Skip to main content
SpringerLink
Log in

Adopting a Multilingual Habitus: What North and South Can Learn from Each Other About the Essential Role of Non-dominant Languages in Education

  • Chapter
  • First Online:
Minority Languages and Multilingual Education

Part of the book series: Educational Linguistics ((EDUL,volume 18))

Abstract

This chapter compares and contrasts research, policy and practice from low-income multilingual countries of the South with findings from bi- and multilingual regions of the North. The focus is on the essential role of non-dominant languages in teaching and learning, and opening our eyes to the monolingual habitus in our perspectives. Terms and concepts are discussed in detail and a multilingual habitus is invoked. After relevant differences between Northern and Southern contexts are distinguished and similarities noted, the discussion moves on to highlight lessons learned in each context and the role of the researcher in promoting dialogue between the two.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Albó, X., and A. Anaya. 2003. Niños Alegres, Libres, Expresivos: La Audacia de la Educación Intercultural Bilingüe en Bolivia [Happy, free, expressive children: The audacity of bilingual intercultural education in Bolivia]. La Paz: UNICEF.

    Google Scholar 

  • Alexander, N. 2003. Language education policy, national and sub-national identities in South Africa (Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Reference study). Strasbourg: Council of Europe. http://www.coe.int/t/dg4/linguistic/source/alexanderen.pdf. Accessed 21 Sep 2012.

  • Alexander, N. 2007a. Some thoughts on the language issue. Newsletter of the Language in Education in Africa Project (LEAP), 14. Cape Town: Project for the Study of Alternative Education in South Africa (PRAESA).

    Google Scholar 

  • Alexander, N. 2007b. The role of African universities in the intellectualisation of African languages. JHEA/RESA Council for the Development of Social Science Research in Africa 5(1): 29–44. http://www.codesria.org/IMG/pdf/4-Alexander-5-1-2007.pdf. Accessed 16 May 2012.

  • Azza, F., with J. Kaameshwary, and M. Khaleel. 2008. Education for all (Mid-decade Assessment: National Report). Male’: Ministry of Education. http://planipolis.iiep.unesco.org/upload/Maldives/Maldives_EFA_MDA.pdf. Accessed 16 May 2012.

  • Benson, C. 2004. Do we expect too much from bilingual teachers? Bilingual teaching in developing countries. In Bilingualism and language pedagogy, ed. J. Brutt-Griffler and M. Varghese, 112–129. Clevedon: Multilingual Matters.

    Google Scholar 

  • Benson, C. 2005. Girls, educational equity and mother tongue-based teaching. Bangkok: UNESCO Bangkok. http://unesdoc.unesco.org/images/0014/001420/142049e.pdf. Accessed 16 May 2012.

  • Benson, C., and K. Kosonen. 2012. A critical comparison of language-in-education policy and practice in four southeast Asian countries and Ethiopia. In Multilingual education and sustainable diversity work from periphery to centre, ed. T. Skutnabb-Kangas and K. Heugh, 111–137. London: Routledge.

    Google Scholar 

  • Bourdieu, P. 1977. Outline of a theory of practice. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Bouwer, L. 2003. The viability of official Malagasy in the language ecology of southern Madagascar with particular reference to the Bara speech community. Ph.D. thesis. Pretoria: University of South Africa.

    Google Scholar 

  • Brock-Utne, B. 2006. Learning through a familiar language versus learning through a foreign language: A look into some secondary school classrooms in Tanzania. In Focus on fresh data on the language of instruction debate in Tanzania and South Africa, ed. B. Brock-Utne, Z. Desai, and M. Qorro, 19–41. Cape Town: African Minds.

    Google Scholar 

  • Brock-Utne, B. 2013. Language and liberation. Language of instruction in mathematics and science in so-called “anglophone” African countries. In Language issues in comparative education: Non-dominant languages and cultures in liberatory educational approaches, ed. C. Benson and K. Kosonen, 77–93. Taipei: Sense.

    Google Scholar 

  • Cenoz, J. 2009. Towards multilingual education. Basque educational research from an international perspective. Clevedon: Multilingual Matters.

    Google Scholar 

  • Cenoz, J., and D. Gorter. 2012. Language policy in education: Additional languages. In The Cambridge handbook of language policy, ed. B. Spolsky, 301–319. Cambridge: Cambridge University Press.

    Chapter  Google Scholar 

  • Chimbutane, F. 2011. Rethinking bilingual education in postcolonial contexts. Clevedon, Avon: Multilingual Matters.

    Google Scholar 

  • Chimbutane, F., and C. Benson. 2012. Expanded spaces for Mozambican languages in primary education: Where bottom-up meets top-down. International Multilingual Research Journal 6(1): 8–21.

    Article  Google Scholar 

  • Council of Europe. 1992. European charter on regional or minority languages. Strasbourg: Council of Europe. http://www.coe.int/t/dg4/education/minlang/textcharter/default_en.asp. Accessed 16 May 2012.

  • Cummins, J. 1981. The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students. A theoretical framework, ed. California State Department of Education, 3–49. Sacramento: CSDE.

