars, implementers and representatives of non-dominant language communities, accomplishes so many things! There are practical guidelines and curricula for MLE implementers, empirical evidence of MLE’s positive impact on learners, and expert framing of language-in-education rights and policies – with implications for the region and well beyond.
Carol Benson, MLE International
<p>Suwilai Premsrirat and David Hirsh bring two decades of considerable carefully documented expertise detailing the challenges, progress, and implications of multilingual education in the Asia-Pacific, home to approximately 45% of the world’s languages. A quarter way through the International Decade of Indigenous Languages, this volume is an important contribution for policy, planning, implementation, and teacher preparation everywhere.</p>
Kathleen Heugh, University of South Australia
This book sheds light on the role of mother tongue-based multilingual education (MTB MLE) as a means to enhance educational outcomes, creating a space for non-dominant languages alongside more dominant regional, national and international languages. It brings together a number of underlying concerns including the maintenance of non-dominant languages, the context of language policy and planning in shaping this process, the poor educational outcomes of many speakers of non-dominant languages in mainstream education programs and the economic and social importance of becoming multilingual. It focuses on the experiences of those involved in MTB MLE programs in early childhood, primary, secondary, tertiary and adult education from numerous settings in the Asia-Pacific region. This book provides readers with a detailed overview of MTB MLE, with a clear and insightful portrayal of the complex nature of policy and practice in both more accommodating and less accommodating sociopolitical environments.
This book explores the benefits and challenges of mother tongue-based multilingual education in numerous settings in the Asia-Pacific region. Centered on the experiences of the language communities concerned, it offers insights into the complex nature of language policy and practice in both more and less accommodating sociopolitical environments.
Contributors
Suwilai Premsrirat and David Hirsh: Introduction
Part 1: Implementing Multilingual Education
Chapter 1. Susan Malone: Mother Tongue-Based Multilingual Education: Rationale, Purpose and Process in Asia and the Pacific
Chapter 2. Joseph Lo Bianco: An Idea Whose Time Has Come? Multilingual Education in Asia Pacific
Chapter 3. Muhammad Zaman Sagar and Susan Malone: Establishing Multilingual Education Programs in Non-Dominant Language Communities
Chapter 4. Dennis Malone and Erona Paschal Matti: Implementing Multilingual Education: The Parkari Community Development Program
Part 2: Pedagogy in Multilingual Education
Chapter 5. Sheldon F. Shaeffer: Mother Tongue and Early Childhood Care and Education: Synergies and Challenges
Chapter 6. Suwilai Premsrirat and Dennis Malone: Multilingual Education in Primary Grades: The Case of the Patani Malay-Thai Multilingual Education Project (Thailand)
Chapter 7. Ashley South, Emily Stenning and Tim Schroeder: Multilingual Education: Politics and Pedagogy: A Case Study on Myanmar’s Ethnic Education Systems
Chapter 8. Kirk R. Person and Mirinda Burarungrot: Multilingual Education and Teacher Training in Thailand
Part 3: Multilingualism, Literacy Development and Identity
Chapter 9. Susan Malone: Mother Tongue-Based Multilingual Education That Supports Multilingualism and Multiliteracy: Examples from Asia and the Pacific
Chapter 10. Stephen L. Walter and Mirinda Burarungrot: Assessment of Multilingual Education Programs
Chapter 11. Stephen L. Walter: The Impact of Partial Proficiency in the Language of Instruction on Learning Outcomes in Basic Education
Chapter 12. Panadda Pananil and Panadda Rerkplian: Obstacles to Identity Development and the Need for Multilingual Education: A Case Study of Shan Students in Chiang Mai, Thailand
Part 4: Developments in Multilingual Education
Chapter 13. Jessica Ball and Mariam Smith: Developments in Multilingual Education in Cambodia 2000 to 2020
Chapter 14. Kirk R. Person: What’s Next? Future Challenges for the Asia-Pacific Multilingual Education Movement
Specific focus on mother tongue-based approaches as a means to enhance literacy and educational outcomes
A movement towards multilingual education has emerged in Asia over the past three decades. Non-dominant languages are now used in many education systems in the region. This comprehensive work, written by some of the best-informed people of this movement, provides a detailed and multifaceted account of the developments. It’s a must-read for anyone interested in education that respects linguistic diversity.
Kimmo Kosonen, Payap University, Thailand and SIL Global
This volume, representing exciting collaborations between multilingual education scholars, implementers and representatives of non-dominant language communities, accomplishes so many things! There are practical guidelines and curricula for MLE implementers, empirical evidence of MLE’s positive impact on learners, and expert framing of language-in-education rights and policies – with implications for the region and well beyond.
