Another early-exit transitional model doomed to fail? Or is this the wrong model at the right time in Vanuatu?

References

• Abiria, D. M., M. Early, and M. Kendrick. 2013. “Plurilingual Pedagogical Practices in a Policy-Constrained Context: A Northern Ugandan Case Study.” TESOL Quarterly 47 (3): 567–590. doi: 10.1002/tesq.119
   Web of Science ®Google Scholar
• Agnihotri, Rama Kant. 2007. “Towards a Pedagogical Paradigm Rooted in Multilinguality.” International Multilingual Research Journal 1 (2): 79–88. doi: 10.1080/19313150701489689
   Google Scholar
• Auleear Owodally, A. Mooznah. 2014. “Socialized into Multilingualism: A Case Study of a Mauritian Pre-school.” In The Multilingual Turn in Languages Education, edited by Jean Conteh and Gabriela Meier, 17–40. Bristol: Multilingual Matters.
   Google Scholar
• Baker, Colin. 2011. Foundations of Bilingual Education and Bilingualism. 5th ed. Bristol: Multilingual Matters.
   Google Scholar
• Belden, Shirley. 2013. English Now PNG Schools’ Language of Instruction: Education Department to Provide Support for Switch (The National, Papua New Guinea, February 5). Pacific Islands Report. Accessed August 24, 2013. http://pidp.eastwestcenter.org/pireport/2013/February/02-06-13.htm.
   Google Scholar
• Benson, Carol. 2009. “Designing Effective Schooling in Multilingual Contexts: Going Beyond Bilingual Models.” In Social Justice Through Multilingual Education, edited by T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, and M. Panda, 63–81. Bristol: Multilingual Matters.
   Google Scholar
• Chimbutane, Feliciano. 2013. “Codeswitching in L1 and L2 Learning Contexts: Insights from a Study of Teacher Beliefs and Practices in Mozambican Bilingual Education Programmes.” Language and Education 27 (4): 314–328. doi: 10.1080/09500782.2013.788022
   Web of Science ®Google Scholar
• Cooke, D. 2004. “What can a Text Mean?” New Zealand Journal of Adult Learning 32: 52–64.
   Google Scholar
• Derewianka, Beverly. 2003. “Trends and Issues in Genre-Based Approaches.” RELC Journal 34 (2): 133–154. doi: 10.1177/003368820303400202
   Google Scholar
• Early, Robert. 1999. “Double Trouble, and Three Is a Crowd: Languages in Education and Official Languages in Vanuatu.” Journal of Multilingual and Multicultural Development 20 (1): 13–33. doi: 10.1080/01434639908666367
   Google Scholar
• Early, Robert. 2015. “Language Policy across Pacific Polities.” Paper presented at the Language, Education & Diversity conference, University of Auckland, Auckland, November 23–26.
   Google Scholar
• Education Language Policy Team. 2010a. Provincial Consultations, February/March 2010. Port Vila: Vanuatu Ministry of Education.
   Google Scholar
• Education Language Policy Team. 2010b. Report on the Education Language Policy. Port Vila: Vanuatu Ministry of Education.
   Google Scholar
• François, Alexandre, Michael Franjieh, Sébastien Lacrampe, and Stefan Schnell. 2015. “The Exceptional Linguistic Density of Vanuatu.” In The Languages of Vanuatu: Unity and Diversity, edited by Alexandre François, Sébastien Lacrampe, Michael Franjieh, and Stefan Schnell, 1–22. Open Access Studies in the Languages of Island Melanesia: College of Asia and the Pacific, The Australian National University, Canberra.
   Google Scholar
• García, Ofelia. 2009. Bilingual Education in the 21st Century: A Global Perspective. Oxford: Wiley-Blackwell.
   Google Scholar
• Heugh, Kathleen. 2002. “The Case Against Bilingual and Multilingual Education in South Africa: Laying Bare the Myths.” Perspectives in Education 20 (1): 171–196.
   Google Scholar
• Heugh, Kathleen. 2003. “Language Policy and Democracy in South Africa: The Prospects of Equality Within Rights-Based Policy and Planning.” PhD, Stockholm University.
