Inclusive Language In Education

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Framework of the Study McEachern (2014) cited that worldwide, many children struggle at school when the official medium of instruction differs from their native tongue. Children who speak “non-mainstream” languages—languages that are not included in the education system and are often lower in prestige than the school language—are more likely to become frustrated by their limited comprehension, slow rate of learning, and the cultural divisions between the classroom, community, and home (Barron, 2012). Non-inclusive language policies, particularly in education, can marginalize individuals, communities and even whole ethnic groups. This marginalization can have far-reaching consequences. If large segments of society do not have access to meaningful, relevant, and self-affirming education, equality, stability, and even economic growth are at risk. Chiatoh (2011) describes a cyclical problem for native groups at the brunt of bad education policies: “due to long periods of marginalization and disempowerment, most indigenous communities are unable to undertake viable self-reliant educational initiatives. As a result, planning and management of education is not adapted to the needs and realities of target populations” (p. 583). The varied language backgrounds of children and communities is one such reality to which education systems should adapt. Babaci-Wilhite, Geo-Jaja, & Lou (2012) insist that it is a human right to be educated…show more content…
They call mother tongue education a weapon against the “multi-dimensionalities of poverty” created by systems which favor languages that are “not an integral part of the culture and resources
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