Social Justice Through Multilingual Education (Linguistic Diversity and Language Rights)

408 Pages·2009·1.97 MB·English

by  Tove Skutnabb-Kangas

Social Justice Through Multilingual Education
LINGUISTIC DIVERSITY AND LANGUAGE RIGHTS
Series Editor: Tove Skutnabb-Kangas, Roskilde University,Denmark
Consulting Advisory Board:
François Grin, Université de Genève, Switzerland
Kathleen Heugh, University of South Australia, Adelaide
Miklós Kontra, Linguistics Institute, Hungarian Academy of Sciences, Budapest
Masaki Oda, Tamagawa University, Japan
The series seeks to promote multilingualism as a resource, the maintenance of
linguistic diversity, and development of and respect for linguistic human rights
worldwide through the dissemination of theoretical and empirical research. The
series encourages interdisciplinary approaches to language policy, drawing on
sociolinguistics, education, sociology, economics, human rights law, political science,
as well as anthropology, psychology and applied language studies.
Full details of all the books in this series and of all our other publications can
be found on http://www.multilingual-matters.com, or by writing to Multilingual
Matters, St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
LINGUISTIC DIVERSITY AND LANGUAGE RIGHTS
Series Editor: Tove Skutnabb-Kangas
Social Justice Through
Multilingual Education
Edited by
Tove Skutnabb-Kangas, Robert Phillipson,
Ajit K. Mohanty and Minati Panda
MULTILINGUAL MATTERS
Bristol • Buffalo • Toronto
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Social Justice Through Multilingual Education/Edited by Tove Skutnabb-Kangas,
Robert Phillipson,
Ajit K. Mohanty and Minati Panda.
Includes bibliographical references and index.
1. Education, Bilingual. 2. Multicultural education. 3. Minorities–Education.
4. Linguistic minorities–Education. I. Skutnabb-Kangas, Tove.
II. Phillipson, Robert. III. Mohanty, Ajit K.
LC3719.S625 2009
370.117–dc22 2009017381
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-84769-190-3 (hbk)
ISBN-13: 978-1-84769-189-7 (pbk)
Multilingual Matters
UK: St Nicholas House, 31-34 High Street, Bristol BS1 2AW, UK.
USA: UTP, 2250 Military Road, Tonawanda, NY 14150, USA.
Canada: UTP, 5201 Dufferin Street, North York, Ontario M3H 5T8, Canada.
Copyright © 2009 Tove Skutnabb-Kangas, Robert Phillipson, Ajit K. Mohanty, Minati Panda
and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means
without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural,
renewable and recyclable products, made from wood grown in sustainable forests. In the
manufacturing process of our books, and to further support our policy, preference is given to
printers that have FSC and PEFC Chain of Custody certifi cation. The FSC and/or PEFC logos
will appear on those books where full certifi cation has been granted to the printer concerned.
Typeset by Datapage International Ltd.
Printed and bound in Great Britain by the Cromwell Press Group
Dedicated to
Joshua Fishman and Debi Prasanna Pattanayak
The book is dedicated to two inspiring pioneer scholars who have
worked ceaselessly to promote multilingual education, Joshua Fishman
andDebiPrasannaPattanayak.Formanyyearstocome,thewisdomthat
these two very fine human beings and friends shared with us will
continue to inspire multilingual education in the service of humanity.
This book builds on their invaluable contribution to creating just multi-
lingual education.

