1,372
Views
3
CrossRef citations to date
0
Altmetric
Articles

Languages for learning: a framework for implementing India’s multilingual language-in-education policy

ORCID Icon & ORCID Icon
Pages 102-122 | Received 19 Oct 2021, Accepted 27 Jan 2022, Published online: 08 Feb 2022

References

  • Agnihotri, R. K. (2007). Towards a pedagogical paradigm rooted in multilinguality. International Multilingual Research Journal, 1(2), 79–88. https://doi.org/10.1080/19313150701489689
  • Agnihotri, R. K. (2014). Multilinguality, education and harmony. International Journal of Multilingualism, 11(3), 364–379. https://doi.org/10.1080/14790718.2014.921181
  • Agnihotri, R. K. (2019). Examining the linguistic dimension of Draft National Education Policy. Economic & Political Weekly, 19, 43–49. http://164.100.47.193/fileupload/current/122646.pdf.
  • Anderson, J. (2017, June 29–July 1). Translanguaging in English language classrooms in India: Why, when and how? [Conference presentation] ELTAI Conference, Kochi, India.
  • Anderson, J. (2018). Reimagining English language learners from a translingual perspective. ELT Journal, 72(1), 26–37. https://doi.org/10.1093/elt/ccx029
  • Anderson, J. (2019). Recentring ELT: India at the centre of the multilingual turn? In S. Mohanraj (Ed.), ELTAI: An Epic Journey of 50 Years (pp. 144–146). ELTAI. https://www.researchgate.net/publication/348922658_Recentering_English_Language_Teaching_India_At_The_Centre_Of_The_Multilingual_Turn.
  • Anderson, J. (2021). Eight expert Indian teachers of English: A participatory comparative case study of teacher expertise in the Global South [Doctoral dissertation, University of Warwick]. Warwick WRAP. http://wrap.warwick.ac.uk/159940.
  • Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210–1231. https://doi.org/10.1080/13670050.2018.1548558
  • Annamalai, E. (2003). Reflections on a language policy for multilingualism. Language Policy, 2(2), 113–132. https://doi.org/10.1023/A:1024689217801
  • Annamalai, E. (2008). Contexts of multilingualism. In B. Kachru, Y. Kachru, & S. N. Sridhar (Eds.), Language in South Asia (pp. 223–234). Cambridge University Press.
  • Benson, C. (2019). L1-based multilingual education in the Asia and Pacific region and beyond: Where are we, and where do we need to go? In A. Kirkpatrick, & A. J. Liddicoat (Eds.), The Routledge international handbook of language education policy in Asia (pp. 29–41). Routledge.
  • Bhagavatheeswaran, L., Nair, S., Stone, H., Isac, S., Hiremath, T., Raghavendra, T., Vadde, K., Doddamane, M., Srikantamurthy, H. S., Heise, L., & Watts, C. (2016). The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study. International Journal of Educational Development, 49, 262–270. https://doi.org/10.1016/j.ijedudev.2016.04.004
  • Bhattacharya, U. (2013). Mediating inequalities: Exploring English-medium instruction in a suburban Indian village school. Current Issues in Language Planning, 14(1), 164–184. https://doi.org/10.1080/14664208.2013.791236
  • Block, D. (2013). Moving beyond “lingualism”: Multilingual embodiment and multimodality in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL, and bilingual education (pp. 54–77). Routledge.
  • Bremner, N. (2021). The multiple meanings of ‘student-centred’ or ‘learner-centred’ education, and the case for a more flexible approach to defining it. Comparative Education, 57(2), 159–186. https://doi.org/10.1080/03050068.2020.1805863
  • Canagarajah, A. S. (2007). Lingua franca English, multilingual communities, and language acquisition. Modern Language Journal, 91, 921–937. https://doi.org/10.1111/j.1540-4781.2007.00678.x
  • Canagarajah, A. S. (2013). Literacy as translingual practice: Between communities and classrooms. Routledge.
  • Duarte, J. (2020). Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism, 17(2), 232–247. https://doi.org/10.1080/14790718.2018.1512607
  • García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
  • García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/10.1080/13670050.2019.1598932
  • García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Pivot.
