Multilingual education

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 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 the language skills of two (or more) languages to bridge the gap in learning.^[1] see Plurilingualism

Components of Multilingual Education (MLE)

• "Strong Foundation" - "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.^[2] 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.

Related to the emphasis on a child's first language, is the implicit validation of their cultural or ethnic identity by taking languages which were previously considered "non-standard" and making active use of them in the classroom. Multilingual Education in that sense underscores the importance of the child's worldview in shaping his/her learning.

Stages of Multilingual Education programs

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 language two.
3. Stage III - building oral fluency in language two. Introduction of literacy in language two.
4. Stage IV - using both language one and language two 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.

Examples of Multilingual Education Around The World

Multilingual Education in Andhra Pradesh/Orissa (India)

In Andhra Pradesh and Orissa, Multilingual Education (MLE) programs have been implemented using a thematic approach. These programs focus on helping tribal children rediscover their culture and language by using a seasonal calendar that reflects their cultural context. The MLE programs prioritize teaching children in their first language first, before introducing a second language. This approach recognizes the importance of cultural identity and language in learning. It allows students to build a strong foundation in their first language, which then helps them transition to learning a second language. The programs draw on various educational theories, including critical pedagogy, the idea that education should empower individuals, and theories that focus on how children learn and develop. What makes these programs unique is that they actively involve the community in creating the curriculum. By doing so, they aim to make education more relevant to the community's needs and values. By combining cultural relevance, language development, and community involvement, these MLE programs in Andhra Pradesh and Orissa aim to create an inclusive education system that respects and values local cultures and languages

Multilingual Education in Odisha (India)

In Odisha, a multilingual state in India, the government recognized the linguistic diversity of the region, with over 40 ethnic languages spoken among the 62 tribes, as well as widely spoken Modern Indian Languages like Hindi, Bengali, and Telugu. To address the educational needs of ethnic minority children in schools, the Odisha government implemented a Multilingual Education (MLE) program. Under the leadership of Dr. Mahendra Kumar Mishra as the Director of Multilingual Education, and with guidance from renowned multilingual experts Prof. D.P. Pattanayak and Prof. Khageswar Mahapatra, the MLE program was launched in 547 schools. The focus was on ten tribal languages: Santali, Saora, Kui, Kuvi, Koya, Kishan, Oroam, Juang, Bonda, and Ho. To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and their teachers. The MLE program also received support from the Summer Institute of Linguistics, led by Mr. Steve Simpson, Vicky Simpson, and Pamela Mackenzie. Tribal teachers, guided by MLE resource groups, actively contributed to the development of the curriculum and textbooks. Since its initiation in 2005, the program has expanded to 2250 schools, primarily serving tribal children. The MLE program in Odisha has gained recognition as a sustained initiative in Asian countries, with representatives from seven Asian countries visiting the MLE schools to learn from their experiences and best practices. It stands as an example of successful multilingual education implementation in a region with significant linguistic diversity.

Dr Mahendra Kumar Mishra started the MLE program in Chhattisgarh adopting Durua language in MLE program. Dr Mishra conducted 2 NAtional Seminars and one international Seminar on MLE during 2006-2019. Dr Tove Skutnabb Kangas, Prof Ofelia Gracia, Dr David Haugh, Dr Sitakanta Mahapatra, Dr KHageswar Mohapatra were some of the linguists and multilingual educators who attended these conferences. 

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.^[3]

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.^[4]

Challenges of Implementing a Multilingual Education Program

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 a lot of 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 implement 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 along 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 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 at the heart of creating a diverse learning environment. 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 a loss of diversity.

See also

• Language education
• Linguistic diversity
• Multilingualism
• Multilingual education in Africa
• Bilingual education
• Multilingual Education Programs (SIL)
• Mother Tongue / Biliteracy Programs (UNESCO) 2019-06-29 at the Wayback Machine

Multilingual Education in India, The CAse For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.

References

1. Masats, Dolors; Nussbaum, Luci (2022). Plurilingual Classroom Practices and Participation. Routledge. ISBN 978-1-003-16912-3.
2. Jacoby, Sandra Elen (May 2023). "English Teachers' Views on Multilingualism in the Classroom" (PDF).
3. Tarım, Şeyda Deniz (2017-11-29). "Breaking Barriers with Collaborative Language Practices in a Multiethnic Classroom: A Potential Model for Immigrant1 Children". European Education. 50 (1): 27–41. doi:10.1080/10564934.2017.1394163. ISSN 1056-4934. S2CID 148942093.
4. Ayres-Bennett, Wendy; Fisher, Linda. Multilingualism and Identity : Interdisciplinary Perspectives (1 ed.). Cambridge University Press. pp. 262–263. ISBN 9781108803793.

• For further information, please refer to the MLE Manual of Susan Malone, and Denis Malone published by UNESCO, Bangkok

id21 insights. Available online at

• Cenoz, Jasone. 2009. Towards Multilingual Education. Bristol: Multilingual Matters [2]
• Hult, F.M. (2012). Ecology and multilingual education. In C. Chapelle (Gen. Ed.), Encyclopedia of applied linguistics (Vol. 3, pp. 1835-1840). Malden, MA: Wiley-Blackwell.
• NMRC - National Multilingual Education Resource Center (JNU, India) [3] 2019-12-25 at the Wayback Machine
• UNESCO. 2003. Education in a multilingual world. Available online here.
• UNESCO. 2005. First Language First: community based literacy programmes for minority language contexts in Asia. Available online .
• Walter, Steven. 2000. Explaining Multilingual Education:. Information on Some Tough Questions, University of North Dakota Working Papers in Linguistics. Available online here.

Multilingual Education in India, The Csse For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.

External links

• Zsuzsanna Fagyal Lecture: Implementing M+2: Multilingual Education in the EU^{[permanent dead link]} - European Union Center at the University of Illinois, Urbana-Champaign.
• Carole Benson, The importance of mother tongue-based schooling for educational quality (2004), UNESCO.
• Kosonen, Kimmo. First Language–Based Multilingual Education Can Help Those Excluded by Language. Payap University. Chaing Mai.