Unit 3: Language Ideology and Language Policy - (Language Society & Power) M. Ed. Second Semester

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(Credit Hour: 12)

 

3.1 Understanding language ideology 

Language ideology refers to the beliefs and attitudes about language that shape how language is used, perceived, and valued in a particular society. These ideologies can be conscious or unconscious, and they can influence language policy, language education, and the way people use language in different settings. Examples of language ideologies include the belief that certain languages or dialects are superior to others, or the idea that certain language practices are more "correct" or "proper" than others. Understanding language ideology can help us to understand why certain languages or dialects are privileged over others and how this can perpetuate social inequality.

·      Language ideology refers to beliefs and attitudes about language in a society

·      These ideologies shape how language is used, perceived and valued

·      Can be conscious or unconscious

·      Can influence language policy, education and the way people use language in different settings

·      Examples include the belief that certain languages or dialects are superior to others

·      Understanding language ideology can help to understand how it perpetuates social inequality.

 

Language ideologies can manifest in various ways, including through language policies and laws, language education programs, and the way language is used in different settings. For example, some countries have official languages that are privileged over others, and this can lead to linguistic marginalization for speakers of non-official languages. Similarly, some languages may be taught in schools while others are not, which can affect speakers' ability to access education and economic opportunities.

 

Language ideologies can also shape how people use language in different settings. For example, some people may believe that certain dialects or languages are more "proper" or "educated," and this can lead to stigmatization for speakers of those languages or dialects. Similarly, people may have beliefs about what is "good" or "bad" language use, and this can influence how they evaluate and respond to different language practices.

 

Language ideologies can also be related to issues of power and social inequality. For instance, dominant groups may impose their linguistic norms on non-dominant groups, which can lead to linguistic imperialism. Additionally, language ideologies can be used to justify discrimination or marginalization of certain groups, and it can be used as a tool of oppression.

 

It's important to understand the role of language ideologies in shaping our thoughts, perceptions, and behavior towards language and the people who speak them. By recognizing the ways that language ideologies can perpetuate social inequality, we can work to create more equitable and inclusive language policies, education programs, and ways of using language.

 

3.2 Organization of language ideology 

Language ideology is often organized around certain key themes or concepts. Some of these include:

1.    Standardization: The belief that there is a "correct" or "proper" way to use a language, and that this standard should be promoted and upheld. This can lead to the marginalization of non-standard varieties of a language, such as dialects or non-native speaker's accent.

2.    Linguistic imperialism: The idea that certain languages or dialects are superior to others and should be imposed on non-dominant groups, often through language education or other forms of linguistic governance.

3.    Language and identity: The belief that language is closely tied to one's identity and that certain languages or dialects are associated with certain groups of people. This can lead to linguistic stereotyping and discrimination.

4.    Language and power: The idea that language can be used as a tool of power, both to oppress non-dominant groups and to assert dominance over them.

5.    Multilingualism: The recognition that multiple languages and dialects can coexist and have equal value in a society.

6.    Language education: The way language is taught and learned in schools and other formal settings, which can shape people's beliefs about language and their ability to use it.

Understanding these themes and concepts can help us to analyze and critique different language ideologies and the ways in which they shape our thoughts and actions towards language.

 

3.3 Types of language ideology 

There are many different types of language ideologies, and they can vary depending on the context and the society in question. Some common types of language ideologies include:

1.    Prescription: This type of language ideology promotes the idea that there is a "correct" or "proper" way to use language, and that deviations from this standard should be discouraged or corrected. This type of ideology can be seen in language education and in language usage guides.

2.    Elitism: This type of ideology values certain languages or dialects over others, often based on their perceived prestige or social status. This can lead to stigmatization of non-elite languages or dialects and can perpetuate social inequality.

3.    Nationalism: This type of ideology emphasizes the importance of a national language as a marker of national identity. This can lead to the promotion of a national language over others, and to the suppression of minority languages.

4.    Multiculturalism: This type of ideology promotes the value of linguistic and cultural diversity and recognizes the right of different linguistic and cultural groups to maintain and develop their languages.

5.    Language rights: This type of ideology argues that individuals and communities have a right to use their own language, and that linguistic diversity should be respected and protected.

6.    Language as a tool of oppression: This type of ideology recognizes that language can be used as a tool of power, and that dominant groups may use language to marginalize or oppress non-dominant groups.

