What implementing this model would mean for the language education policy of Guyana.

 

1. A Shift from Monolingual to Multilingual Language Policy

 

Standard English is now the sole language of instruction, barring Guyanese Creolese and Indigenous language speakers (Rickford, 1999). A multilingual approach would acknowledge linguistic diversity as a resource, positioning Guyana in line with best practices in multilingual education globally (Heugh, 2011).

 


2. Identification and Official Recognition of Creolese and Indigenous Languages

It would entail standardization of Native languages and Creolese, writing systems, curriculum materials, and instructor guidelines. To argue for the acceptance of minority languages in schools confirming children's identities and leading to improved participation, Skutnabb-Kangas (2000) presents his case.



 

3. Bilingual or Transitional Curriculum Design

Children achieve more when schooling starts in a language they know (UNESCO, 2008). A bilingual program would commence with home language instruction and introduce English gradually. Thomas and Collier (2002) found that bilingual students outperformed students in English-only classes over the long term.

 


4. Changing Teacher Training and Certification

 The teachers need to be instructed on bilingual teaching methodologies and need to be proficient in local languages. Cummins (2000) points out that teachers need to know how the first language supports the development of a second language and academic achievement in school.


5. Greater Integration of Communities and Local Knowledge

A policy change would encourage schools to involve the parents and community elders in designing the curriculum. Hornberger (2005) states that the development of "ideological and implementational spaces" for home languages makes education culturally relevant and results in community ownership.

References

Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000212270

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.

Heugh, K. (2011). Theory and practice – Language education models in Africa: Research, design, decision-making, and outcomes. In A. Ouane & C. Glanz (Eds.), Optimising learning, education and publishing in Africa: The language factor (pp. 105–156). UNESCO Institute for Lifelong Learning.

Hornberger, N. H. (2005). Opening and filling up implementational and ideological spaces in heritage language education. The Modern Language Journal, 89(4), 605–609. https://doi.org/10.1111/j.1540-4781.2005.00331.x

Rickford, J. R. (1999). African American Vernacular English: Features, evolution, educational implications. Blackwell.

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