An exploration of linguistic Neo-Colonialism through educational language Policy-An Irish perspective

Anna Marie Dillon, Zayed University

Document Type

Article

Source of Publication

Journal for Critical Education Policy Studies

Publication Date

12-1-2016

Abstract

© 2016, Institute for Education Policy Studies. All Right Reserved. In this paper, educational language policy is explored through the lens of linguistic neo-colonialism in Ireland in the case of learners of English as an Additional Language. The perspective of Ireland as a decolonized nation may have an impact on current language policy. Arguments for an additive approach to language and identity, language maintenance and the preservation of linguistic human rights make the case for avoiding subtractive bilingualism as a form of linguistic neo-colonialism. Social class and racism can lead to linguistic oppression that must be addressed critically by all stakeholders and policy makers at macro and micro levels. A transformation in linguistic oppression has potential to address these issues within communities. It is therefore essential that all children are afforded the opportunity to develop their language skills to the fullest extent possible, in order to gain maximum access to education and the structures and norms that constitute the society of their new community in addition to, not instead of, their home community.

ISSN

2051-0969

Publisher

Institute for Education Policy Studies

Volume

14

Issue

3

First Page

97

Last Page

130

Disciplines

Education

Keywords

English as an Additional Language, Identity, Immigration, Language maintenance, Language policy, Linguistic human rights

Scopus ID

85007336482

Indexed in Scopus

yes

Open Access

no

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