MULTILINGUALISMS AND DEVELOPMENT
Multilingualisms and Development is the latest in the proceedings of theongoing Language & Development Conference series. This volume bringstogether twenty of the most important presentations from the 11th Language& Development Conference, which took place in New Delhi, India, in 2015.One of the objectives of the conference was that mother-tongue-basedmultilingualism in developing world contexts should not only be describedand its achievements celebrated, but also that it should be subjected tocritical scrutiny and its limits identified. The conference also aimed toexamine the growing phenomenon of low-cost so-called English-mediumeducation establishments serving disadvantaged communities. Additionally,the conference considered whether current work on linguistic super-diversityin the cities of the West has any relevance for the vast urban areas of Asiaand Africa.MULTILINGUALISMS ANDDEVELOPMENTSelected proceedings of the 11th Language &Development Conference, New Delhi, India 2015Edited by Hywel ColemanThese issues and others are explored in the contributions to this book. Thevolume is organised in four parts:ŸŸŸŸMultilingualism, marginalisation and empowermentMother-tongue-based multilingual educationMultilingualism and the metropolisEnglish in a multilingual world.A discussion by Professor D.P. Pattanayak prefaces the collection, while anagenda for further research into multilingualism and development forms anappendix. British Council 2017The British Council is the United Kingdom’s international organisation for cultural relationsand educational opportunities.www.britishcouncil.orgEducational, Scientific9 780863 558405
MULTILINGUALISMS ANDDEVELOPMENTSelected proceedings of the 11thLanguage & Development Conference,New Delhi, India 2015Edited by Hywel Coleman
Multilingualisms and Development(Selected Proceedings of the 11th Language & Development Conference,New Delhi, India, 2015)www.langdevconferences.orgEdited by Hywel ColemanFirst published 2017, British Council 2017 Copyright in individual chapters belongs to their respective authorsand copyright in the volume as a whole belongs to the publisher. Extracts fromthis publication may be reproduced by any method for research and teachingpurposes, but the source must be acknowledged. The ideas and opinionsexpressed in this publication are those of the authors; they are not necessarilythose of the British Council and do not commit the publisher.Published in London by the British CouncilISBN 978-0-86355-840-5
ContentsThe Language & Development Conferences4Acknowledgements6Note on terminology7ForewordAlan Gemmell9Preface: Multilingualism and developmentD.P. Pattanayak11115Development and multilingualism: An introductionHywel ColemanMultilingualism, marginalisation and empowerment352 Language and learning: The challenges of primary education in IndiaRukmini Banerji373Empowerment of the Pashai of Afghanistan through languagedevelopment and multilingual educationMegan Davies4Multilingualism in Africa: Marginalisation and empowermentBirgit Brock-Utne51615 Vernacular languages in an English-dominant education system:Mauritian Creole, Bhojpuri and the politics of ethnicity in multilingualMauritius79Tejshree AuckleMother-tongue-based multilingual education996Multilingual Education for All: Applying an integrated multilingualcurriculum model to low-income contextsCarol Benson1017Comparing the learning and participatory trajectories of Saorachildren in ‘MLE Plus’ and Odia-medium schools in OdishaSakshi Manocha and Minati Panda11511th Language & Development Conference1
8Theoretical assumptions regarding the mind-culture-languagerelationship underlying models of multilingual education inIndia and their impact on resulting practicesShivani Nag9Teachers’ ‘other’ language preferences: A study of themonolingual mindset in the classroomUma Maheshwari Chimirala15110Empowering the marginalised through language supportivepedagogy in Tanzanian secondary educationNoah J. Mtana and Kalafunja M. O-saki16911Unleashing potential in multilingual classrooms: The case of Bastarin Chhattisgarh State, IndiaStanley V. John18112Reviewing multilingual education in NepalPushker Kadel133189Multilingualism and the metropolis20513Translanguaging in the contact zone: Language usein superdiverse urban areasJames Simpson20714The linguistic landscape of New Delhi: A precursor and asuccessor of language policyRamanujam Meganathan22515Mind the gap: ‘Communicative vulnerability’ and the mediation oflinguistic/cultural diversity in healthcare settingsSrikant Sarangi238English in a multilingual world25916Multilingualism, education, English and development:Whose development?Ajit Mohanty26117English in multilingual India: Promise and illusionGiridhar Rao2281MULTILINGUALISMS AND DEVELOPMENT
