ABSTRACT
This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
TABLE OF CONTENTS
chapter |10 pages
Introduction
part |144 pages
Language-in-Education Policy across Cultural and Historical Contexts
chapter |17 pages
‘El Niño Debe Aprender En Su Idioma'
chapter |19 pages
The Formation of Language Values and Educational Language Policy Beliefs among Teacher Educators in Ghana
chapter |17 pages
Language Education and Nationhood in Morocco
chapter |20 pages
Navigating Contested Space, Time, and Position
chapter |22 pages
Can Sociocultural Gains Sustain Bilingual Education Programs in Postcolonial Contexts?
chapter |9 pages
Discussant's Response to Section 1
part |84 pages
The Making and Remaking of Policy in Local School and Classroom Contexts