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Phillipson, Robert – International Review of Education, 2001
Explores the role of English in ongoing processes of globalization, the reasons for its dominance, and the need for conceptual clarification in analyzing English worldwide. Asserts that language pedagogy must ensure that English is not learned subtractively, to the detriment of the mother tongue--only in this way can globalization be made more…
Descriptors: Corporations, Elementary Secondary Education, English, English (Second Language)
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Skutnabb-Kangas, Tove – International Review of Education, 2001
Argues that global English usage is triggering linguistic genocide in many areas of the world. Equates globalization with war and colonization, and with power structures taking control of natural resources--including land, water, and humans. Asserts that education in a mother tongue must be a human right. (Contains 50 references.) (NB)
Descriptors: Elementary Secondary Education, English, English (Second Language), Global Approach
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Ozerk, Kamil Z. – International Review of Education, 2001
States that, for more than four centuries, Cyprus has employed both Turkish and Greek as its two main languages. Suggests that the island's lack of policies regarding bilingualism has weakened relations between these two cultural groups, and that the introduction of English makes their assimilation even more difficult. (Contains 19 references.)…
Descriptors: Bilingualism, Educational Policy, Elementary Secondary Education, English
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Roy-Campbell, Zaline M. – International Review of Education, 2001
Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for…
Descriptors: Colonialism, Educational Policy, Elementary Secondary Education, English
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Brock-Utne, Birgit; Holmarsdottir, Halla B. – International Review of Education, 2001
Discusses two studies that examine the effects of English, and its status as the official language, on Namibian languages. Finds that the numbers of students in African language classes in Namibia have been dropping significantly--in 1995 there were 100 students taking Oshindonga, and in 1999-2000 there was one. (Contains 66 references.) (NB)
Descriptors: African Languages, Colonialism, Educational Policy, Elementary Secondary Education
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Desai, Zubeda – International Review of Education, 2001
Examines the implications for education of a national language policy in South Africa, a region whose constitution recognizes 11 official languages. Argues that African languages must be used in the business of government if they are to remain viable as languages of instruction in schools. (Contains 13 references.) (NB)
Descriptors: African Languages, Educational Policy, Elementary Secondary Education, English
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Punchi, Lakshman – International Review of Education, 2001
Argues that international monetary organizations influence debt-receiving countries in regard to their educational policies. Stresses the importance of retaining a national educational policy as a means of empowerment and liberation for its masses, and for creating stronger ethnic harmony. In particular, Sri Lanka must continue to teach in the…
Descriptors: Educational Policy, Elementary Secondary Education, English, English (Second Language)
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Holmarsdottir, Halla B. – International Review of Education, 2001
States that despite the country's relatively small population and the globalization pressures from the international community, the Icelandic language and culture have remained strong. Reports that Iceland's language policy comes from the government's and official institutions' commitment to the people of Iceland, who are determined to preserve…
Descriptors: Educational Policy, Elementary Secondary Education, Global Approach, Language Attitudes
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Downing, John – International Review of Education, 1978
Using studies from many countries, the author reviews the advantages and disadvantages of three designs for bilingual instruction: delivery in the second language, initial instruction in the mother tongue, and mixed delivery in both languages. Cognitive development and students' attitudes toward their native language are considered. (SJL)
Descriptors: Bilingual Education, Cognitive Development, Educational Strategies, Elementary Secondary Education