Potentially there: unleashing the potential of marginalised multilingual communities

Date:
2013
Publisher:
UKFIET (UK Forum for International Education and Training)
Conference:
12th UKFIET International Conference on Education and Development, Oxford, UK, 10-12 September 2013
Extent:
15 pages
Abstract:
Access and equity are central to the ‘Education for All’ goals. However, the focus of MDG2 on ‘universal primary education’ has, paradoxically, meant that the unique situations of groups using minority languages have largely been ignored and learners continue to be excluded from education because of language. It is, therefore, essential that focus on access to appropriate basic education should not be omitted from post-2015 discussions, and that there is additional focus on expanding access for marginalised multilingual communities. The cost of illiteracy for such communities can be devastating. Communities may be unable to access income or development opportunities, in turn impacting their health and physical well-being. Without the freedom to express their unique identities, learners’ social and emotional well-being suffer, impacting attempts to build diverse, inclusive societies. Strategies are needed to address inequalities in both participation and attainment of learners from marginalised multilingual communities. The extent to which students’ home language and culture shape curriculum appears to impact communities’ involvement in education processes while culturally relevant learning in the early years establishes positive attitudes towards education, improving retention of learners in the formal school system and encouraging greater community participation in other development opportunities. This paper will describe effective practices in working alongside marginalised multilingual communities, focusing on early years education for children from non-dominant language communities. It will describe ways in which appropriate community-based curriculum design, materials development and classroom practices can help to meet post-2015 education goals.
Publication Status:
Published
Content Language:
Work Type:
Subject:
potential
post-2015
MDGs
materials production
marginalised
LEAD
language
inequalities
Education
development
classroom practices
appropriate curriculum design
Nature of Work:
Entry Number:
55496