These are just a few examples of the many different types of language ideologies that can exist in a society. It's important to be aware of the different ideologies that shape our thoughts and actions towards language and to be mindful of the ways in which these ideologies can perpetuate social inequality.

 

3.3.1 Standard language ideology 

Standard language ideology is a type of language ideology that promotes the idea that there is a "correct" or "proper" way to use a language, and that deviations from this standard should be discouraged or corrected. This type of ideology often centers around the standard language, which is considered to be the most prestigious and correct variety of a language, often based on its historical, cultural or literary prestige.

Standard language ideology can be seen in language education programs, where the standard language is often taught as the only "correct" form of the language. This can lead to the marginalization of non-standard varieties of the language, such as dialects or non-native speaker's accent, and can perpetuate social inequality.

This type of language ideology can also be observed in language usage guides, dictionaries, and grammars that prescribe the "correct" way to use the language and to describe the difference between "correct" and "incorrect" language.

Standard language ideology can also be seen in the media, where standard language is often privileged over non-standard varieties, and in the workplace, where the use of standard language may be seen as a marker of professionalism and competence.

It's important to recognize that standard language ideology is not necessarily based on objective linguistic facts but rather on social and historical constructions that have been imposed by the dominant groups in a society. By recognizing the ways in which standard language ideology can perpetuate social inequality, we can work to create more equitable and inclusive language policies, education programs, and ways of using language.

 

3.3.2 Language purism 

Language purism is a type of language ideology that promotes the idea that a language should be kept pure or free from foreign influences. This type of ideology often centers around the idea that a language should be protected from the influences of other languages, dialects, or neologisms and that these influences are harmful to the language.

 

Language purism can manifest in different ways. For example, some purists may advocate for the use of "pure" or "archaic" forms of a language, while others may advocate for the exclusion of words borrowed from other languages. Some purists may also advocate for the use of only "correct" or "standard" forms of a language.

 

Language purism can be seen in language education programs, where the "pure" or "correct" form of the language is often taught as the only form of the language. This can lead to the stigmatization of non-standard varieties of the language and can perpetuate social inequality.

 

Language purism can also be seen in language policies and laws, where efforts are made to protect a language from foreign influences. This can lead to the suppression of minority languages or dialects and can perpetuate linguistic imperialism.

 

3.3.3 Linguistic nationalism 

Linguistic nationalism is a term used to describe a person or group who advocates for the use, promotion, and preservation of a specific language or dialect, often in the context of political or cultural identity. This may involve advocating for official recognition of the language, promoting its use in education and government, and working to protect it from being supplanted by other languages. Linguistic nationalism can also include the belief that a specific language is superior to others and should be imposed on others.

Linguistic nationalism is a form of cultural nationalism that focuses on language as a marker of national identity. This can manifest in various ways, such as promoting the use of a specific language in government, education, and other public institutions, or in advocating for the recognition of a specific language as an official language of a country or region.

For example, in multilingual countries, linguistic nationalists may push for one language to be used as the primary language of government and education, while other languages are relegated to a secondary status. This can lead to discrimination against speakers of minority languages and can also be used as a tool for suppressing dissent or marginalizing certain groups.

Linguistic nationalists may also promote the idea that their language is superior to others, and that it should be imposed on others, whether they speak it or not. This can lead to forced assimilation and the suppression of minority languages and cultures.

However, linguistic nationalism can also be used as a positive force to preserve endangered languages and cultures. It can be used to promote education in endangered languages and to help speakers of minority languages to maintain and pass on their linguistic heritage.

In summary, linguistic nationalism can have both positive and negative effects, depending on how it is implemented and the motives behind it.

 

3.3.4 Mother tongue ideology 

Mother tongue ideology is the belief that individuals should learn and use their first language, also known as their "mother tongue," in educational and cultural settings. This ideology emphasizes the importance of preserving and promoting linguistic and cultural diversity, as well as the potential cognitive and social benefits of learning in one's first language. It is often used as an argument for bilingual or multilingual education programs.

Mother tongue ideology is the belief that individuals should learn and use their first language, also known as their "mother tongue," in educational and cultural settings. This ideology emphasizes the importance of preserving and promoting linguistic and cultural diversity, as well as the potential cognitive and social benefits of learning in one's first language. It is often used as an argument for bilingual or multilingual education programs.

