European Policy and Practices towards Ethnic Minorities
Student: Edona Begu
AQCI 3: Tankersley, Dawn (2001). Bombs or Bilingual Programmes?: Dual language Immersion,
Transformative Education and Community Building in Macedonia, International. Journal of Bilingual
Education and Bilingualism. p 107-124 [online]. [Accessed 26 October 2015]. Available from:
http://www.tandfonline.com/doi/abs/10.1080/13670050108667722
Birch, Anthony (1989) Nationalism and National Integration, London: Unwin Hyman Ltd, chapter 4: National
integration, pp. 36-51
1. Central Quotation
“…the use of both languages in the classrooms increased in the participants' ability to develop crossethnic friendships, to develop understanding and respect for the two languages and cultures represented
in the programme and to resolve conflicts among themselves.” (Tankersley 2001:107)
2. Argument
The main argument presented by the author, in the article “Bombs or Bilingual Programmes?,” is that duallanguage classrooms can provide a very important insight on how to educate children belonging to different
ethnic and language groups, which have a history of conflict. She backs her arguments by giving examples
from the Macedonian/Albanian dual-language immersion programme where due to bilingual structure of
the classrooms were created cross-language friendships, which means students did not base their
friendship based on the language that the other child spoke.
3. Question
The author takes Macedonian/Albanian dual-language immersion programme, implemented in 4 classes,
as a good example on resolving conflict between two different ethnicities and languages. However, she
does not provide an answer to questions such as: “Did the programme succeed in Macedonia? Was it
implemented all over the country? or “What is the burden that state’s face to implement such programme?
4. Experiential Connection
Although I did not have the chance to be part of dual language programme, I have had the chance to be
raised playing with children belonging to different ethnicities: Macedonian, Albanian and Turkish. As such,
I can say that language played a very important part on how we saw each-other and created our relations.
Also, I endorse author’s argument that learning the language of “other” is very important in overcoming
conflict, because from my experience the children of Macedonian ethnicity who learned ‘our’, Albanian
minority language were more peaceful, tolerant and cooperative with ‘us’; and today I have my best friend
who is Macedonian but speaks fluently Albanian. So, above all the language creates friendships that
remove prejudice and bring more understanding between conflicting ethnicities.
.
5. Textual Connection
Similarly to this article, Birch in his article recognizes the connection between language and power.
However, in contrast with Tankersley’s article he stipulates three approaches that states can have in
respect to minority language: 1) designating the majority language as the official language 2) dividing
country in linguistic areas and in each area designating an official language 3) designating both majority
and minority languages official status.
6. Implications
As aforementioned, the author clearly states that a dual language is very important in overcoming conflicts
between ethnicities. Hence, this has a clear implication in the education policy, especially to countries that
are facing inter-ethnic conflicts. However, I believe that dual language programmes should not be seen
only as reactive policy, intervention to a problem that has already occurred, but rather an active policy,
preventive measures before the problem occurs.
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European Policy and Practices towards Ethnic Minorities
Sample Self-Assessment form
Department of Public and Social Policy, Faculty of Social Sciences, Charles University
AQCI ASSESSMENT FORM
Student’s
name:
Edona Begu
Name of
assessor:
Izabela Kulesza
Lara Belliot
Date:
3/11/15
Essay title:
Excel
lent
1) Is the chosen quotation central to the
author’s argument?
Go
od
Aver
age
Po
or
Not
accept
able
Comments
xxx
x
x
Strong argument, well-explained.
xx
x
I think you are smart to suggest
the interest to have a wider field
of research, not only in 4 classes.
x
I haven’t enrolled any dual
language class but I hope that the
experience outside the class is
sufficient. Very compelling
personal connection! Yes, very
relevant!
2) Has the main argument been fully
understood (including its ‘for’ and
‘against’ sides, if applicable)?
3a) Is the question raised
important/relevant/interesting?
3b) Has this question not been fully
answered in the text?
xx
x
4) Is the experiential connection
relevant/interesting?
xxx
5a) Is the textual connection
relevant/interesting?
5b) Has it been cited properly?
5c) Has it been adequately explained
how the present text's argument
contrasts with, contradicts, confirms,
clarifies, or elaborates the other text's
argument or point?
xxx
xxx
The explanation is a little bit short
but it also due to the
requirements for the AQCI.
xxx
6) Have the implications been well
understood, can they have a practical
impact for policy making?
xx
7) Expression/Presentation
a) Are the style, grammar and general
use of English adequate?
b) Is the AQCI professionally presented?
x
xxx
xxx
Essay grade:
Further comments:
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European Policy and Practices towards Ethnic Minorities
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