Language-in-Education in Low-income, Postcolonial contexts: Towards a social justice approach
After reading this article, I was able to understand the Language-in- education in the social justice perspective. The author achieves this by the use of the two critical approaches namely instrumental and rights-based criteria. First, he suggests the idea of a helpful approach. This approach dictates that the status quo and the policy responses of low income and the post-colonial country are related to the language-in-education issues (Tikly, 2016). For instance, instrumentalists believe that language contributes to the development of the globalized world. Also, the author outlines that Language-in-education is equitable to the prosperity of the members of the society and that it leads to the development of the human capital.
There is also the use of the right based approach to achieving social justice in society. Human rights approach view language-in-education policy as a factor contributing to the achievement of linguistic rights in the postcolonial societies. The approach also puts the empathy on the use of the mother tongue language since it argues that it is the only way to foster linguistic development in the developing nations.
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