A critical approach to language policy can reverse the hegemonic tradition of policy, where entrenched and accepted institutional practices ensure power remains in the hands of a few. The status a language acquires depends a lot on government support for it. One way the government can improve indigenous language status is by increasing its functional uses (Hornberger 2006). Thus, making local languages language of instruction means they can be used beyond the home, the languages gain greater values in the community. In this way, local languages can begin to be viewed as a valuable resource and thrive alongside global languages. 2.4 Influence of language of instruction that is different from the home language on urban refugee academic performance learners’ While many factors affect education quality, the language of classroom instruction fundamentally implants whether a child is able to read and learn. This is because learning in first language is essential for the initial teaching and one’s reading (Dutcher & Tucker 1999). Yet an estimated 221 million children speak languages not used as the primary medium of instruction in the formal school system (Dutcher, 2004), creating significant obstacles for teaching and learning (Pinnock, 2005). A study done in Thailand by Hugo Yu-Hsiu Lee shows that language learning programs at urban refugee shelters are at risk to create enormous large social inequality for urban refugee children and adolescents from their Thai
A critical approach to language policy can reverse the hegemonic tradition of policy, where entrenched and accepted institutional practices ensure power remains in the hands of a few. The status a language acquires depends a lot on government support for it. One way the government can improve indigenous language status is by increasing its functional uses (Hornberger 2006). Thus, making local languages language of instruction means they can be used beyond the home, the languages gain greater values in the community. In this way, local languages can begin to be viewed as a valuable resource and thrive alongside global languages. 2.4 Influence of language of instruction that is different from the home language on urban refugee learners’ academic performance While many factors affect education quality, the language of classroom instruction fundamentally implants whether a child is able to read and learn. This is because learning in one’s first language is essential for the initial teaching and reading (Dutcher & Tucker 1999). Yet an estimated 221 million children speak languages not used as the primary medium of instruction in the formal school system (Dutcher, 2004), creating significant obstacles for teaching and learning (Pinnock, 2005). A study done in Thailand by Hugo Yu-Hsiu Lee shows that language learning programs at urban refugee shelters are at risk to create enormous large social inequality for urban refugee children and adolescents from their Thai