Language Issues in Comparative Education: Inclusive Teaching and Learning in Non-Dominant Languages and Cultures -- DEDICATION -- TABLE OF CONTENTS -- FOREWORD -- INTRODUCTION: Inclusive Teaching and Learning through the Use of Non-Dominant Languages and Cultures -- LANGUAGE ISSUES IN COMPARATIVE EDUCATION -- DISCUSSING LANGUAGES AND CULTURES IN COMPARATIVE EDUCATION: KEY TERMS AND CONCEPTS -- Terms Related to Non-Dominant Communities -- Terms Related to Languages in Education -- Terms in Bi- and Multilingual Education -- Terms Related to Development of NDLs for Educational Use -- ORGANIZATION OF THE BOOK -- NOTES -- REFERENCES -- PART I: LANGUAGE-IN-EDUCATION POLICY ISSUES -- 1. CANADA'S BIG CHILL: Indigenous Languages in Education -- ABSTRACT -- INTRODUCTION -- OVERVIEW OF INDIGENOUS LANGUAGE LEARNING IN CANADA -- Current Conditions -- Declining Intergenerational Transmission of Indigenous Languages -- Mismatched Languages and Learning Goals at School Entry -- Cultural Learning through Language -- HISTORICAL EXPLOITATION OF SCHOOLING FOR LINGUISTIC ASSIMILATION -- History of Indigenous Language Policy in Canada -- Variable Control of Language and Education -- Against Time and against the Odds -- Indian Residential Schools: Multigenerational Impacts -- Indigenous Language and Education Policy -- STRATEGIES FOR INDIGENOUS LANGUAGE TEACHING IN EDUCATION SETTINGS -- Strengthening Capacity for Language Teaching -- Indigenous Language as an Elective Subject of Study -- Immersion Schooling -- Bilingual Schooling -- Language Initiatives in Early Childhood Programs -- An Ecologically Comprehensive Strategy -- FUTURE DIRECTIONS -- NOTES -- REFERENCES -- 2. THE USE OF NON-DOMINANT LANGUAGES IN EDUCATION IN CAMBODIA, THAILAND AND VIETNAM: Two Steps Forward, One Step Back -- ABSTRACT -- INTRODUCTION -- VIETNAM: A TRADITIONAL LEADER IN NDL POLICY SUPPORT?.

NATIONAL CONTEXTS -- Cambodia -- Thailand -- Vietnam -- LANGUAGE-IN-EDUCATION POLICIES -- Cambodia -- Thailand -- Vietnam -- NON-DOMINANT LANGUAGES IN EDUCATIONAL PRACTICE -- Pilot Projects as Demonstrations of Effective Practice -- Research on NDL Communities and Learners -- LATEST ISSUES AND TRENDS -- CONCLUSION -- NOTES -- REFERENCES -- 3. LANGUAGE IN AFGHANISTAN'S EDUCATION REFORM: DOES IT PLAY A ROLE IN PEACE AND RECONCILIATION? -- ABSTRACT -- INTRODUCTION -- LINGUISTIC DIVERSITY IN AFGHANISTAN -- LANGUAGE POLICY AND PLANNING IN AFGHANISTAN -- Historical Background -- Recent Changes in Language Policy -- Language of Instruction in State Schools -- SUPPORT FOR BILINGUAL AND MULTILINGUAL EDUCATION AS PART OF EDUCATIONAL RECONSTRUCTION IN AFGHANISTAN -- LANGUAGE AND EDUCATION AMID CONTESTED SOCIETAL VISIONS -- CONCLUSION -- NOTES -- REFERENCES -- 4. LANGUAGE AND LIBERATION: Language of Instruction for Mathematics and Science: A Comparison and Contrast of Practices Focusing on Tanzania -- ABSTRACT -- INTRODUCTION: ENGLISH AS THE LANGUAGE OF SCIENCE AND TECHNOLOGY -- SCIENCE EDUCATION AND ENGLISH MEDIUM: THE SRI LANKAN EXPERIENCE -- THE CASE OF MALAYSIA -- EXAMPLES FROM TANZANIA -- UNDERSTANDING OF SCIENCE CONCEPTS -- WHAT IS ZANZIBAR UP TO? -- CHANGING A BELIEF SYSTEM WHICH HAS BECOME COMMON KNOWLEDGE -- NOTES -- REFERENCES -- PART II: COMMUNITY AND PARENT VOICES -- 5. INDIGENOUS MEXICAN LANGUAGES AND THE POLITICS OF LANGUAGE SHIFT IN THE UNITED STATES -- ABSTRACT -- INTRODUCTION -- LANGUAGE, POWER, IDENTITY AND THE PRESSURE TO "SHIFT" -- HISTORICAL AND CULTURAL CONTEXT OF THE STUDY -- South of the Border -- North of the Border -- METHODOLOGY -- "WE KNOW WHAT THEY CALL US:" FINDINGS AND ANALYSIS -- Language Use in Public Spaces -- Pride in Language Use and the Benefits of Multilingualism.