18Learning English in a low-cost semi-urban English-medium schoolin India: Challenges, interaction patterns and domains of usePadmini Boruah28919Using the first language as a resource in English classrooms:What research from India tells usGeetha Durairajan30720Language policy in rural classrooms: A critical exploration of thepotential of Action Research to transform teachers’ perspectivesand practicesSandra Steiger21Empowering teachers in multilingual communities: Reflections on amentoring project in Malaysian BorneoThomas Kral and Shannon Smith317327Appendix33722339Towards a conference legacy programme: An agenda forresearch and actionHywel ColemanContributors11th Language & Development Conference3513
The Language& DevelopmentConferencesThe Language & Development Conferences take place every two years. Theybring together professionals who share an interest in the roles that languagesplay in development. The conferences address issues of world, national, secondand minority languages in relation to human, social, cultural and economicdevelopment. Details of the conference trustees, sponsors and conferencehosts are available through the Language & Development Conference Serieswebsite at www.langdevconferences.org. All the conference publications canbe accessed at the same website. Additionally, those published by the BritishCouncil can be accessed at www.teachingenglish.org.uk/publications.19931st Language & Development Conference, Bangkok, ThailandTheme: ‘Issues in Language & Development’ 1995Kenny, B. and Savage, W. (eds). 1997. Language and Development:Teachers in a Changing World. London: Longman.2nd Language & Development Conference, Bali, IndonesiaTheme: ‘Language and Communication in Development: Stakeholders’Perspectives’1997 Crooks, T. and Crewes, G. (eds). 1995. Language and Development.Denpasar: Indonesia Australia Language Foundation. Crooks, T. (ed.). 1996. ESP in Southeast Asia. Denpasar: IndonesiaAustralia Language Foundation.3rd Language & Development Conference, Langkawi, MalaysiaTheme: ‘Access, Empowerment, Opportunity’ 1999Abdullah, A., Crocker, T. et al. (eds). 1998. Language in Development:Access, Empowerment, Opportunity. Kuala Lumpur: National Institute ofPublic Administration (INTAN).4th Language & Development Conference, Hanoi, VietnamTheme: ‘Partnership and Interaction in Language & Development’ 4Shaw, J., Lubelska, D. and Noullet, M. (eds). 2000. Partnership andInteraction. Bangkok: Asian Institute of Technology.MULTILINGUALISMS AND DEVELOPMENT
20015th Language & Development Conference, Phnom Penh, CambodiaTheme: ‘Defining the Role of Language in Development’ 2003LoBianco, J. (ed.). 2002. Voices from Phnom Penh: Development andLanguage: Global Influences and Local Effects. Melbourne: LanguageAustralia.6th Language & Development Conference, Tashkent, UzbekistanTheme: ‘Linguistic Challenges to National Development and InternationalCooperation’ 2005Coleman, H., Gulyamova, J. and Thomas, A. (eds). 2005. NationalDevelopment, Education and Language in Central Asia and Beyond.Tashkent: British Council Uzbekistan.7th Language & Development Conference, Addis Ababa, EthiopiaTheme: ‘Language and Development’ 2009Coleman, H. (ed.). 2007. Language and Development: Africa and Beyond.Addis Ababa: British Council Ethiopia.8th Language & Development Conference, Dhaka, BangladeshTheme: ‘Language and Development: Sociocultural Issues and Challenges’ 2011Savage, W. (ed.). 2015. Language and Development: Sociocultural Issuesand Challenges. Published online by the Trustees of the Language &Development Conferences Series.9th Language & Development Conference, Colombo, Sri LankaTheme: ‘Language and Social Cohesion’ 2013Coleman, H. (ed.). 2015. Language and Social Cohesion in the DevelopingWorld. Colombo: British Council and Deutsche Gesellschaft fürInternationale Zusammenarbeit (GIZ) GmbH.10th Language & Development Conference, Cape Town, South AfricaTheme: ‘Opportunity, Equity and Identity Beyond 2015’ 2015McIlwraith, H. (ed.). 2014. The Cape Town Language and DevelopmentConference: Looking beyond 2015. London: British Council.11th Language & Development Conference, New Delhi, IndiaTheme: ‘Multilingualism and Development’ Coleman, H. (ed.). 2017. Multilingualisms and Development. London:British Council.11th Language & Development Conference5
