The Peace Dividend of Valuing Non-Dominant Languages in Language-in-Education Policies in Myanmar

Abstract

This article is a literature review and analysis of the links between social cohesion/peacebuilding and the use of Non-Dominant Languages (NDLs) in education with an application for Myanmar, a country rich in linguistic diversity, rife with political conflict, and in the midst educational reforms. Findings indicate that investment in multilingual education (MLE) has the potential to enhance learning and foster peacebuilding. This paper provides a description of an adapted

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