Indigenous Language as a Signifier and the "Reinvention" of Identity -- CONCLUSION -- NOTES -- REFERENCES -- 6. "WE LOST OUR CULTURE WITH CIVILIZATION": Community Perceptions of Indigenous Knowledge and Education in Senegal -- ABSTRACT -- INTRODUCTION -- INDIGENOUS KNOWLEDGES IN AFRICAN CONTEXTS -- Conceptualizing Indigenous Knowledges -- The Mismatch of Francophone Schooling with Community Needs -- CONTEXT OF THE STUDY -- Methodology -- The School Community as Research Site -- Language Issues in Implementation -- CONCEPTIONS OF INDIGENOUS EDUCATION IN SOUTHEASTERN SENEGAL -- Tension between Indigenous and Exogenous Forms of Knowledge -- Internalization of the Development Discourse - Expressions of Inadequacy -- Examples of Limited Agency -- CONCLUSION -- NOTES -- REFERENCES -- PART III: CLASSROOM PRACTICES AND TEACHER VOICES -- 7. FIRST LANGUAGE-BASED PRESCHOOLS IN ADIVASI COMMUNITIES IN THE CHITTAGONG HILL TRACTS OF BANGLADESH -- ABSTRACT -- INTRODUCTION -- HISTORICAL CONTEXT: POLITICS, EDUCATION AND MARGINALIZATION IN THE CHITTAGONG HILL TRACTS -- AN L1-BASED EDUCATIONAL MODEL: THE SHISHUR KHAMATAYAN PROJECT -- THE STUDY -- RESEARCH METHODS -- Design and Tools -- Ethical Considerations -- SAMPLE -- Sample Characteristics -- FINDINGS -- One-on-One Assessments -- Classroom Observations -- Focus Group Discussions -- CONCLUSIONS -- NOTES -- REFERENCES -- 8. TEACHERS AS AGENTS OF CHANGE WITHIN INDIGENOUS EDUCATION PROGRAMS IN GUATEMALA AND MEXICO: Examining Some Outcomes of Cross-Border Professional Development -- ABSTRACT -- INTRODUCTION -- LANGUAGE-IN-EDUCATION CONTEXTS IN GUATEMALA AND MEXICO -- Bilingual Intercultural Education -- Guatemala -- Mexico -- AGENTS OF CHANGE IN THE LITERATURE -- RESEARCH SETTINGS AND METHODS -- TEACHERS AS AGENTS OF CHANGE IN GUATEMALA AND MEXICO -- Combating Economic Marginalization.

