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Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries

Resource type
Report
Authors/contributors
Title
Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries
Abstract
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.
Report Type
Working Paper
Institution
EdTech Hub
Date
2024
Language
en
Call Number
0127
Rights
Creative Commons Attribution 4.0 International
Extra
DOI:10.53832/edtechhub.0127 ZenodoArchiveID: 7267302 ZenodoArchiveConcept: 7267301
Citation
Zhao, A., Mitchell, J., Gasanabandi, G., Ullah, N., Barnes, K., & Koomar, S. (2024). Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries [Working Paper]. EdTech Hub. https://doi.org/10.53832/edtechhub.0127
Publisher and type