Multilingualism in Education in Indonesia: A Literature Review

Education in many countries of the world takes place in multilingual contexts. This implies a notion that in the education system, there is a diversity of policies and regulations each country takes to determine the kinds of languages used as mediums of instruction to run the education. Bilingual and multilingual educations refer to the use of two or more languages as mediums of instruction. In much of the specialized literature, the two types are subsumed under the term bilingual education (UNESCO, 2003). The term of multilingual education has been firstly used by UNESCO in 1999 in the General Conference Resolution 12 to refer to the use of at least three languages, the mother tongue, a regional or national language and an international language in education (UNESCO, 2003). Multilingual education has also been implemented in Indonesia with regard to its importance and relation to the existing values for future development. This paper aims to examine the picture of multilingual education in Indonesia particularly related to the use of multiple languages in current practices

The role of translanguaging in the multilingual turn: Driving philosophical and conceptual renewal in language education

EN The multilingual turn refers to a recent series of shifts in the core philosophical underpinnings in traditional foreign and second language classroom practice. These changes promote the normalization of processes and practices characteristic of bi/multilingual speakers. This, in turn, has stimulated new ways of teaching and learning in the classroom. The goal of this article is twofold: first to chart the central developments that have led to the emergence of the multilingual turn thus far, and second to provide an account of how classroom translanguaging is fundamental to present and future developments. We present the conceptual framework undergirding the multilingual turn, before providing an overview of traditional tenets of foreign and second language education. We then examine translanguaging and its implications for language education, and end with a presentation of strategies that may facilitate the implementation of the multilingual turn in the additional language classroom

Multilingual Education and Interference: Written Ungrammatical Tag-switching Among Pre-service Teachers of English Language

This research aims to: (1) show the ungrammaticality of pre-service teachers\u27 (Bachelor III students\u27) written tag-switching models and this is disapproving since these subjects are English teachers-to-be. (2) It also tracks tokens of interference of Kirundi, French, Kiswahili and English languages in the Bachelor III students\u27 written tag-switching examples as a result of the Burundian multilingual education system.The study refers to the observation and Testing as suggested respectively by Cohen et al. (2006) and Hughes (2003). The researcher\u27s unstructured observation participated in his review of observational data before suggesting any explanation for the phenomena being observed. The test given helped measure on the one hand those pre-service teachers\u27 achievements of the course objectives and diagnose their strengths and weaknesses on the other hand. The subjects of the study consisted of thirty-six (36) students whose preference was tag-switching in an Exam of Sociolinguistics with the question framed as follows: “Among the different code switching types, choose one and exemplify it with three examples.” The Kuder- Richardson formula 20 (KR-20) and Standard Error Measure (SEM), provided helpful information when having to take decisions about individuals on the basis of their performance in a test such as the one given during this research, (Hughes, ibid:224). The research findings reveal a mismatching between the subjects\u27 level of study and the written tag-switching examples that they gave: after correction done diligently and skilfully, ungrammaticality is a case and it includes the subjects\u27 wrong tense use at the tag level and the occurrence of wrong choice of tenses, aspects and mood (either in Kirundi, French and Kiswahili) in the part before tag level. The cause of these erroneous tag- switching examples is revealed to take source in the multilingual education system operational in Burundi. Keywords: Educational multilingualism, interference, tag-switching and ungrammaticalit

Mother tongue based multilingual education

Working paper education sector analytical and capacity development partnership have information about mother tongue based multilingual education with sub-setions as mother tongue based multilingual education, improved academic achievment, increased efficiency, socio-cultural benefits, introducing the second language, possible obstacles to implementation, and implementing MTB-MLE in Papua

Micro language planning for multilingual education : agency in local contexts

This paper overviews some of the domains of application of micro-level language planning approaches to foster multilingual education. It examines the language planning of local agents and the contexts in which their work contributes to multilingual education, either to expand or limit educational possibilities. It identifies four broad contexts of language planning activity in which local agents work: the local implementation of macro-level policy, contestation of macro-level policy, addressing local needs in the absence of macro-level policy and opening new possibilities for developing multilingualism. These contexts provide a way of framing the contribution that micro language planning work and local agents can make to multilingual education