Advocates of mother tongue education argue that children learn best when they are taught in their first language, as it allows them to develop a deep understanding of the language and culture. This can lead to better academic performance, as well as stronger cognitive development, such as improved problem-solving skills and critical thinking abilities.

Additionally, mother tongue education is seen as a way to preserve linguistic and cultural heritage, as it allows children to maintain a connection to their linguistic and cultural roots. This can be especially important for minority language communities, which may otherwise risk losing their language and culture over time.

While mother tongue education has many potential benefits, it is important to note that it is not without its challenges. For example, some minority language communities may not have enough resources or qualified teachers to provide education in their language. Additionally, in a multilingual society, it may be difficult to provide education in every language spoken by students.

 

Therefore, it is important to carefully consider the benefits and challenges of mother tongue education when planning educational programs and policies.

 

3.3.5 Neoliberal language ideology 

Neoliberal language ideology is the belief that individual choice and market-based principles should govern language use and education. This ideology emphasizes the importance of learning a dominant or "global" language, such as English, for economic and social advancement, and often promotes the idea that individuals should be responsible for their own language learning. Neoliberal language ideology is closely tied to broader neoliberal economic policies, which promote free market principles and minimize the role of government in regulating economic and social affairs.

Proponents of neoliberal language ideology argue that learning a dominant language, such as English, is necessary for individuals to participate in the global economy and access job opportunities. They also argue that learning a dominant language can improve social mobility and help individuals succeed in a globalized world.

Critics of neoliberal language ideology argue that it can lead to the marginalization of minority languages and cultures, and that it can put pressure on individuals to conform to dominant linguistic and cultural norms. Additionally, some argue that it can perpetuate existing power imbalances, as those who already speak the dominant language may have an advantage in the job market and other areas of life.

It's important to note that neoliberal language ideology is not only a belief but also a practice in many countries, where the state and private sectors have been promoting the use of a dominant language to the detriment of minority languages, which are often seen as a hindrance to the economic development of the country.

 

3.4 Language policy and planning 

Language policy and planning refers to the deliberate actions taken by governments, organizations, and other groups to shape the use and status of languages within a society. This can include official recognition of languages, language education policies, and language-related legislation.

Language policy can be divided into two main categories: corpus planning and status planning. Corpus planning focuses on the practical aspects of language use, such as orthography, vocabulary, and grammar. Status planning, on the other hand, focuses on the social and political aspects of language, such as official recognition, language education, and language rights.

One example of language policy and planning is the establishment of an official language. This can be used to promote national unity and to facilitate communication between different groups within a society. However, it can also lead to the marginalization of minority languages and cultures.

Another example is language education policy, which determines the languages that are taught in schools and the methods used to teach them. This can have a significant impact on language proficiency and language maintenance among different groups.

Language policy and planning can also include measures to protect and promote endangered languages, such as language revitalization programs and language rights legislation.

Overall, language policy and planning is an important aspect of language management and can have a significant impact on the language landscape of a society. It can be used to promote linguistic diversity and multilingualism or to suppress minority languages and cultures. Therefore it needs to be developed and implemented with great care and attention to the needs of different groups in the society.

 

 

3.4.1 Orientations of language in language planning 

Language planning is the process of making decisions and taking actions to shape the use and development of a language or languages within a society. There are several different orientations of language planning that have been proposed, each of which emphasizes different goals and approaches to language planning.

1.    Language Engineering Orientation: This orientation views language as a tool for achieving specific social and economic goals, and emphasizes the use of language planning to create a standard language and promote its use.

2.    Language Development Orientation: This orientation views language as an important resource that can be used to promote social and economic development. It emphasizes the use of language planning to promote literacy, education, and language skills in order to improve economic and social conditions.

3.    Language Maintenance Orientation: This orientation views language as an important cultural and historical resource that should be preserved and protected. It emphasizes the use of language planning to protect endangered languages and promote the use of minority languages in order to preserve linguistic and cultural diversity.

4.    Language Rights Orientation: This orientation views language as a human right, and emphasizes the use of language planning to promote equality and respect for linguistic diversity. It aims to ensure that all individuals have the right to use their own language and have access to education and other services in their language.

Each of these orientations can be used to guide language planning in different situations, and different orientations may be more appropriate for different communities and contexts. It's important to note that these orientations are not mutually exclusive and can overlap in practice.

