[lg policy] bibitem: Multilingual language policy and school linguistic practice: globalization and English-language teaching in India, Singapore and South Africa

[Harold Schiffman]

Multilingual language policy and school linguistic practice:
globalization and English-language teaching in India, Singapore and
South Africa
Authors: Nancy Hornberger a;Viniti Vaish b
Affiliations:    a Graduate School of Education, University of
Pennsylvania, Philadelphia, PA, USA
 b Centre for Research in Pedagogy and Practice, National Institute, Singapore

DOI: 10.1080/03057920802469663
Publication Frequency: 6 issues per year
Published in:  Compare: A Journal of Comparative and International
Education, Volume 39, Issue 3 May 2009 , pages 305 - 320
First Published: May 2009
Previously published as: Compare: A Journal of Comparative Education
(0305-7925, 1469-3623) until 2009

To cite this Article: Hornberger, Nancy andVaish, Viniti (2009)
'Multilingual language policy and school linguistic practice:
globalization and English-language teaching in India, Singapore and
South Africa', Compare: A Journal of Comparative and International
Education, 39:3, 305 - 320


Abstract
This paper explores tensions in translating multilingual language
policy to classroom linguistic practice, and especially the
paradoxical role of and demand for English as a tool of decolonization
for multilingual populations seeking equitable access to a globalizing
economy. We take an ecological and sociolinguistic approach, depicting
tensions between multilingualism and English across three national
cases, at both policy and classroom level. Despite India's egalitarian
Three Language Formula (TLF) of 1968, many Indian children are being
educated in a language which is not their mother tongue. Singapore's
bilingual education policy with English medium of instruction and
mother tongues taught as second languages nevertheless leaves the
linguistic capital of multilingual children who speak a pidginized
variety of English called 'Singlish' out of the equation, since the
school medium is standard English. South Africa's Constitution of 1993
embraces multilingualism as a national resource, raising nine major
African languages to national official status alongside English and
Afrikaans, yet with the freedom of movement accompanying the
dismantling of apartheid, large numbers of African language-speaking
parents seek to place their children in English-medium instructional
contexts. Given the push for English and simultaneous official valuing
of multilingualism in all three cases, we briefly consider
illustrative classroom examples and argue that multilingual classroom
practices can be a resource through which children access Standard
English while also cultivating their own local languages.

Keywords: globalization; language in education policy; medium of
instruction; continua of biliteracy

download entire article at:
http://www.informaworld.com/smpp/section?content=a905333362&fulltext=713240928

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