  • Government of India. (1966). Report of the education commission, 1964-66. Ministry of Education. http://www.academics-india.com/Kothari20Commission20Report.pdf
  • Government of India. (1968). National education policy 1968. https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/NPE-1968.pdf
  • Government of India. (1986). National Policy on Education 1986.
  • Government of India. (1992). National education policy 1986: As modified in 1992. https://www.education.gov.in/sites/upload_files/mhrd/files/document-reports/NPE86-mod92.pdf
  • Government of India. (2020). National education policy 2020. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf
  • Government of India. (2021a). Implementation plan for National Education Policy 2020, SARTHAQ part 1: Students’ and teachers’ holistic advancement through quality education. https://www.education.gov.in/sites/upload_files/mhrd/files/upload_document/SARTHAQ_Part-1_updated.pdf
  • Government of India. (2021b). Implementation plan for National Education Policy 2020, SARTHAQ part 2: Students’ and teachers’ holistic advancement through quality education. https://dsel.education.gov.in/sites/default/files/SARTHAQ_Part_2.pdf
  • Government of India. (n.d.). Themes and questions for policy consultation on school education. https://www.education.gov.in/sites/upload_files/mhrd/files/ThemesSEHE.pdf
  • Gynne, A. (2019). ‘English or Swedish please, no Dari!’–(trans) languaging and language policing in upper secondary school’s language introduction programme in Sweden. Classroom Discourse, 10(3-4), 347–368. https://doi.org/10.1080/19463014.2019.1628791
  • Halliday, M. (2013). Languages, and language, in today’s changing world. In Seminar presented at the University of Hong Kong, Hong Kong, October 23, 2013.
  • Hardigree, C., & Ronan, B. (2019). Languaging and translanguaging for English language teaching. In X. Gao (Ed.), Second handbook of English language teaching. (pp. 239–253). Springer. https://doi.org/10.1007/978-3-030-02899-2_16.
  • Heugh, K. (2017). Re-placing and re-centring Southern multilingualisms: A de-colonial project. In C. Kerfoot, & K. Hyltenstam (Eds.), Entangled discourses (pp. 209–229). Routledge.
  • Heugh, K., French, M., Armitage, J., Taylor-Leech, K., Bilinghurst, N., & Ollerhead, S. (2019). Using multilingual approaches: Moving from theory to practice. A resource book of strategies, activities and projects for the classroom. London: British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/Using_multilingual_approaches.pdf.
  • Heugh, K., & Stroud, C. (2020). Multilingualism in South African education: A Southern perspective. In R. Hickey (Ed.), English in multilingual South Africa: The linguistics of contact and change (pp. 216–238). Cambridge University Press.
  • Hogan-Brun, G. (2017). Linguanomics: What is the market potential of multilingualism? Bloomsbury Publishing.
  • Horner, B., NeCamp, S., & Donahue, C. (2011). Toward a multilingual composition scholarship: From English only to a translingual norm. College Composition and Communication, 63(2), 269–300.
  • Hunter, W. W., Hance, E. M., & Crawford, M. E. J. (1890). State education for the people. G. Routledge and Sons, Limited.
  • Joseph, M., & Ramani, E. (2012). “Glocalization”: Going beyond the dichotomy of global versus local through additive multilingualism. International Multilingual Research Journal, 6(1), 22–34. https://doi.org/10.1080/19313152.2012.639246
  • Juffermans, K. (2011). The old man and the letter: Repertoires of literacy and languaging in a modern multiethnic Gambian village. Compare, 41(2), 165–179. https://doi.org/10.1080/03057925.2011.547286
  • Kalra, M. B. (2016). Preserving heritage languages through schooling in India. In P. Trifonas, & T. Aravossitas (Eds.), Handbook of research and practice in heritage language education (pp. 819–836). Springer. https://doi.org/10.1007/978-3-319-38893-9_7-1.
  • Kirsch, C. (2020). Opening minds to translanguaging pedagogies. System, 92, 102271. https://doi.org/10.1016/j.system.2020.102271
  • Kumar, K. (2005). Political agenda of education: A study of colonialist and nationalist ideas. SAGE Publications India.