 

 

3.4.2 Politics of language policy

The politics of language policy refers to the ways in which language is used, manipulated, and contested in the political arena. It encompasses the various actors and interests involved in making decisions about language use and the ways in which these decisions shape the linguistic landscape of a society.

Language policy is often closely tied to issues of nationalism, identity, and power. For example, governments may promote the use of a specific language as a way to assert their authority and create a sense of national unity. Similarly, minority groups may use language as a way to assert their distinct identity and resist assimilation.

Language policy can also be used as a tool for social control, for example by promoting the use of a specific language in education or government in order to marginalize minority languages and cultures.

The politics of language policy can also be shaped by economic and practical considerations, such as the need for a common language for trade and commerce or the need for a specific language for certain professions.

The politics of language policy can also be shaped by conflicts between different groups within a society, such as between ethnic groups or between speakers of different dialects. These conflicts can lead to language-related legislation and policies that favor one group over another.

In summary, the politics of language policy is complex and multifaceted, shaped by a variety of actors and interests. It can be used to promote linguistic diversity and multilingualism, or it can be used to suppress minority languages and cultures. Therefore, it is important that language policy is developed and implemented in a way that is fair, inclusive, and respects the rights of all language communities.

 

 

3.4.3 Approaches to understanding language policy

There are several different approaches to understanding language policy, each of which provides a distinct perspective on the ways in which language policies are developed, implemented, and evaluated.

1.    Top-down approach: This approach views language policy as being primarily developed and imposed by government or other powerful institutions, with little input or participation from marginalized or minority groups.

2.    Bottom-up approach: This approach views language policy as being primarily developed and driven by the needs and preferences of marginalized or minority groups, with little input or participation from government or other powerful institutions.

3.    Elite-driven approach: This approach views language policy as being primarily developed and driven by the preferences and interests of powerful individuals and groups within society, with little input or participation from marginalized or minority groups.

4.    Sociolinguistic approach: This approach views language policy as being shaped by the complex social, historical, and political context in which it is developed. It emphasizes the role of language in shaping social identities and power relations, and the ways in which language policies can be used to reinforce or challenge existing social hierarchies.

5.    Critical approach: This approach views language policy as a form of social regulation that reflects and reinforces dominant ideologies, power relations, and social hierarchies. It emphasizes the ways in which language policies can be used to promote or restrict access to resources and opportunities, and the role of language in shaping social identities and power relations.

Each of these approaches offers unique insights into the ways in which language policies are developed and implemented, and their impact on different groups within society. It's important to consider the different perspectives when analyzing language policy and its implications.

 

Neoclassical 

Neoclassical refers to a style or movement in art, literature, architecture, and other fields that is influenced by the classical art and culture of ancient Greece and Rome. The neoclassical movement emerged in the 18th century as a reaction to the ornate and elaborate styles of the Baroque and Rococo periods, and sought to revive the simplicity, harmony, and proportion of classical art.

In architecture, neoclassicism is characterized by the use of classical elements such as columns, pediments, and symmetrical facades. Buildings designed in this style often feature clean, simple lines and a sense of grandeur and monumentality.

In literature and art, neoclassicism is characterized by a focus on reason, order, and restraint, as well as a return to the ideals and values of classical literature and art. This style was particularly popular during the 18th century Enlightenment, and many neoclassical works celebrated the ideals of reason, liberty, and progress.

In music, Neoclassicism is a 20th-century movement and style, that was a reaction against the emotional excesses and nationalist excesses of late Romanticism. It is characterized by a return to the forms and structures of classical music, such as sonatas, symphonies, and concertos, and a focus on clarity, balance, and discipline in composition.

In summary, neoclassicism is a style or movement characterized by a return to the ideals, forms, and values of classical art and culture, and is marked by a focus on simplicity, harmony, and restraint.

 

Historical-structural (critical)

The historical-structural (critical) approach to understanding language policy is a perspective that views language policy as a product of historical and structural forces that shape society, such as colonialism, capitalism, and imperialism. This approach emphasizes that language policies are not neutral but rather reflect and reinforce dominant ideologies, power relations, and social hierarchies.

From this perspective, language policy is seen as a tool used by those in power to maintain or extend their power over marginalized or minority groups. For example, in the case of colonialism, the imposition of a colonial power's language on the colonized population can be seen as a means of exerting control over their culture and society. Similarly, in capitalist societies, the promotion of a dominant language, such as English, can be seen as a means of promoting economic and social opportunities for those who speak it, while limiting opportunities for those who do not.

