Authors:
- Meets the need for a text on the complex interfaces and dynamic interplay between theory and practice, policy and implementation, research and fieldwork, government and community
- Demonstrates how community based action research can be carried out with successful results both in terms of robust findings and effective community mobilization
- Provides insights into the political, linguistic and cultural dynamics of bilingual and multilingual communities in relation to educational policy
- Suggests effective ways to get beyond the sterile debates and frustrating impasses that plague postcolonial public policy initiatives
- Highlights the agency of community members in identifying, analyzing and solving problems related to education, public policy, and governance
Part of the book series: Language Policy (LAPO, volume 20)
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Table of contents (6 chapters)
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Front Matter
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Back Matter
About this book
This volume focuses on a case where community organizing, academic research and governmental responsibility were successfully mobilized and synchronized to bring about change in educational policy and practice. The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands. On the island, the language of instruction is Dutch, however, outside of the classroom most students only speak English and an English-lexifier Creole. The research project was set up to address the negative impact on school success of this disparity. It included a community-based sociolinguistic study that actively involved all of the stakeholders in the education system on the island. This was complemented by a multi-pronged set of research strategies, includinga language attitude and use survey, a narrative proficiency test, in depth interviews, and a review of the relevant literature. The resulting report and recommendations were accepted by the government, which is now in the process of changing the language of instruction.
Reviews
“This book provides hope for educators, policy makers, and researchers in the field … . The depth of information provided on the process of implementing CBR would be of great value for researchers in the field of language policy development, as it highlights the importance of working with community partners in order to co-create realistic opportunities for change.” (Reshara Alviarez, Language Policy, Vol. 19, 2020)
Authors and Affiliations
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Department of English, University of Puerto Rico at Río Piedras, San Juan, Puerto Rico
Nicholas Faraclas
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Department of Languages, Literature and Communication, Utrecht University, Utrecht, The Netherlands
Ellen-Petra Kester
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University of Aruba, Oranjestad, Aruba
Eric Mijts
Bibliographic Information
Book Title: Community Based Research in Language Policy and Planning
Book Subtitle: The Language of Instruction in Education in Sint Eustatius
Authors: Nicholas Faraclas, Ellen-Petra Kester, Eric Mijts
Series Title: Language Policy
DOI: https://doi.org/10.1007/978-3-030-23223-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-23222-1Published: 02 August 2019
Softcover ISBN: 978-3-030-23225-2Published: 14 August 2020
eBook ISBN: 978-3-030-23223-8Published: 23 July 2019
Series ISSN: 1571-5361
Series E-ISSN: 2452-1027
Edition Number: 1
Number of Pages: VIII, 195
Number of Illustrations: 13 b/w illustrations
Topics: Educational Policy and Politics, Language Policy and Planning, Education Policy