(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.
