Una politica democratica sobre el lenguaje para sistemas educativos multilingues

Un estudio interdisciplinario

Translated title of the contribution: Democratic language policy for multilingual educational systems: An interdisciplinary approach

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.

Original languageSpanish
Pages (from-to)211-230
Number of pages20
JournalLanguage Problems and Language Planning
Volume29
Issue number3
DOIs
StatePublished - Jan 1 2005

Fingerprint

language policy
educational system
Education
Planning
language
policy on language
educational planning
language instruction
school system
educational policy
learning
ability
education

Keywords

  • Bilingual instruction
  • Diglossia
  • Literacy
  • Minority language
  • National language
  • Second language learning

ASJC Scopus subject areas

  • Communication
  • Linguistics and Language

Cite this

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AB - This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.

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