SDG4 necessitates a commitment to inclusive and equitable quality education and, within complex multilingual environments, mother tongue-based multilingual education (MTB-MLE) has been identified as a realistic and... [ view full abstract ]
SDG4 necessitates a commitment to inclusive and equitable quality education and, within complex multilingual environments, mother tongue-based multilingual education (MTB-MLE) has been identified as a realistic and cost-effective approach to meet the needs of learners from non-dominant language communities
Several Asia-Pacific countries have enacted education policies supportive of the right of children from non-dominant language communities to receive early education in their mother tongue. These have contributed towards greater understanding of the inputs and context within which MTB-MLE can be effectively implemented. However, oversimplification and the implications of potential coercive power relations need to be considered.
Governments concerned about deficiencies in their own systems have tended to observe progress in other countries and emulated programmes that are perceived to be effective. However, this has sometimes been at the expense of the specific linguistic, cultural and historical conditions that had shaped their own systems.
Key agents within and outside these nations influence decision making and have the capacity to shape design and delivery of language education initiatives. International agencies and multilateral organisations may have the power to shape policy especially through access to financial investment. In addition, global metrics exert pressures on educational governance and policy making.
The international education and development industry, which aims to improve the opportunities of learners, often from distinct contexts, should critically reflect on these challenges in order that opportunity can be shared more widely to secure the highest standards of education for all young people, regardless of their background.
This paper will assess enablers and constraints in effective policy development for multilingual education in non-dominant language communities and review some major theories, ideologies and issues of education with an eye to the contextual and practical realities of life in schools and other educational institutions.