  • Laitin, D. D. (1989). Language policy and political strategy in India. Policy Sciences, 22(3), 415–436. https://doi.org/10.1007/BF00136326
  • Lemke, J. (2016). Translanguaging and flows. Unpublished research manuscript.
  • Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging minority language isolation: Translanguaging in a trilingual school in the Basque Country. Journal of Language, Identity & Education, 16(4), 216–227. https://doi.org/10.1080/15348458.2017.1328281
  • Liddicoat, A. J. (2016). Multilingualism research in Anglophone contexts as a discursive construction of multilingual practice. Journal of Multicultural Discourses, 11(1), 9–24. https://doi.org/10.1080/17447143.2015.1086361
  • Lightfoot, A., Balasubramanian, A., Tsimpli, I., Mukhopadhyay, L., & Treffers-Daller, J. (2021). Measuring the multilingual reality: lessons from classrooms in Delhi and Hyderabad. International Journal of Bilingual Education and Bilingualism, 1–21. https://doi.org/10.1080/13670050.2021.1899123
  • Lin, A. M. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16. https://doi.org/10.1080/13670050.2018.1515175
  • Lin, A. M. (2020). Introduction: Translanguaging and translanguaging pedagogies. In V. Vaish (Ed.), Translanguaging in multilingual classrooms (pp. 1–9). Springer. https://doi.org/10.1007/978-981-15-1088-5_1.
  • Mahapatra, S. (2015). Using Web 2.0 tools for teacher professional development: A case study. In G. Pickering, & P. Gunashekar (Eds.), Innovation in English Language Teacher Education (pp. 65–72). British Council.
  • Mahapatra, S., & Mishra, S. (2019). Articulating identities–the role of English language education in Indian universities. Teaching in Higher Education, 24(3), 346–360. https://doi.org/10.1080/13562517.2018.1547277
  • Mahapatra, S. K. (2016). Tracking the development of teachers’ language assessment literacy: A case study. In G. Pickering, & P. Gunashekar (Eds.), Ensuring quality in English language teacher education (pp. 106–114). British Council.
  • Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. https://doi.org/10.1080/09500782.2014.994524
  • Meganathan, R. (2017). English language curriculum at the secondary stage: perceptions of learners and teachers. Journal of Indian Education, 42(4), 93–118. http://doi.org/10.13140/RG.2.2.16720.20486
  • National Council of Educational Research and Training. (1975). The curriculum for the ten-year school: A framework. https://epathshala.nic.in/National_Curriculum_Frameworks/NCF-1975/NCF_10(1975)_Year_School_eng.pdf
  • National Council of Educational Research and Training. (1988). National curriculum for elementary and secondary education: A framework, revised version. http://hdl.handle.net/123456789/1335
  • National Council of Educational Research and Training. (2000). National curriculum framework for school education. https://epathshala.nic.in/National_Curriculum_Frameworks/NCF-2000/NCF_2000_Eng.pdf
  • National Council of Educational Research and Training. (2005). National curriculum framework 2005. https://ncert.nic.in/pdf/nc-framework/nf2005-english.pdf
  • National Council of Educational Research and Training. (2006a). Position paper: National focus group on teaching of English. https://ncert.nic.in/pdf/focus-group/english.pdf
  • National Council of Educational Research and Training. (2006b). Position paper: National focus group on teaching of Indian languages. https://ncert.nic.in/pdf/focus-group/Indian_Languages.pdf
  • National Council of Educational Research and Training. (2020). National education policy 2020: Teacher and teacher education background paper for teacher’s fest. https://www.education.gov.in/shikshakparv/docs/background_note_teacher_education.pdf
  • Odisha Primary Education Programme Authority. (n. d.). SC/ST education. http://opepa.odisha.gov.in/website/SCSTEdu2.aspx
  • Omidire, M. F., & Ayob, S. (2020). The utilisation of translanguaging for learning and teaching in multilingual primary classrooms. Multilingua, 41(1), 105–129. https://doi.org/10.1515/multi-2020-0072
  • Pattanayak, D. P. (1984). Multilingualism and language politics in India. India International Centre Quarterly, 11(2), 125–131. https://www.jstor.org/stable/pdf/23001652.pdf.