    Google Scholar 

  • Cummins, J. 2009. Fundamental psycholinguistic and sociological principles underlying educational success for linguistic minority students. In Social justice through multilingual education, ed. T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, and M. Panda, 19–35. Clevedon: Multilingual Matters.

    Google Scholar 

  • Elorza, I., and I. Muñoa. 2008. Promoting the minority language through integrated plurilingual language planning: The case of the Ikastolas. Language, Culture and Curriculum 21(1): 85–101.

    Article  Google Scholar 

  • Etxeberria, F., and K. Elosegi. 2008. Basque, Spanish and immigrant minority languages in the Basque school. Language, Culture and Curriculum 21: 69–84.

    Article  Google Scholar 

  • European Commission. 2008. Multilingualism: An asset for Europe and a shared commitment. Brussels: Commission of the European Communities. http://ec.europa.eu/languages/documents/2008_0566_en.pdf. Accessed 16 May 2012.

  • García, O. 2009. Bilingual education in the twenty first century: A global perspective. West Sussex: Wiley-Blackwell.

    Google Scholar 

  • García, O., L. Bartlett, and J.A. Kleifgen. 2007. From biliteracy to pluriliteracies. In Handbook of applied linguistics, vol. 5, ed. P. Auer and W. Li, 207–228. Berlin: Mouton de Gruyter.

    Google Scholar 

  • Genesee, F. 1987. Learning through two languages. Rowley: Newbury House.

    Google Scholar 

  • Gogolin, I. 2002. Linguistic and cultural diversity in Europe: A challenge for educational research and practice. ECER keynote. European Educational Research Journal 1(1): 123–138.

    Article  Google Scholar 

  • Hélot, C. 2008. Penser le bilinguisme autrement. In Penser le bilinguisme autrement, ed. C. Hélot, B. Benert, S. Ehrhart, and A. Young, 9–27. Frankfurt am Main: Peter Lang.

    Google Scholar 

  • Heugh, K. 2011. Theory and practice-language education models in Africa: Research, design, decision-making and outcomes. In Optimising learning, education and publishing in Africa: The language factor. A review and analysis of theory and practice in mother-tongue and bilingual education in Sub-Saharan Africa, ed. A. Ouane and C. Glanz, 105–156. Hamburg: UNESCO UIL/Tunis: ADEA. http://unesdoc.unesco.org/images/0021/002126/212602e.pdf. Accessed 16 May 2011.

  • Heugh, K., C. Benson, B. Bogale, and M. Gebre Yohannes. 2007. Final report: Study on medium of instruction in primary schools in Ethiopia (Research report). Addis Ababa: Ministry of Education.

    Google Scholar 

  • Heugh, K., C. Benson, B. Bogale, and M. Gebre Yohannes. 2012. Implications for multilingual education: Student achievement in different models of education in Ethiopia. In Multilingual education and sustainable diversity work. From periphery to centre, ed. T. Skutnabb-Kangas and K. Heugh, 239–262. London: Routledge.

    Google Scholar 

  • Hornberger, N. (ed.). 2008. Can schools save indigenous languages? Policy and practice on four continents. Basingstoke: Palgrave Macmillan.

    Google Scholar 

  • Kosonen, K. 2010. Ethnolinguistic minorities and non-dominant languages in mainland southeast Asian language-in-education policies. In Education, language, and economics: Growing national and global dilemmas, ed. A.G. MacLeans and S. Majhanovich, 73–88. Rotterdam: Sense Publishers.

    Google Scholar 

  • Lewis, M.P. (ed.). 2009. Ethnologue: Languages of the world, 16th ed. Dallas Tex: SIL International. http://www.ethnologue.com/show_country.asp?name=madagascar rand, http://www.ethnologue.com/show_country.asp?name=mv. Accessed 16 May 2012.

  • López, L.E. 2006. Cultural diversity, multilingualism and indigenous education in Latin America. In Imagining multilingual schools. Languages in education and glocalization, ed. O. García, T. Skutnabb-Kangas, and M. Torres-Guzmán, 238–261. Clevedon: Multilingual Matters.

    Google Scholar 

  • New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66: 60–92.

    Google Scholar 

  • Noorlander, J. 2008. The highland community education program. Presentation at the 2nd international conference on language development, language revitalisation and multilingual education in ethnolinguistic communities, Bangkok, 1–3 July 2008. http://www.docstoc.com/docs/49317051/THE-HIGHLAND-COMMUNITY-EDUCATION-PROGRAM-Jan-Noorlander-and-CARE. Accessed 16 May 2012.

  • OECD. 2010. Closing the gap for immigrant students: Policies, practice and performance. In OECD reviews of Migrant Education. Paris: OECD. http://www.oecd.org/document/53/0,3343,en_2649_39263231_44870901_1_1_1_1,00.html (Sweden report at http://www.oecd.org/dataoecd/45/40/44862803.pdf). Accessed 16 May 2012.

  • Plüddemann, P.D., P. Braam, G. Extra Broeder, and M. October. 2004. Language policy implementation and language vitality in Western Cape primary schools (PRAESA occasional papers no. 15). Cape Town: PRAESA. http://www.praesa.org.za/occasional-paper-15-language-policy-implementation-and-language-vitality-in-western-cape-primary-schools/#.UByIHva.