AcknowledgementsThe editor is grateful to the contributors for their enthusiastic participation in thecreation of this book and their willingness to make revisions at short notice. Thanksalso to Angeline Barrett, Edward Bastin, Tony Capstick, Debanjan Chakrabarti, AmyLightfoot, Ajit Mohanty, Giridhar Rao, Ruma Roy, William Savage, Jonathan Shawand Didi Sukyadi for their assistance with the selection of abstracts, selection ofcompleted papers and other aspects of the editing process.6MULTILINGUALISMS AND DEVELOPMENT
Note on terminologyThe contributors to this volume vary in the names that they use to refer to certainlanguages. No attempt to impose consistency is made here. Examples include: language with the ISO 639-3 identifier [ben]: ‘Bangla’ and ‘Bengali’ language with ISO identifier [ory]: ‘Odia’ and ‘Oriya’ language with ISO identifier [srb]: ‘Saora’ and ‘Savara’.Specialists on the subject of super(-)diversity have diverse opinions as to whetherthe spelling of the term should be superdiversity or super-diversity. Their diversity ofpractice is maintained here.11th Language & Development Conference7
8MULTILINGUALISMS AND DEVELOPMENT
ForewordAlan Gemmell OBEDirector, British Council IndiaOn an average day, a person living in Delhi could communicate in at least fourlanguages – Hindi, with Urdu mixed in here and there at home, English at school orin the office, and a regional language such as Bengali or Punjabi on the phone withfriends or family. As a relative newcomer to India, I have found the easy, casual fact ofwidespread multilingualism fascinating. As such, India was a fitting choice to host the11th Language & Development Conference in November 2015, and the British Councilwas delighted to have the honour of playing the role of conference organisers. Afocus on the theme of multilingualism and development was highly appropriate to thecontext.Multilingualism is of course not confined to India. Both the benefits and thechallenges are found around the world, including in the UK. In Scotland alone,over 140 languages are represented by children in school. In London, census datahas shown that more than 100 languages are spoken by residents of 30 out of 33boroughs or areas. In addition, a recent project successfully identified one speaker ofevery world language in London – a fascinating confirmation of the linguistic diversitythat can be represented within a single city.Language acts as a gateway to information, education, healthcare and other services– speakers of dominant languages may sometimes take this for granted. However,there is substantial evidence to show that minority language speakers can bemarginalised – for example as a result of barriers to using technology, the absence ofschools operating in a child’s mother tongue or access to civic amenities, particularlyfor migrant communities.Despite the challenges, language diversity brings vibrancy, culture and variedperspectives to any context and must be celebrated. The need for the activeprotection of multilingualism, and particularly minority languages, is increasinglyclear, as nations and the world aim to forge new connections and integration with theaim of achieving more, together. At the same time, access to learning opportunitiesof dominant languages must be available to all, to ensure equitable access toinformation and learning and the celebration of our diversity.11th Language & Development Conference9
The British Council is known for its work relating to the English language, includingworking with teachers to improve the way that it is taught within education systemsand supporting learners of English directly through our teaching centres, ourcorporate training programmes and our online courses and resources. Our positionis to support the development of English as a skill alongside the development oflearners’ mother tongues and other national languages, to help people achieve morefor themselves and their communities. To this end, we actively support researchinto multilingualism in order to facilitate a shared understanding of what worksand doesn’t work in practice and where there are significant challenges. The 11thLanguage & Development Conference has been a cornerstone of that work in Indiaand we will continue to build on the legacy outcomes and research agenda that isdiscussed in the appendix to this volume.We are hugely grateful for the support of the Language & Development Conferencetrustees and the generous contributions made by our conference partners: the DeenDayal Upadhyay Grameen Kaushalya Yojana of the Ministry of Rural Developmentof the Government of India; UNESCO South Asia cluster office based in New Delhi;Research Councils UK; Jawaharlal Nehru University’s National Multilingual EducationResource Consortium and the Digital Empowerment Foundation. We would also liketo thank the conference speakers and participants, of whom over 270 attended,representing over 30 countries. We hope that you will enjoy revisiting some of themost interesting papers presented at the conference in this volume, and visit ourYou Tube channel1 to further investigate the excellent presentations that made theconference such a ILINGUALISMS AND DEVELOPMENT
