User:Jaytrey02/Multilingual education

Lead

Multilingual education typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue, or first language, and transitions to additional languages. Typically MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world. '''offering first-language-first education to immigrant children in developed countries has gained attention due to the unique challenges these students face. When students move to a new country, language and cultural barriers can affect their academic progress and well-being. Some suggest that providing instruction in their first language initially, as part of multilingual education (MLE) programs, could help ease their transition. By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. This approach may also contribute to the preservation of their heritage languages. It's important to consider different perspectives and carefully evaluate the potential benefits and challenges associated with implementing MLE programs in developed countries.'''

In addition to the first-language-first approach, another model that supports language development in multilingual contexts is plurilingual education .Plurilingual education works by having students develop multiple languages at once Instead of using on just one language, it uses language skills of 2 (or more) languages to bridge the gap. see Plurilingualism

Article body
Copied from [{Multilingual Education}] Components of Multilingual Education (MLE)

Stages of an MLE program copied from [{Multilingual Education}]
 * "Strong Foundation" - Research shows that children whose early education is in the language of their home tend to do better in the later years of their education (Thomas and Collier, 1997). However, there are a few disadvantages. One problem is that students who are not fluent in their first language may struggle to learn another language because they don't have a strong language foundation to begin with. They are unable to lean on their first language to fill the gaps. However, being fluent in their first language can be an advantage for students' learning a second language. When learning an additional language, they can use their dominant language's skill and knowledge to support their learning. For more information about the effect of "Language of Instruction", see Bilingual education.
 * "Strong Bridge" - an essential difference between MLE programs and rural first language programs is the inclusion of a guided transition from learning through the first language to learning through another language. While the strong bridge approach aims to facilitate a smooth transition between languages, some students may still have difficulties adjusting to learning in a new language. Adequate support and instructional strategies are necessary to ensure that students can effectively transfer their skills and knowledge from one language to another.

A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages:


 * 1) Stage I - learning takes place entirely in the child's home language
 * 2) Stage II - building fluency in the first language.  Introduction of oral L2.
 * 3) Stage III - building oral fluency in L2. Introduction of literacy in L2.
 * 4) Stage IV - using both L1 and L2 for lifelong learning.

MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the education.

Based on the  theories of  Multilingual Education  that are spelled out  here, Andhra Pradesh  and Orissa have adopted a thematic approach  to multilingual education. Using a seasonal calendar within a relevant cultural context has provided a space to the tribal children of  Orissa  and Andhra Pradesh to rediscover their culture through their language. The Multilingual Education  in this approach  emphasizes  first  language first  in the  child  taking  the  socio- cultural curriculum  in to classroom  culture  and   then  bridge  to  second  language. In addition to the basic theory of Paulo Freire on critical pedagogy, Gramscian  theory on education,  Lev  Vigostky's scaffolding  and Piaget's  theory  of cognition is applied in the  Multilingual Education. The unique thing in  this  approach is to  involve the community   in creating their  own  curriculum  and  minimise the  theoretical hegemony, thereby  creating  a new set of people who believe in the ethics of creating  and  sharing knowledge for the society than to  limit  it to the  theoreticians.

Examples of MLE

copied from [{Multilingual Education}]

Multilingual education in Odisha
Odisha is a multilingual state having more than 40  ethnic languages among the 62  scheduled tribes, along with the   Modern  Indian  Languages like  Hindi, Bengali and  Telugu. To address the language- education of ethnic minorities children in schools, the Odisha government started Multilingual Education program, ten tribal languages. Led by Dr Mahendra Kumar Mishra, as the  Director of Multilingual Education and guided by Prof. D P Pattanayak and  Prof Khageswar  Mahapatra, the eminent multilingual  Experts, the state government started  MLE  program in te tribal languages in 547  schools. 10 tribal languages were adopted. These are Santali, Saora, Kui, Kuvi, Koya, Kishan, Oroam, Juang, Bonda and Ho. Culturally responsive curriculum and textbooks were prepared for class I to  Class  V  to maintain first language -based multilingual education to educate the tribal children. The state government appointed teachers from the same language community in the schools to teach the tribal children. Language policy was also formulated. The program was also supported by Summer Institute of Linguistics led by Mr Steve Simpson and Vicky Simpson, Pamela Mackenzie. The curriculum and textbooks were prepared by the tribal teachers guided by the MLE resource groups. It was initiated in 2005 and is now running in   2250 schools with majority tribal children. This is a sustained MLE program in Asian countries. About 7  Asian countries have visited the  MLE schools.

copied from [{Multilingual Education}]

Multilingual education in developed countries

Scholars and educators have argued that embracing the diverse linguistic knowledge that immigrant students bring to the developed countries, such as the United States, and using students’ first-languages to help them learn English may be an inexpensive and effective way to integrate and socialize immigrant youth. Allowing code-switching in schools with high English learner (EL) populations can increase the potential for enhanced English-learning and academic performance. Code-switching between multi-lingual children can create an informal peer-mentorship structure that embraces immigrant children's linguistic capabilities to drive learning, create a strong peer-network, and enhance the development of English as a Second Language skills for immigrant students in multi-ethnic schools.

'''Countries like the United States are encouraging private and public schools to learn Chinese (and other global) languages. They are offering funds to support programs to help students become more proficient in these languages. These programs are in place to provide a strong language education from elementary school all the way to university. The purpose is to help students become highly skilled in these languages to boost business and other interests that could benefit the country. This will also have an impact on promoting different kinds of multilingualism and building relationships between foreign countries in the future. '''

Potential Downsides of Multilingual education

As with any educational program or initiative, there are potential downfalls and challenges with providing a multilingual education.

'''Limited Resources: This can be a challenge when implementing multilingual education (MLE) programs. These programs require various resources, such as trained teachers, instructional materials, and support staff/services. Some schools or educational systems may have difficulties in getting enough resources to effectively establish and maintain these programs.'''

'''Competing Demands: Teaching multiple languages in MLE programs can create competing demands in the curriculum. Balancing the instruction of different languages alongside other subjects may be challenging, potentially affecting the quality of teaching in other areas due to time constraints.'''

'''Language Gaps: Language proficiency gaps can arise in MLE programs. When students' first language proficiency is much lower than the language of instruction in the larger group, it can be challenging for them to catch up and achieve academic proficiency in both languages.'''

'''Segregation: MLE programs may unintentionally result in segregation based on language, creating divisions within the school community. This separation can hurt opportunities for cross-cultural interaction and integration, which is the core for fostering inclusive and diverse learning environments. In some cases, MLE programs may focus on a limited number of languages, typically the dominant language of instruction. This may exclude other languages spoken within the community, leading to potential language loss of diversity.'''