ABSTRACT

The study proposes that Critical Multilingual Language Awareness (CMLA) can be deployed as a productive theoretical construct for scholarly activism in a country such as Pakistan where multilingualism and linguistic diversity have historically been seen as problems than assets in education. We illustrate that such activism can transform orientations and deconstruct myths/misconceptions about bi/multilingual/plurilingual education as research suggests greater public glorification of the dominant languages such as English and Urdu vis-à-vis native languages. Given the subtractive linguistic ecology, this paper explores how prevailing orientations about native languages can be neutralized and positively transformed. The study suggests how scholars/researchers or activists can create 'ideological and implementational spaces' [Hornberger, N. H. (2003). Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters; Hornberger, N. H. (2016). Researching the continua of biliteracy. In K. King, Y.-J. Lai, & S. May (Eds.), Research methods in language and education (pp. 1–18). Cham: Springer International] for multiple languages, literacies, and identities in classroom, community, and society. The participants were students of Bilingualism course enrolled for MPhil program in a public sector university in Pakistan. Data were analyzed through the constructs of critical applied linguistics and Critical Multilingual Language Awareness (CMLA) [García, O. (2017). Critical multilingual language awareness and teacher education. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 263–280). Cham: Springer International Publishing]. The study shows that lack of critical awareness and education primarily causes disinterest in bi/multilingual/plurilingual. Findings suggest that exposure to critical scholarship, and sensitization about the value of bi/multilingual/plurilingual education and linguistic/cultural diversity can create spaces, and impact significant theoretical, ideological/political and implementational transformations.

摘要

该研究建议，关键性的多语种语言意识（CMLA）可以被部署为在巴基斯坦这样的国家中学术活动主义的一种富有生产力的理论建构，在该国，多语种和语言多样性历来被视为比教育资产更为重要的问题。我们举例说明，由于研究表明公众对主要语言（例如英语和乌尔都语）相对于本地语言的荣耀，这种激进主义可以改变取向，并消除对双语/多语言/多语言教育的神话/误解。给定减性语言生态学，本文探讨了如何可以消除与母语有关的主流语言，并对其进行积极的转变。该研究表明学者/研究人员或激进主义者如何创造“意识形态和实施空间” [Hornberger，NH双语连续体：多语言环境下的教育政策，研究和实践的生态框架。克利夫登：多语言事项；新罕布什尔州霍恩伯格（2016）。研究双语能力的连续性。在金·金（Y.-J. Lai＆S. May（编），语言和教育研究方法（第1-18页）。Cham：Springer International]，适用于教室，社区和社会中的多种语言，文化和身份。参加者是在巴基斯坦的一所公立大学攻读MPhil计划的双语课程的学生。通过批判性应用语言学和批判性多语言语言意识（CMLA）的结构分析数据[García，O.（2017）。至关重要的多语言语言意识和教师教育。在J. Cenoz，D。Gorter和S. May（编辑）中，语言意识和多语制（第263-280页）。湛：施普林格国际出版社]。研究表明，缺乏批判意识和教育主要导致对双语/多语言/多语言不感兴趣。研究结果表明，获得批判性奖学金以及对双语/多语言/多语言教育的价值以及语言/文化多样性的认识可以创造空间，并影响重大的理论，思想/政治/实施转变。