   Google Scholar
• Heugh, Kathleen. 2011. “Theory and Practice: Language Education Models in Africa: Research, Design, Decision-Making and Outcomes.” In Optimising Learning, Education and Publishing in Africa: The Language Factor. A Review and Analysis of Theory and Practice in Mother-Tongue and Bilingual Education in Sub-Saharan Africa, edited by A. Ouane and C. Glanz, 105–156. Hamburg: UNESCO Institute for Lifelong Learning (UIL) and the Association for the Development of Education in Africa (ADEA)/African Development Bank.
   Google Scholar
• Heugh, Kathleen. 2015. “Epistemologies in Multilingual Education: Translanguaging and Genre – Companions in Conversation with Policy and Practice.” Language and Education 29 (3): 280–285. doi: 10.1080/09500782.2014.994529
   Web of Science ®Google Scholar
• Hornberger, Nancy. 1989. “Continua of Biliteracy.” Review of Educational Research 59 (3): 271–296. doi: 10.3102/00346543059003271
   Web of Science ®Google Scholar
• Hornberger, Nancy. 2002. “Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach.” Language Policy 1: 27–51. doi: 10.1023/A:1014548611951
   Google Scholar
• Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford: Oxford University Press.
   Google Scholar
• Kerfoot, Caroline, and Michelle Simon-Vandenbergen. 2015. “Testing the Waters: Exploring the Teaching of Genres in a Cape Flats Primary School in South Africa.” Language and Education 29 (3): 235–255. doi: 10.1080/09500782.2014.994526
   Web of Science ®Google Scholar
• Klaus, David. 2003. “The Use of Indigenous Languages in Early Basic Education in Papua New Guinea: A Model for Elsewhere?” Language and Education 17 (2): 105–111. doi: 10.1080/09500780308666842
   Google Scholar
• Lennon, Brian. 2010. In Babel’s Shadow: Multilingual Literatures, Monolingual States. Minneapolis: University of Minnesota Press.
   Google Scholar
• Lin, Angel. 2013. “Toward Paradigmatic Change in TESOL Methodologies: Building Plurilingual Pedagogies from the Ground Up.” TESOL Quarterly 47 (3): 521–545. doi: 10.1002/tesq.113
   Web of Science ®Google Scholar
• Lotherington, Heather. 1996. “A Consideration of the Portability and Supportability of Immersion Education: A Critical Look at English Immersion in Melanesia.” Journal of Multilingual and Multicultural Development 17 (5): 349–359. doi: 10.1080/01434639608666288
   Google Scholar
• Lotherington, Heather. 1998. “Trends and Tensions in Post-colonial Language Education in the South Pacific.” International Journal of Bilingual Education and Bilingualism 1 (1): 65–75. doi: 10.1080/13670059808667674
   Google Scholar
• Lotherington, Heather. 2013. “Creating Third Spaces in the Linguistically Heterogeneous Classroom for the Advancement of Plurilingualism.” TESOL Quarterly 47 (3): 619–625. doi: 10.1002/tesq.117
   Web of Science ®Google Scholar
• Lotherington, Heather, Cheryl Paige, and Michelle Holland-Spencer. 2013. Using a Professional Learning Community to Support Multimodal Literacies. What Works? Research into Practice. Toronto: Literacy and Numeracy Secretariat. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Professional_Learning.pdf.
   Google Scholar
• Mangubhai, Francis. 2002. “Language-in-Education Policies in the South Pacific: Some Possibilities for Consideration.” Journal of Multilingual and Multicultural Development 23 (6): 490–511. doi: 10.1080/01434630208666482
   Google Scholar
• Nako, Abel. 2004. “Vernacular Language Policy in Vanuatu.” In Re-thinking Vanuatu Education Together, edited by K. Sanga, J. Niroa, K. Matai, and L. Crowl, 40–43. Port Vila: Vanuatu Ministry of Education & University of the South Pacific.
   Google Scholar
• Ouane, Adama, and Christine Glanz, eds. 2011. Optimising Learning, Education and Publishing in Africa: The Language Factor. A Review and Analysis of Theory and Practice in Mother-Tongue and Bilingual Education in Sub-Saharan Africa. Hamburg: UNESCO Institute for Lifelong Learning (UIL) and the Association for the Development of Education in Africa (ADEA)/African Development Bank.
