Etholinguistic diversity in Britain: Polities and practice in school and society  

Oleh:

MacKinnon, Kenneth ; Densham, Jenny

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 2 no. 2 (1989), halaman 75-90.
Fulltext: 2.2.75-89.pdf (1,01MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/2 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The paper describes the efforts of three indigenous minority-language communities in Britain (Scottish Gaelic, Welsh, and British Sign Language) to achieve mother-tongue education. It argues that their experiences illustrate aspects of social structure in Britain that are overlooked in conventional class analysis. The reluctance of the UK in the past to cater for the linguistic and cultural needs of the indigenous minorities is linked to present difficulties in coping with the immigrant minorities and with the demand for EC languages in preparation for the Internal European Market of 1992. Assimillationist assumptions still underlie current policies and practice. Multilingualism is seen as a transitional phenomenon, and acculturation as the exchange of one culture for another rather than the acquisition of bicultural or bilingual identities and abilities. "Ethnic diversity is presented as a problem, not as societal enrichment. The paper draws parallels between the teaching uf the indigenous languages and the teaching of ethnic and EC languages. A synthesis is proposed in the form of a multilingual educational programme based on the UNESCO resolution of 1951 on the universal right to mother-tongue education.

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