Challenges of Implementing Bilingual Intercultural Education -- Internalized Prejudices and Stereotypes -- CONCLUSION -- NOTES -- REFERENCES -- 9. EFFECTIVE ACTIVITIES TO SUPPORT TEACHERS' TRANSITION INTO THE MTBMLEi CLASSROOM IN THE PHILIPPINES -- ABSTRACT -- INTRODUCTION -- The Linguistic Situation in the Philippines -- Language-in-Education Policy in the Philippines -- METHODOLOGY OF THIS STUDY -- Sampling -- Sources of Data -- EXAMINATION OF THE PROFESSIONAL DEVELOPMENT PROGRAM -- Strategy 1: Activity and Results -- Strategy 2: Activity and Results -- Strategy 3: Activity and Results -- Strategy 4: Activity and Results -- ANALYSIS -- Reflection and Drawing Activity -- The Meaning of Language - Hausa Story-Telling -- Modeling through Professional Development Training -- Creation of Local Language Primers and Practice Teaching Them -- CONCLUSION -- NOTES -- REFERENCES -- 10. ENGLISH MEDIUM INSTRUCTION AND EXAMINING IN ZANZIBAR: Ambitions, Pipe Dreams and Realities -- ABSTRACT -- INTRODUCTION -- THE LANGUAGE FACTOR IN TEACHING, LEARNING AND ASSESSMENT -- THE STUDIES -- Initial Exploratory Study: Data Set 1 -- Procedure for Phase 1: -- Procedure for Phase 2: -- Insights from the exploratory study: -- English Language Proficiency - Vocabulary Levels: Data Set 2 -- Investigating the Effects of Language on Student Achievement: Data Set 3 -- Language in National Examination Performance: Data Set 4 -- Students' Opportunities to Learn English at School and at Home: Data Set 5 -- DISCUSSION -- Aspirations for English versus On-the-Ground Realities -- CONCLUSION: AMBITIONS & PIPE DREAMS -- NOTES -- REFERENCES -- 11. IMPLEMENTATION OF LOCAL CURRICULUM IN MOZAMBICAN PRIMARY SCHOOLS: Realities and Challenges -- ABSTRACT -- INTRODUCTION -- BACKGROUND OF THE STUDY -- Conceptual Framework -- Methodology Used -- CURRICULUM REFORM IN MOZAMBIQUE.

Education in Mozambique -- Decentralization -- The Local Curriculum Component -- LOCAL CURRICULUM IMPLEMENTATION IN TETE -- Background on Tete Province -- Perceptions of the Local Curriculum -- Integration and Contributions of the LC within the National Curriculum -- Constraints on LC Reform Implementation -- DISCUSSION AND CONCLUSIONS -- Implications for Further Research -- REFERENCES -- 12. CULTURE AS A VEHICLE, NOT A BRIDGE: Community-Based Education in Autonomous Regions of Nicaragua and in the Navajo Nation, USA -- ABSTRACT -- INTRODUCTION -- HISTORICAL CONTEXT OF COSTEÑO EDUCATION -- HISTORICAL CONTEXT OF NAVAJO EDUCATION -- COMMUNITY CODE-SWITCHING AND PLURICULTURALISM: CURRENT ISSUES AMONG THE COSTEÑOS -- ENCOURAGING ACHIEVEMENT, REVITALIZING CULTURE: CURRENT ISSUES IN THE NAVAJO NATION -- COMMON CHARACTERISTICS AND LESSONS LEARNED -- NOTES -- REFERENCES -- PART IV: RESEARCHER VOICES -- 13. TEACHING AND ASSESSING INDEPENDENT READING SKILLS IN MULTILINGUAL AFRICAN COUNTRIES: NOT AS SIMPLE AS ABC -- ABSTRACT -- INTRODUCTION -- LINGUISTIC FACTORS IN APPLYING ANGLOPHONE STRATEGIES TO AFRICAN LANGUAGES -- Depth of the Orthography -- Nature of the Phonology -- Nature of the Morphology -- METHODOLOGICAL IMPLICATIONS -- Implication 1: Attend to the Morphology -- Implication 2: Attend to the Phonology -- Implication 3: Attend to the Nature of the Orthography -- CONTEXTUALIZING READING INSTRUCTION AND ASSESSMENT -- APPLICABILITY IN AFRICAN CLASSROOMS -- CONCLUSIONS -- NOTES -- REFERENCES -- 14. EXPLORING THE DEVELOPMENT OF READING IN MULTILINGUAL EDUCATION PROGRAMS -- ABSTRACT -- INTRODUCTION -- THE ISSUE OF READING NORMS -- Reading Norms as Proposed for the USA -- Investigating Reading Norms in Rural Cameroon -- Generalizing across MLE Programs -- READING RATE AND COMPREHENSION IN MLE AND NON-MLE PROGRAMS.

TRANSFERRING READING SKILLS TO A SECOND LANGUAGE - EVIDENCEFROM EARLY-EXITv MLE PROGRAMS.