Carol Benson, MLE International
<p>Suwilai Premsrirat and David Hirsh bring two decades of considerable carefully documented expertise detailing the challenges, progress, and implications of multilingual education in the Asia-Pacific, home to approximately 45% of the world’s languages. A quarter way through the International Decade of Indigenous Languages, this volume is an important contribution for policy, planning, implementation, and teacher preparation everywhere.</p>
Kathleen Heugh, University of South Australia
This book sheds light on the role of mother tongue-based multilingual education (MTB MLE) as a means to enhance educational outcomes, creating a space for non-dominant languages alongside more dominant regional, national and international languages. It brings together a number of underlying concerns including the maintenance of non-dominant languages, the context of language policy and planning in shaping this process, the poor educational outcomes of many speakers of non-dominant languages in mainstream education programs and the economic and social importance of becoming multilingual. It focuses on the experiences of those involved in MTB MLE programs in early childhood, primary, secondary, tertiary and adult education from numerous settings in the Asia-Pacific region. This book provides readers with a detailed overview of MTB MLE, with a clear and insightful portrayal of the complex nature of policy and practice in both more accommodating and less accommodating sociopolitical environments.
This book explores the benefits and challenges of mother tongue-based multilingual education in numerous settings in the Asia-Pacific region. Centered on the experiences of the language communities concerned, it offers insights into the complex nature of language policy and practice in both more and less accommodating sociopolitical environments.
Contributors
Suwilai Premsrirat and David Hirsh: Introduction
Part 1: Implementing Multilingual Education
Chapter 1. Susan Malone: Mother Tongue-Based Multilingual Education: Rationale, Purpose and Process in Asia and the Pacific
Chapter 2. Joseph Lo Bianco: An Idea Whose Time Has Come? Multilingual Education in Asia Pacific
Chapter 3. Muhammad Zaman Sagar and Susan Malone: Establishing Multilingual Education Programs in Non-Dominant Language Communities
Chapter 4. Dennis Malone and Erona Paschal Matti: Implementing Multilingual Education: The Parkari Community Development Program
Part 2: Pedagogy in Multilingual Education
Chapter 5. Sheldon F. Shaeffer: Mother Tongue and Early Childhood Care and Education: Synergies and Challenges
Chapter 6. Suwilai Premsrirat and Dennis Malone: Multilingual Education in Primary Grades: The Case of the Patani Malay-Thai Multilingual Education Project (Thailand)
Chapter 7. Ashley South, Emily Stenning and Tim Schroeder: Multilingual Education: Politics and Pedagogy: A Case Study on Myanmar’s Ethnic Education Systems
Chapter 8. Kirk R. Person and Mirinda Burarungrot: Multilingual Education and Teacher Training in Thailand
Part 3: Multilingualism, Literacy Development and Identity
Chapter 9. Susan Malone: Mother Tongue-Based Multilingual Education That Supports Multilingualism and Multiliteracy: Examples from Asia and the Pacific
Chapter 10. Stephen L. Walter and Mirinda Burarungrot: Assessment of Multilingual Education Programs
Chapter 11. Stephen L. Walter: The Impact of Partial Proficiency in the Language of Instruction on Learning Outcomes in Basic Education
Chapter 12. Panadda Pananil and Panadda Rerkplian: Obstacles to Identity Development and the Need for Multilingual Education: A Case Study of Shan Students in Chiang Mai, Thailand
Part 4: Developments in Multilingual Education
Chapter 13. Jessica Ball and Mariam Smith: Developments in Multilingual Education in Cambodia 2000 to 2020
Chapter 14. Kirk R. Person: What’s Next? Future Challenges for the Asia-Pacific Multilingual Education Movement
Specific focus on mother tongue-based approaches as a means to enhance literacy and educational outcomes
Produktdetaljer
Biografisk notat
Suwilai Premsrirat was Emeritus Professor of Linguistics and the Founding Director of the Resource Center for Documentation, Revitalization and Maintenance of Endangered Languages and Cultures, Research Institute for Languages and Cultures of Asia (RILCA) at Mahidol University, Thailand. Her work was dedicated to the study of minority languages, language revitalization and language education.
David Hirsh is Associate Professor at the University of Sydney, Australia. His areas of focus include language revitalization, bilingual education and academic acculturation. Related publications include Endangered Languages, Knowledge Systems and Belief Systems (Peter Lang, 2013) and Language Revitalization: Insights from Thailand (co-edited with Suwilai Premsrirat, Peter Lang, 2018).