Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
46 Results found
Знать язык - познать мир: изучение и поддержка русского языка в республике Таджикистан (Этнодиалоги; No.1, 2023) Year of publication: 2023 Author: Мунзифахон Бабаджанова 2023 год в Таджикистане посвящен русскому языку. Русский язык сегодня официально является языком межнационального общения в Таджикистане. При поддержке и финансировании Российской Федерации в Таджикистане открыты и работают центры «Русский мир», «Фонды русского языка», «Русское пространство», новые школы с русским языком обучения. Россия также поддержала Таджикистан и в сфере высшего образования: созданы и действуют три университета с полным преподаванием на русском языке. 
Как вы можете учиться, если вы не понимаете? Year of publication: 2016 Corporate author: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 听不懂，怎能学会？ Year of publication: 2016 Corporate author: UNESCO Key Messages:1. Children should be taught in a language they understand, yet as much as 40% of the global population does not have access to education in a language they speak or understand.2. Speaking a language that is not spoken in the classroom frequently holds back a child’s learning, especially for those living in poverty.3. At least six years of mother tongue instruction is needed to reduce learning gaps for minority language speakers.4. In multi-ethnic societies, imposing a dominant language through a school system has frequently been a source of grievance linked to wider issues of social and cultural inequality.5. Education policies should recognize the importance of mother tongue learning. 6. Linguistic diversity creates challenges within the education system, notably in areas of teacher recruitment, curriculum development and the provision of teaching materials. 
Addressing language of instruction issues in education: recommendations for documenting progress Year of publication: 2016 Author: Carol Benson Corporate author: Columbia University (USA). Teachers College This paper offers evidence-based recommendations for documenting international progress towards addressing language issues in education. The focus is on adapting the school language(s) of instruction to the home language(s) of learners. The paper begins by defining terms like L1 and explaining the concepts underlying multilingual education (MLE). Next there is a discussion of how to capture relevant linguistic and educational information from policy documents and linguistic sources, with examples from lowincome countries. This is followed by a set of questions that can and should be asked of any program to evaluate progress in addressing instructional language issues, focusing on the approach/methodology, teacher languages and skills, learner assessment, and program management, monitoring and evaluation. The paper concludes with some possible global indicators and suggestions for further research. 
Languages in adult literacy: policies and practices during the 15 years of EFA (2000-2015) Year of publication: 2015 Author: Clinton Robinson Linguistic diversity characterises many countries with large literacy needs. Meeting these needs will require a multilingual approach based on learning initial literacy in the learner’s mother tongue, with other languages used subsequently. This paper identifies five major challenges in implementing multilingual programmes, and traces the international policy developments over the 15 years of the EFA period. Four case studies – Mexico, Morocco, Papua New Guinea and Senegal – illustrate a range of policies, showing differing approaches and levels of commitment in providing literacy acquisition based on the mother tongue. The paper concludes with six policy orientations to guide action as part of the post- 2015 agenda. 
MTB-MLE: mother tongue-based multilingual education;lessons learned from a decade of research and practice Year of publication: 2014 Corporate author: Asia Multilingual Education Working Group This information is based on presentations and discussions at the 4th International Conference on Language and Education, ‘Multilingual Education for All in Asia and the Pacific: Policies, Practices and Processes’, held in Bangkok, Thailand in November 2013. 
Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa Year of publication: 2011 Author: Adama Ouane | Christine Glanz Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. Optimiser l'apprentissage, l'éducation et l'édition en Afrique: le facteur langue; étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne Year of publication: 2011 Author: Adama Ouane | Christine Glanz Corporate author: UNESCO Institute for Lifelong Learning (UIL) | Association for the Development of Education in Africa (ADEA) This analytical review consists of three sections. The first section lays the theoretical foundations and is covered by Ekkehard Wolff and Kathleen Heugh: 1) language politics and planning in the light of development and 2) theories of bi- and multilingual education models and their implementation in the African context. A second section analyses teaching practices and classroom interaction in schools in two chapters by Birgit Brock-Utne and Hassana Alidou. This is followed by a review of the use of African languages in literacy and non-formal education by Hassana Alidou1 . Next, a review study by Kathleen Heugh addresses the critical issue of costs by assessing the costs related to implementing mother tongue and strong bilingual education programmes. Finally, the third section explores the role of locally-based multilingual publishing in supporting and promoting African languages and developing the language industries and the creative sector. Here, Yaya Satina Diallo from Guinea and Peter Reiner2 from Namibia shed light on the promise and pitfalls of publishing in African languages.Each of these sections focuses on theoretical frameworks and specific strategies designed to optimise learning and education in multilingual Africa. The language issue is dealt with at the levels of: policy and development; costing and financing; educational reform and governance; education models; classroom interaction; formal and non-formal education settings; literacy and publishing. 
The Enlightenment of Singapore’s Bilingual Education Policy to Tibet’s Bilingual Policy Year of publication: 2022 Author: 郭彤 | 刘雨乔 | 王晓晨 This article introduces the history of Singapore's bilingual education policy and uses it as a basis to explore the implications for Tibetan bilingual education policy. 新加坡双语教育政策对西藏地区双语政策的启示 Year of publication: 2022 Author: 郭彤 | 刘雨乔 | 王晓晨 本文介绍了新加坡双语教育政策的发展历史，并以此为基础探讨对西藏双语教育政策启示和借鉴意义。