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- W3180361148 abstract "Educational institutes have a legitimate responsibility to enhance social cohesion through cultural inclusivity. This is no exception in Sri Lanka as depicted in the National Goals of Education. Nonetheless, the very system is linguistically, and hence ethnically divided due to Mother-tongue instruction (MTI). An exception is Bilingual Education (BE) classrooms in a few bi-media schools where some subjects are delivered through English medium instruction (EMI). This enables Sinhala, Tamil and Muslim students to interact and cooperate with each other in new “socially situated conditions” (Bourdieu, 1990). This paper draws evidence from a broader inter-disciplinary qualitative study that collected, analysed and interpreted data through Pierre Bourdieu’s theory of “Logic of Practice”. The major findings show that shared lived experiences in multi-ethnic bilingual education classrooms facilitate the reorientation of students’ identities from ethnocentricity to inclusivity. The paper focuses on how heteroglossic language policies and practices enacted in BE classrooms facilitate mutual trust and interdependence while reducing linguicism and thereby ethnocentrism. It is suggested that through cooperative group work in ethnolinguistically heterogeneous groups, the students’ stereotypical intergroup misconceptions can be reduced while intercultural understanding and respect for the language of the ‘other’ are nurtured. The implications are significant to multiethnic societies whose systems of education are bounded by both explicit and implicit rules to ensure cultural inclusivity and social cohesion." @default.
- W3180361148 created "2021-07-19" @default.
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- W3180361148 date "2021-03-21" @default.
- W3180361148 modified "2023-09-23" @default.
- W3180361148 title "Breaking Intergroup Barriers Through Heteroglossic Practices: Bilingual Education for Ethnolinguistic Inclusivity in Sri Lanka" @default.
- W3180361148 hasPublicationYear "2021" @default.
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