Towards Adopting a Multilingual Habitus in Educational Development

Abstract

This chapter explores how educational approaches in low-income multilingual countries are pervaded by a monolingual habitus , or set of assumptions built on the fundamental myth of uniformity of language and culture. This habitus is evidenced in transitional bilingual approaches and unrealistic expectations for native-like proficiency in second or foreign languages. Northern biases have made research methodologies imperfectly suited to multilingual settings with dominant languages other than English. Fortunately, there are new terms, approaches and research that support a multilingual habitus more appropriate to linguistically diverse contexts of schooling and have great liberatory, transformative potential. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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