   Google Scholar
• Probyn, Margie. 2015. “Pedagogical Translanguaging: Bridging Discourses in South African Science Classrooms.” Language and Education 29 (3): 218–234. doi: 10.1080/09500782.2014.994525
   Web of Science ®Google Scholar
• Ramanathan, Vaidehi, and Brian Morgan. 2007. “TESOL and Policy Enactments: Perspectives from Practice.” TESOL Quarterly 41 (3): 447–463. doi: 10.1002/j.1545-7249.2007.tb00080.x
   Web of Science ®Google Scholar
• Saxena, Mukul. 2009. “Construction and Deconstruction of Linguistic Otherness: Conflict and Cooperative Code-Switching in (English/) Bilingual Classrooms.” English Teaching: Practice and Critique 8 (2): 167–187.
   Web of Science ®Google Scholar
• Saxena, Mukul. 2010. “Reconceptualising Teachers” Directive and Supportive Scaffolding in Bilingual Classrooms Within the neo-Vygotskyan Approach.” Journal of Applied Linguistics & Professional Practice 7 (2): 163–184. doi: 10.1558/japl.v7i2.169
   Google Scholar
• Skutnabb-Kangas, Tove. 1981. Bilingualism or Not: The Education of Minorities. Clevedon: Multilingual Matters.
   Google Scholar
• Skutnabb-Kangas, Tove. 2008. “Human Rights and Language Policy in Education.” In Encyclopedia of Language and Education, edited by J. Cummins and N. Hornberger, 2nd ed., Vol. 5, 117–131. New York: Springer.
   Google Scholar
• Stille, Saskia, and Jim Cummins. 2013. “Foundation for Learning: Engaging Plurilingual Students’ Linguistic Repertoires in the Elementary Classroom.” TESOL Quarterly 47 (3): 630–638. doi: 10.1002/tesq.116
   Web of Science ®Google Scholar
• Tamtam, Helen Lobanga. 2008. “The Status of English as a Language of Education and Communication in Vanuatu: Language Issues Affecting Students (A Case Study).” Paper presented at the Fifth Pan-Commonwealth Forum on Open Learning, University of London, London, July 13–17.
   Google Scholar
• Thomas, Andrew. 1990. “Language Planning in Vanuatu.” In Language Planning and Education in Australasia and the South Pacific, edited by R. Baldauf and A. Luke, 234–258. Clevedon: Multilingual Matters.
   Google Scholar
• Topping, Donald. 1982. “Language Planning Issues in Vanuatu.” Language Planning Newsletter 8 (2): 1–4.
   Google Scholar
• UNESCO. 2016. If You Don’t Understand, How Can You Learn? Global Education Monitoring Report, Policy Paper 21. http://unesdoc.unesco.org/images/0024/002437/243713E.pdf.
   Google Scholar
• Van Trease, Howard. 1995. Colonial Origins of Vanuatu Politics Melanesian Politics: Stael Blong Vanuatu (3–58). Suva: University of the South Pacific.
   Google Scholar
• Vanuatu Ministry of Education. 1999. Education Master Plan. Port Vila: Ministry of Education.
   Google Scholar
• Vanuatu Ministry of Education. 2010. Vanuatu National Curriculum Statement. Port Vila: Ministry of Education.
   Google Scholar
• Vanuatu Ministry of Education. 2012. Vanuatu National Language Policy. Port Vila: Ministry of Education.
   Google Scholar
• VESP (Vanuatu Education Sector Program). 2012. Vanuatu Education Sector Program Design Document. http://dfat.gov.au/about-us/publications/Pages/vanuatu-education-sector-program-design-document.aspx.
   Google Scholar
• White, Goodith, Chefena Hailemariam, and Sarah Ogbay. 2013. “Towards the Development of a Plurilingual Pedagogy: Making Use of Children’s Informal Learning Practices.” TESOL Quarterly 47 (3): 638–643. doi: 10.1002/tesq.122
   Web of Science ®Google Scholar
• White, Peter, Giuseppe Mammone, and David Caldwell. 2015. “Linguistically Based Inequality, Multilingual Education and a Genre-Based Literacy Development Pedagogy: Insights from the Australian Experience.” Language and Education 29 (3): 256–271. doi: 10.1080/09500782.2014.994527
   Web of Science ®Google Scholar
• Willans, Fiona. 2015. “Globalised Discourses Within and Around Spaces for Multilingualism: Prospects for Education Policy Change in Vanuatu.” Current Issues in Language Planning 16 (1–2): 97–113. doi: 10.1080/14664208.2014.947021
   Web of Science ®Google Scholar
• Williams, Cen. 1994. “Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd Ddwyieithog.” Unpublished PhD thesis, University of Wales, Bangor.
   Google Scholar