  • Prah, K.K. 2008. Language, literacy and knowledge production in Africa. In Encyclopedia of language and education, 2nd ed, ed. B. Street and N. Hornberger, 29–39. New York: Springer.

    Google Scholar 

  • Royal Thai Embassy. 2010. Opening speech by Mr. Abhisit Vejjajiva, Prime Minister of the Kingdom of Thailand, at the International conference on language, education and the millennium development goals, Twin Towers Hotel, Bangkok, 9 Nov 2010. http://www.thaiembassy.sg/announcements/opening-speech-by-mr-abhisit-vejjajiva-prime-minister-of-the-kingdom-of-thailandat-%E2%80%9Cin. Accessed 16 May 2011.

  • SEAMEO. 2010. The role of MLE in early childhood care and development programmes and in the successful transition to Primary School. Keynote speech by Ms. Kirsty Sword Gusmão (Chair of Timor-Leste National Commission for UNESCO, Chair of National Education Commission, Chair of Alola Foundation, Goodwill Ambassador for Education, Democratic Republic of Timor-Leste) at the International conference on language, education and the millennium development goals, Twin Towers Hotel, Bangkok, 9 Nov 2010. Bangkok.http://www.seameo.org/LanguageMDGConference2010/doc/presentations/day1/KirstySwordGusmao-sn.pdf. Accessed 16 May 2012.

  • Skutnabb-Kangas, T. 2000. Linguistic genocide in education – Or worldwide diversity and human rights? Mahwah: Lawrence Erlbaum.

    Google Scholar 

  • Swain, M., and S. Lapkin. 1991. Additive bilingualism and French immersion education: The roles of language proficiency and literacy. In Bilingualism, multiculturalism, and second language learning: The McGill conference in honour of Wallace E. Lambert, ed. A.G. Reynolds, 203–216. Hillsdale: Lawrence Erlbaum.

    Google Scholar 

  • UNESCO. 2000. The Dakar framework for action. Education for all: Meeting our collective commitments. Adopted by the World Education Forum. Dakar, Senegal, 26–28 Apr 2000. Including six regional frameworks for action. Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001211/121147e.pdf. Accessed 16 May 2012.

  • UNESCO. 2003. Education in a multilingual world (UNESCO education position paper). Paris: UNESCO. http://unesdoc.unesco.org/images/0012/001297/129728e.pdf. Accessed 16 May 2012.

  • UNESCO. 2010. International conference on language, education and the Millennium Development Goals (MDGs). Bangkok: UNESCO, RILCA, SIL, UNICEF, SEAMEO, CARE, Save the Children, Royal Thai Institute, AIT and ASPABAE, 9–11 Nov 2010. http://www.unescobkk.org/education/news/article/international-conference-on-language-education-and-the-millennium-development-goals-3rd-announcem/. Accessed 16 May 2012.

  • Wiley, T., and W. Wright. 2004. Against the undertow: Language minority education policy and politics in the ‘age of accountability’. Education Policy 18(1): 142–168.

    Article  Google Scholar 

  • Wirén, E. 2009. Mother tongue tuition for foreign background students – What does it mean for their learning? Results and implications from a Swedish study. Brussels: CIDREE/DVO Consortium of Institutions for Development and Research in Education in Europe. http://modersmal.skolverket.se/engelska/images/stories/engelska/Mother_tongue_tuition_CIDREE_Yearbook_09.pdf. Accessed 16 May 2012.

  • World Bank. 2007. Development results in middle-income countries. An IEG evaluation of the World Bank’s support. Washington, DC: World Bank. http://siteresources.worldbank.org/EXTMIDINCCOUN/Resources/MIC_evaluation.pdf. Accessed 16 May 2012.

  • Zalbide, M., and J. Cenoz. 2008. Bilingual education in the Basque Autonomous Community: Achievements and challenges. In Teaching through Basque. Achievements and challenges, ed. J. Cenoz, 5–20. Clevedon: Multilingual Matters.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Independent Consultant in Educational Language Issues, Connecticut, USA

    Carol Benson

Authors
  1. Carol Benson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Carol Benson .

Editor information

Editors and Affiliations

  1. Dept. of Theory & Hist. of Education, University of the Basque Country UPV/EHU - IKERBASCQUE, Donostia-San Sebastian, Spain

    Durk Gorter

  2. Dept. of Philoogy & Language Teaching, Public University of Navarre Campus de Arrosadia, Irunea-Pamplona, Spain

    Victoria Zenotz

  3. Dept. of Research Methods in Education,, University of the Basque Country UPV/EHU, Donostia-San Sebastian, Spain

    Jasone Cenoz

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Dordrecht

About this chapter

Cite this chapter

Benson, C. (2014). Adopting a Multilingual Habitus: What North and South Can Learn from Each Other About the Essential Role of Non-dominant Languages in Education. In: Gorter, D., Zenotz, V., Cenoz, J. (eds) Minority Languages and Multilingual Education. Educational Linguistics, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7317-2_2

Download citation

Publish with us

Policies and ethics

Search

Navigation