Spanning scholarly contributions from India, Nepal, Bangladesh,
Pakistan, and Sri Lanka, this edited volume seeks to capture and
elucidate the distinct challenges, approaches and possible
solutions associated with interpreting, adapting and applying
language-in-education policies in a range of linguistically complex
teaching and learning environments across South Asia. Centring
on-the-ground perspectives of scholars, practitioners, pupils,
parents and the larger community, the volume offers new insights
into one of the most complex, populous, and diverse multilingual
educational contexts in the world. Language-in-education policies
and practices within this setting represent particularly high
stakes issues, playing a pivotal role in determining access to
literacy, thereby forming a critical pivot in the reproduction of
educational inequality. The broad aim of the collection is thus to
highlight the pedagogical, practical, ideological and
identity-related implications arising from current
language-in-education policies in this region, with the aim of
illustrating how systemic inequality is intertwined with such
policies and their associated interpretations. Aimed at both
academics and practitioners - whether researchers and students in
the fields of education, linguistics, sociology, anthropology or
South Asian studies, on the one hand, or language policy advisors,
curriculum developers, teacher educators, teachers, and members of
funding bodies, aid providers or NGOs, on the other - it is
anticipated that the accounts in this volume will offer their
readership opportunities to consider their wider implications and
applications across other rich multilingual settings - be these
local, regional, national or global.
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