Preface: Multilingualism and developmentD.P. PattanayakI begin with a quote from Dr Minati Panda, a scholar in the forefront of MotherTongue-Based Multilingual Education (MTB MLE) in India, which she uttered duringone of the discussions in the 11th Language & Development Conference on thetheme of Multilingualism and Development. The quote speaks for itself:Unfortunately MTB MLE is practised throughout the whole world by semi-linguistsand semi-psychologists. I have doubts about the rigour of understanding in boththese groups. I am scared of linguistic determinism as much as psychologism. Ialso am worried about aspired heroism in this domain. This conference exposedme to a lot of these. We probably need far more honesty in order to work withand root ourselves in a good paradigm.There is no excellence in research, scholarship and education in language andlinguistics in any university or institution in India. There is no high level researchcentre in multiple languages which interacts with linguistics, languages and cultures,education, pedagogy, psychology or anthropology. There is no meeting pointbetween indigenous and contemporary knowledge with language as a mediumof acquisition and transmission. We do not see languages as cultural causewaysfor maintaining cultural amity. Emeneau and Burrow put forward the idea of Indiaas a Linguistic Area (Burrow 1965, Burrow and Emeneau 1984, Emeneau 1967).Many western scholars have contributed to this idea. Still we talk about languagehierarchies, linguistic diversity, endangered languages, fragile states and killerlanguages.The world is divided into two linguistic blocks, the Dominant Monolingual and theMultilingual. They operate under two logics: Either Or and Both And. One results inhierarchical relations, the other in complementary relations. Multilinguality can besustained only if languages are in complementary relation. The world is not onlymultilingual; it is multi-ethnic, multicultural, multi-religious and bio-diverse. What istrue of language is true of all multiple structures. Because of Either Or considerationsthere is so much conflict and such enormous amounts of money are spent forsecurity; a fraction of this expenditure, if redirected, could solve many socialproblems. If we accepted languages as inherited assets a lot of problems would havebeen resolved.11th Language & Development Conference11
Subhash (2013, 152) characterises multilingualism as ‘constitutive of Indian diversity’and he continues:Pattanayak (1981) argues how our educational system has consistentlyweakened the advantage of grass-root multilingualism that characterises oursociety. As Illich (1981) suggests, we need to make every possible effort toempower the languages of the underprivileged and tribal and endangeredlanguages. Affirmative action is called for in this domain (NCERT 2005). To quotePattanayak (1981), ‘if participatory democracy has to survive we need to give avoice to the language of every child.’ The National Curriculum Framework (NCERT2005) strongly advocates multilingualism in school education. Multilingualism ineducation refers to the use of two or more languages as medium of instruction(UNESCO 2003). This confers definite cognitive advantages. Researchershave shown that there is a highly positive relationship between bilingualism/multilingualism, cognitive flexibility, and scholastic achievement (Peal andLambert 1962, Gardner and Lambert 1972, Cummins and Swain 1986). Bilingualchildren not only have control over several different languages but they are alsoacademically more creative and socially more tolerant (NCERT 2005).When we were children scholars were speaking of the English language. Todaythe same scholars are speaking of the Englishes of the world. This is not reflectedin our contemporary English pedagogy. English in the former colonial countriesis not a language of knowledge. Emphasis is only on creative English literature.The same is true of the