The historical-structural approach also highlights the role of language in shaping social identities and power relations. It argues that language policies can be used to construct or reinforce social hierarchies, such as by promoting the use of a dominant language at the expense of minority languages.

From this perspective, It's important to be aware of the historical and structural forces that shape language policy, and to critically analyze the ways in which language policies can be used to reinforce or challenge existing social hierarchies. This approach also emphasizes the need to consider the perspectives and experiences of marginalized or minority groups in the development and implementation of language policies.

 

Ethnographic 

Ethnography is a social science research method used to study and describe the customs, beliefs, and social structures of a particular group or culture. It is a qualitative research method that seeks to understand the culture from the perspective of the people who live within it.

Ethnographic research typically involves spending an extended period of time in the field, living among the people being studied and participating in their daily activities. Ethnographers often use a variety of methods to collect data, such as observation, interviews, and document analysis.

The goal of ethnography is to provide a holistic and emic understanding of a culture, which means understanding it from the perspective of its members. Ethnographers aim to understand the culture's beliefs, values, practices, and social organization and how they are interrelated and how they change over time.

Ethnography is widely used in the fields of anthropology, sociology, and cultural studies, but also in other disciplines such as education, linguistics, and marketing. It can be applied to study a wide range of cultures and groups, from small, isolated communities to large, urban societies.

 

In summary, ethnography is a research method that seeks to understand and describe a culture or group by immersing oneself in the culture and understanding it from the perspective of its members. It is a qualitative research method that uses a variety of data collection techniques and aims to provide a holistic understanding of the culture.

 

3.4.4 Language policy in Nepal

Language policy in Nepal has undergone significant changes over the past few decades, reflecting the country's complex linguistic and cultural diversity, as well as its political and economic development.

Nepal has over 100 different languages spoken within its borders, with Nepali as the official and most widely spoken language. Historically, the government has promoted the use of Nepali as a common language and has used it as a medium of instruction in schools. This policy has been criticized for marginalizing minority languages and cultures, and for placing an undue burden on non-Nepali speakers who are expected to learn Nepali in order to access education and other government services.

In recent years, there have been efforts to address these issues and promote linguistic and cultural diversity in Nepal. The new constitution of Nepal, adopted in 2015, recognizes the country's multilingual and multicultural nature, and guarantees the right to education and other services in one's mother tongue. Additionally, the government has been working to develop and promote the use of minority languages in education and other areas.

Despite these efforts, there are still challenges to implementing a truly inclusive language policy in Nepal. For example, there may not be enough resources or qualified teachers to provide education in all of the languages spoken in the country. Additionally, there are still ongoing debates over what languages should be recognized and promoted, and how best to balance the need to promote a common language while respecting linguistic and cultural diversity.

It is important to note that Nepal has a complex history and present of linguistic, cultural and ethnic diversity and minorities. The language policy should take into account these complexities in order to be truly inclusive and respectful of all its citizens.

 

Language activism 

Language activism is a term used to describe the actions and efforts of individuals or groups who work to promote, preserve, and defend the rights of specific languages or linguistic communities. These efforts can take many forms, from grassroots movements to political lobbying, and can be driven by a wide range of motivations, including cultural preservation, social justice, and political empowerment.

Language activists may work to promote the use of a specific language in education, government, and other public institutions, or to secure official recognition for a language. They may also work to preserve endangered languages and cultures, through efforts such as language revitalization programs and language documentation projects.

Language activists may also advocate for language rights, such as the right to use one's native language in education, the workplace, and in public life. This can include advocating for language education, supporting the use of minority languages in the media, and pushing for multilingual education policies.

Language activism can also be directed at challenging the dominant language and linguistic hierarchies in a society. Activists may work to challenge language discrimination and linguistic marginalization, which often affects marginalized and minority communities.

In summary, language activism is a broad term that encompasses a wide range of actions and efforts aimed at promoting, preserving, and defending the rights of specific languages or linguistic communities. These efforts can be driven by a variety of motivations, including cultural preservation, social justice, and political empowerment.

 

 

History and ideologies 

The history of language activism is closely tied to the history of language policy and planning. Throughout history, languages and linguistic communities have been used as a means of asserting political and cultural power, and language activists have often been at the forefront of efforts to challenge these power dynamics.