Понятие "мультилингвальное образование": европейский и освитологический дискурс

У статті уточнено поняття “мультилінгвальна освіта ” з позицій освітніх систем країн Бенілюкс та України. З ’ясовано значення основних підсистем поняття - мультилінгвізм та освіта. Визначено зовнішні та внутрішні чинники, які впливають на розвиток мультилінгвальної освіти. До зовнішніх чинників відносимо: вплив глобалізації на суспільство, соціальний запит на володіння іноземними мовами, соціальна мобільність населення, комплекс історично-культурних чинників. До внутрішніх чинників належать мовний та етнічний склад населення країни, наявність офіційних та державних мов та освітня політика країни.В статье уточнено понятие "мультилингвальное образование" с позиций образовательных систем стран Бенилюкс и Украины. Выяснено значение основных подсистем понятие - мультилингвизм и образование. Определены внешние и внутренние факторы, влияющие на развитие мультилингвального образования. К внешним факторам относим: влияние глобализации на общество, социальный запрос на владение иностранными языками, социальная мобильность населения, комплекс историко-культурных факторов. К внутренним факторам относятся языковой и этнический состав населения страны, наличие официальных и государственных языков и образовательная политика страны.The article specifies the concept of multilingual education in European educological discourse based on its legislative framework and research results of European scholars. European experience of organizing multilingual education is attracting increasing interest due to the absence of its developed legislative provision and means of its implementation into the Ukrainian education system. The aim of this paper is to analyze the core of the concept of multilingual education, to define factors, influencing its quality and effectiveness, as well as tendencies of its further development in Benelux countries and Ukraine. The core of the concept comprises multilingualism and education as its main notions. It is generally accepted by European Commission that the notion “multilingualism” refers to the ability of a person to communicate in several languages, as well as co-existence of several language communities on one territory. The other component of the concept is “education”, which is regarded as an external influence on the process of learning of generalized objective social experience, norms and values. The article studies external and internal factors influencing multilingual education. External factors comprise the influence of globalization on society, a socially justified need for foreign languages acquisition, mobility of population, historical and cultural relations between countries. Internal factors comprise language and ethnic structure of the population, usage of official and state languages, and educational policy of a country. As a result of analysis of legislative framework, scientific discourse, and statistical data, we define multilingual education as a dynamic system, which is a complex of internal and external factors influencing the development of communicative competence in several foreign languages; as well as a process and a result of simultaneous acquisition of several foreign languages. Additionally, this research concludes that notions of bilingual and plurilingual education are recognized as varieties of multilingual education. Based on systematization of the European scientific discourse the following tendencies in the development of multilingual education were identified: increasing requirements to language proficiency, protecting regional and minority languages, diversification of multilingual education, and teacher training to implementation of multilingual education

Maximizing Indigenous Student Learning in the Mainstream with Language and Culture

In this paper, we explore the importance of being conscious of the needs of indigenous students within the education system in order to increase their learning process and decrease their dropout rates. Specifically, we discuss how Mayan language, culture, and ideologies affect the educational outcome of Mayan students in mainstream classes in Guatemalan schools. From this discussion, we highlight the impact that these factors have on both teacher training and the education of the indigenous student population. A simple “teaching to learn—learning to teach” model is explained which discusses the importance of multilingual and multicultural aspects of teacher training and real-life implications in the indigenous student learning process

Language diversity in education : evolving from multilingual education to functional multilingual learning

This chapter argues that multilingual education is not the only way of responding to language diversity at school; indeed, the large number of home languages present in many schools means that it is impossible to implement traditional modes of bi- and multilingual education. We begin by distinguishing between the multilingualism of educational elites, which involves languages that enjoy a high degree of cultural prestige, and the multilingualism of children from immigrant homes, whose languages are often felt to have no educational value. We then consider the arguments advanced in favour of monolingual and multilingual educational models. Proponents of the monolingual model believe that children from immigrant backgrounds should be immersed in the language of schooling; home languages have no role to play at school because they are seen as obstacles to effective acquisition of the majority language. Proponents of bilingual models, on the other hand, argue that education partly in the pupil’s home language provides a more effective basis for learning the language of schooling than immersion, enhances pupils’ self-esteem, and helps to preserve immigrant languages. A review of empirical research shows that there is no knock-down argument in favour of one particular model of language education; clearly, no single model can possibly suit all contexts. We propose that there are three strategies for responding to linguistic diversity at school: a constructive language policy; raising language awareness; and facilitating functional multilingual learning. This last is conceptualised as an alternative to the binary opposition between monolingual and multilingual education: a new pedagogical approach that exploits children’s plurilingual repertoires as didactic capital for learning

‘Multilingual Mindset’:a New Perspective for Student Transition in Higher Education

Student Transition into and out of higher education (HE) is a theme where a lot has been written, explored and analysed. The aim of this opinion piece is to suggest a new pragmatic definition of ‘transition’, based on multilingual approaches to teaching and learning. It will also demonstrate some areas of relevance for this type of theory, providing a novel perspective in monoglot cultures. After reviewing some definitions of transition suggested by existing academic literature, the paper calls for the establishment of a ‘multilingual mindset’ in the field of HE. A ‘multilingual mindset’ could inform theoretical debate on transition, addressing the existing strong trends for the encouragement of Internationalisation in higher education. It recognises those challenges with transition which stem from cultural and linguistic difference and emphasises particularly those which are invisible, or difficult to approach, in monoglot cultures. Accounts of current practice within the scope of a ‘multilingual mindset’, along with personal reflections from a Scottish University perspective, are considered. The paper is written in the hope of providing food for thought, encouraging further experimentation and, perhaps, public exploration and enhancement of this culturally important perspective: that is dealing with Student Transition in Higher Education with a ‘multilingual mindset’