Contents
Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Editors’ Foreword. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xvii
Part 1: Introduction
1 Multilingual Education: A Bridge too Far?
Ajit K. Mohanty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Part 2: Multilingual Education: Approaches and Constraints
2 Fundamental Psycholinguistic and Sociological Principles
Underlying Educational Success for Linguistic
Minority Students
Jim Cummins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
3 Multilingual Education for Global Justice: Issues,
Approaches, Opportunities
Tove Skutnabb-Kangas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
4 Designing Effective Schooling in Multilingual Contexts:
Going Beyond Bilingual Models
Carol Benson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Part 3: Global and Local Tensions and Promises in Multilingual
Education
5 The Tension Between Linguistic Diversity and
Dominant English
Robert Phillipson. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
6 Literacy and Bi/multilingual Education in Africa:
Recovering Collective Memory and Expertise
Kathleen Heugh. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
7 Empowering Indigenous Languages (cid:1) What can be
Learned from Native American Experiences?
Teresa L. McCarty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125
8 Education, Multilingualism and Translanguaging in the
21st Century
Ofelia Garcı´a. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .140
9 Privileging Indigenous Knowledges: Empowering
Multilingual Education in Nepal
David A. Hough, Ram Bahadur Thapa Magar and
Amrit Yonjan-Tamang . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159
vii
viii SocialJusticeThroughMultilingualEducation
10 The Caste System Approach to Multilingualism in
Canada: Linguistic and Cultural Minority Children in
French Immersion
Shelley K. Taylor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177
(cid:1)
Part 4: Multilingual Education in Theory and Practice Diversity in
Indigenous/Tribal Experience
11 The Contribution of Post-colonial Theory to Intercultural
Bilingual Education in Peru: An Indigenous Teacher
Training Programme
Susanne Jacobsen Pe´rez . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .201
12 Reversing Language Shift Through a Native Language
Immersion Teacher Training Programme in Canada
Andrea Bear Nicholas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220
13 The Ethnic Revival, Language and Education of the
Sa´mi, an Indigenous People, in Three Nordic Countries
(Finland, Norway and Sweden)
Ulla Aikio-Puoskari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
14 Hundreds of Home Languages in the Country and many
in most Classrooms: Coping with Diversity in Primary
Education in India
Dhir Jhingran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .263
15 Overcoming the Language Barrier for Tribal Children:
Multilingual Education in Andhra Pradesh
and Orissa, India
Ajit K. Mohanty, Mahendra Kumar Mishra, N. Upender Reddy
and Gumidyala Ramesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283
Part 5: Analysing Prospects for Multilingual Education to Increase
Social Justice
16 Language Matters, so does Culture: Beyond the Rhetoric
of Culture in Multilingual Education
Minati Panda and Ajit K. Mohanty. . . . . . . . . . . . . . . . . . . . . . . .301
17 Multilingual Education Concepts, Goals, Needs and
Expense: English for all or Achieving Justice?
Tove Skutnabb-Kangas, Robert Phillipson, Minati Panda
and Ajit K. Mohanty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .345
Subject index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Person index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contributors
Ulla Aikio-Puoskari, University of Oulu, Giellagas Institute and Uni-
versityofLapland,ArcticGraduateSchool,Finland.UllaAikio-Puoskari
hasanMAinSocialSciencesandisaPhDstudentofUniversityofOulu,
GiellagasInstitute,withSa´miCultureasthemajorsubject.Since1997,she
hasheldapermanentpositionastheEducationalSecretaryandDirector
of the Office on Education and Instructional Materials for the Sa´mi
Parliament in Finland. She has published widely on the status and
position of Sa´mi Education in Nordic Countries, on Linguistic Human
Rights and Sa´mi Language in school.
Andrea Bear Nicholas, Maliseet (Tobique First Nation) is the Endowed
Chair in Native Studies, at St. Thomas University, in Fredericton, New
Brunswick, Canada. Professor Bear Nicholas has published on the
subjects of Aboriginal women, treaty rights, First Nations history,
education, oral traditions and language survival. With her husband
Darryl Nicholas, she has edited a huge collection of Maliseet oral
traditions for publication, and is currently researching and compiling a
series of community histories in the Maliseet language. She regularly
serves as an expert witness in Aboriginal and treaty rights cases, and
with Dorothy Lazore, one of the founders of the Mohawk Immersion
Program, she has developed a unique, certificate program in native
language immersion teacher-training at St. Thomas University.
Carolyn J. (Carol) Benson is currently based at the Centre for Teaching
and Learning at Stockholm University, Sweden, where she designs and
facilitates courses in university pedagogy. Benson consults frequently in
mother tongue-based education in multilingual countries, and has
experience in the Americas (Argentina, Bolivia, Dominican Republic,
Guatemala, Mexico and the USA), Europe (Sweden and Spain), Asia
(Laos and Vietnam) and Africa (Angola, Cape Verde, Ethiopia, Guinea-
Bissau, Guinea-Conakry, Mozambique, Niger, Nigeria, Sierra Leone and
South Africa). Benson’s research interests include examining the unique
talents of students and teachers from bi- or multilingual contexts,
determiningeffectiveimplementationstrategiesformothertongue-based
schooling, and exploring how use of the mother tongue may facilitate
girls’ education.
Jim Cummins is a Canada Research Chair in the Department of
Curriculum, Teaching and Learning of the Ontario Institute for Studies
ix