In the 19th and early 20th centuries, language activists often focused on issues such as language standardization and language education. For example, in many European countries, language activists worked to establish a standardized version of their language, based on the dialect spoken by the educated elite. In other countries, language activists worked to establish or expand language education in order to promote literacy and national unity.

 

In the mid to late 20th century, language activism increasingly focused on issues of language rights and linguistic diversity. Activists worked to secure official recognition for minority languages and to promote the use of these languages in education and government. They also advocated for language rights, such as the right to use one's native language in the workplace and in public life.

In the last decades, language activism has also focused on issues of linguistic marginalization and discrimination, particularly in multilingual societies. Activists have worked to raise awareness of the negative impact of language policies that privilege certain languages over others, and to promote multilingual education and linguistic diversity.

Ideologies that have motivated language activism have varied over time, and have been influenced by factors such as nationalism, socialism, and civil rights movements. Language activists have been motivated by a desire to preserve cultural heritage and linguistic diversity, to promote social justice and equality, and to empower marginalized linguistic communities.

 

The history of language policy in Nepal is closely tied to the country's political and economic development. Historically, the government has promoted the use of Nepali as the common language, reflecting the influence of the dominant Nepali-speaking group in the country. This policy has been criticized for marginalizing minority languages and cultures, and for placing an undue burden on non-Nepali speakers who are expected to learn Nepali in order to access education and other government services.

In terms of ideologies, the promotion of Nepali as the common language can be seen as reflecting a language engineering orientation, where the government views language as a tool for achieving specific social and economic goals, in this case, creating a standard language and promoting its use. This approach may also reflect a top-down approach, where the government imposes language policy with little input or participation from marginalized or minority groups.

However, in recent years, there have been efforts to address these issues and promote linguistic and cultural diversity in Nepal. The new constitution of Nepal, adopted in 2015, recognizes the country's multilingual and multicultural nature, and guarantees the right to education and other services in one's mother tongue. Additionally, the government has been working to develop and promote the use of minority languages in education and other areas. This approach can be seen as reflecting a language maintenance orientation, where the government views language as an important cultural and historical resource that should be preserved and protected. It also reflects a bottom-up approach, where language policy is primarily driven by the needs and preferences of marginalized or minority groups.

It's important to note that the history and ideologies of language policy are not fixed, but can change over time as society and government's views and priorities change. It's also important to understand that there is always a complexity of factors and actors that influence the language policy, and that there are different perspectives on what would be the best approach to language policy.

In summary, the history of language activism is closely tied to the history of language policy and planning, and has been shaped by a wide range of ideologies and motivations. Activists have worked to promote, preserve, and defend the rights of specific languages and linguistic communities, and have focused on issues such as language standardization, education, and rights, as well as linguistic marginalization and discrimination.

 

 

Mother tongue-based multilingual education

Mother tongue-based multilingual education (MTB-MLE) is an approach to education that emphasizes the use of students' first language, also known as their "mother tongue," as the primary language of instruction, particularly in the early years of schooling. It is based on the belief that individuals learn best when they are taught in their first language, as it allows them to develop a deep understanding of the language and culture. This approach is often used in multilingual or multiethnic societies where students speak different languages at home.

The main goal of MTB-MLE is to ensure that all students have access to quality education, regardless of their linguistic or cultural background. By using the mother tongue as the primary language of instruction, students are able to develop a strong foundation in their first language, which can then be used as a basis for learning additional languages. Additionally, by using the mother tongue, students are able to develop a deeper understanding of the subject matter, which can lead to better academic performance.

MTB-MLE also aims to preserve and promote linguistic and cultural diversity, by recognizing and valuing the diversity of languages spoken by students. It can also help to create a more inclusive and equitable education system, by ensuring that students from minority language communities have access to education in their language.

However, it's important to note that implementing MTB-MLE can be challenging, as it requires a sufficient number of qualified teachers who are fluent in the students' mother tongue, as well as the development of appropriate curriculum and materials. Additionally, in some cases, it may not be possible to provide education in every language spoken by students.

In summary, MTB-MLE is an approach that aims to ensure that all students have access to quality education by using their mother tongue as the primary language of instruction, it's based on the belief that students learn best in their first language and it helps to preserve and promote linguistic and cultural diversity. It's important to consider the benefits and challenges of this approach when planning educational programs and policies.

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