  • Pattanayak, D. P. (1986). Study of languages: A report. NCERT.
  • Pattanayak, D. P. (1990). Multilingualism in India (No. 61). Multilingual Matters.
  • Pennycook, A. (2008). Translingual English. Australian Review of Applied Linguistics, 31(3), 30.1–30.9. https://doi.org/10.2104/aral0830
  • Pennycook, A. (2010, April). Beyond Multilingualism. Presentation to the Global Language Convention. Wesley College, Melbourne, Australia, April 8-10, 2010.
  • Probyn, M. (2019). Pedagogical translanguaging and the construction of science knowledge in a multilingual South African classroom: challenging monoglossic/post-colonial orthodoxies. Classroom Discourse, 10(3-4), 216–236. https://doi.org/10.1080/19463014.2019.1628792
  • Ramachandran, V., Béteille, T., Linden, T., Dey, S., & Chatterjee, P. G. (2017). Getting the right teachers into the right schools: managing India's teacher workforce. World Bank Publications. https://documents1.worldbank.org/curated/en/551971509973433101/pdf/120903-PUB-PUBLIC-pubdate-11-15-2017.pdf.
  • Research Group, Azim Premji Foundation. (2020). Issues in education, Volume 1: Teachers and teacher education. Azim Premji University. https://archive.azimpremjiuniversity.edu.in/SitePages/pdf/Issues_in_Education_Vol_1.pdf
  • SCSTRTI [Scheduled Castes and Scheduled Tribes Research and Training Institute]. (n.d.). Supplementary readers. Government of Odisha. Retrieved December 20, 2021, from https://www.scstrti.in/index.php/resources/mle-initiative/supplementary-readers
  • Seltzer, K., & García, O. (2019). Sustaining Latinx bilingualism in New York’s schools: The CUNY-NYSIEB project. Informes del Observatorio/Observatorio Reports, 048-02/2019EN, 1-30. https://doi.org/10.15427/OR048-02/2019EN.
  • Simpson, J. (2019). English language and medium of instruction in basic education in low- and middle-income countries: A British Council perspective. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/K068_EMI_position_low-and_middle-income_countries_Final.pdf.
  • Skutnabb-Kangas, T., Phillipson, R., Mohanty, A. K., & Panda, M. (2009). Social justice through multilingual education. Multilingual Matters.
  • Stavans, A., & Hoffmann, C. (2015). Multilingualism. Cambridge University Press.
  • Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95–108). Continuum.
  • Thibault, P. J. (2017). The reflexivity of human languaging and Nigel Love's two orders of language. Language Sciences, 61, 74–85. https://doi.org/10.1016/j.langsci.2016.09.014
  • Tollefson, J. W. (2013). Language policy in a time of crisis and transformation. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 11–34). Routledge. https://doi.org/10.4324/9780203813119.
  • Tsimpli, I. M., Vogelzang, M., Balasubramanian, A., Marinis, T., Alladi, S., Reddy, A., & Panda, M. (2020). Linguistic diversity, multilingualism, and cognitive skills: A study of disadvantaged children in India. Languages, 5(1), 10. https://doi.org/10.3390/languages5010010
  • UNESCO. (2018). MTB-MLE resource kit: Including the excluded: Promoting multilingual education. UNESCO Bangkok Office.
  • Vaish, V. (2019). Translanguaging pedagogy for simultaneous biliterates struggling to read in English. International Journal of Multilingualism, 16(3), 286–301. https://doi.org/10.1080/14790718.2018.1447943
  • Vennela, R., & Smith, R. (2019). Bilingual English teaching in colonial India: the case of John Murdoch’s work in Madras Presidency, 1855–1875. Language & History, 62(2), 96–118. https://doi.org/10.1080/17597536.2019.1641942
  • Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
  • West, M. (1926). Bilingualism (with special reference to Bengal) (No. 13). Calcutta, India: Bureau of Education, India.
  • Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis & C. Baker (Eds.), The language policy: Taking stock. CAI.
  • Zastoupil, L., & Moir, M. (1999). The Great Indian education debate: Documents relating to the Orientalist-Anglicist controversy, 1781-1843. Curzon.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.