Abstract
This article examines a new phenomenon in language activism variously called the multilingual education working group or the multilingual education network, and abbreviated as MLEN. After an analysis of the conceptual and organizational contexts for these activist groups, the six MLENs in existence as of 2013 are described. The groups are then analyzed for particular characteristics and trends which they demonstrate.
Highlights
The conceptual context of MLENs Most language change is unplanned and organic in nature
MLEN members are typically scholars, consultants, personnel working in non-governmental organization (NGO) and international donor organizations, and government education personnel – all of whom share a common concern for the educational, linguistic and cultural challenges faced by minority language communities
The group is currently co-chaired by Save the Children UK, and SIL International. This group’s goals include advocacy with the UK Forum on International Education and Training (UKFIET), engagement with various implementers of the Early Grade Reading Assessment to advocate for the inclusion of language as a variable, and encouraging UNESCO to consider a conference on MLE in developing countries
Summary
The conceptual context of MLENs Most language change is unplanned and organic in nature. MLEN members are typically scholars, consultants, personnel working in NGOs and international donor organizations, and government education personnel – all of whom share a common concern for the educational, linguistic and cultural challenges faced by minority language communities. These organizations carry out research and advocacy activities, highlighting the pedagogical, social and cultural benefits of African language development and use.
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