contemporary Indian languages. Those of us who speakin support of mother tongues or regional languages are suspected of being antiEnglish. In a multilingual country, multilinguality is sustained only if all languages arecomplementary to one another. When they are hierarchised conflict ensues. Englishin multilingual countries cannot grow as a substitute for the local languages or asa competitor. It can grow along with other languages as a partner. It has been ourexperience that English teachers who have worked with their mother tongues havecontributed to both and made a name for themselves. Literatures, even in English,grew out of Indian soil. R.K.Narayan, Raja Rao, Mulk Raj Anand and A.K.Ramanujanwere there.1 Even today Indian English literatures are recommended for internationalrecognition. Indians are not anti-English.Before I close, I must speak a few words about our transition from an informationsociety to a knowledge society.Local languages are used for transmission of information and knowledge amongsmaller communities. The internet aims at spreading information and knowledgeacross the globe for bringing about social transformation with human development.When the internet is not accessible and many languages are not present in theinternet human development is iniquitous. When new knowledge is neither creatednor shared by a language, the community that uses that language is marginalised andleft out of the development debate. In a multilingual world and a multilingual society,every language community in order to survive must create quality content through itsown language, share that content
Ÿ Mother-tongue-based multilingual education Ÿ Multilingualism and the metropolis Ÿ English in a multilingual world. A discussion by Professor D.P. Pattanayak prefaces the collection, while an agenda for further research into multilingualism and
iii 1 Basic Concepts and Methods 1 2 Theories of Development 20 3 Prenatal Development and Birth 42 4 Physical, Sensory, and Perceptual Development in Infancy 67 5 Cognitive Development in Infancy 87 6 Social and Personality Development in Infancy 107 7 Physical and Cognitive Development in Early Childhood 127 8 Social and Personality Development in
roles, marriage, and family infl uences a person’s development. General Characteristics of Development 1. Development is continuous. 2. Development is a process, not a state. 3. Development has order. 4. Development moves from general to specifi c and from simple to more complex. 5. Dev
product development process? 5. The product development process - What is a product development process? 3.2 Development of Concepts 3.2.1 Introduction For a long time up to 2003, concepts of product development had been very stable. Both researchers and industry used the same concepts about e.g. products and product development models and .
GROWTH AND DEVELOPMENT Development is as the result of both nature and nurture (school/environment matters) Development is sequential Development progresses from general to specific Development is continuous, from birth to death. Development does not always proceed evenly or at the same rate Development is cumulative.
3) Legazpi Airport Development Project 4) Selected Airports Development Project (Tacloban and Bacolod (Silay)) 5) New Iloilo Airport Development Project 6) Mactan (Cebu) International Airport Project 7) Third Airport Development Project 8) Laguindingan Airport Development Project 9) Davao International Airport Development Project 10) Zamboanga .
1.2.7. Economic growth and development 1.2.8. Barriers to economic growth 1.3 Human Development 1.3.1. Human Development: The Concept 1.3.2. Human Development in the United Nations Agenda 1.3.3. Human development Approach vs. the Conventional Development Approach 1.3.4. Indicator
apply to many modern iterative, evolutionary, and agile methods, such as Scrum, Lean Development, DSDM, Feature-Driven Development, Adaptive Software Development, and more. 2.2 What is Iterative and Evolutionary Development? A key practice in both the UP and most other modern methods is iterative development. In this lifecycle approach, development is organized into a series
answer choices you are marking on your answer sheet.-4-GO ON TO THE NEXT PAGE Language Arts – Reading Time — 25 minutes 19 Questions GO ON TO THE NEXT PAGE -5-GO ON TO THE NEXT PAGE A violent storm has threatened the first voyage of the ship Nan-Shan. This excerpt from a work of fiction portrays several crew members, including the first mate, Jukes, as they confront the storm. Jukes was as .
