Profiles of multilingual agencies in educational contexts in Oromia, Ethiopia

Wekjira, Merga Feyera and Stavans, Anat (2025) Profiles of multilingual agencies in educational contexts in Oromia, Ethiopia. ALKALMAZOTT NYELVTUDOMÁNY, XXV. (1). pp. 187-209. ISSN 1587-1061

Preview

Text Merga.pdf - Published Version Download (646kB) | Preview

Abstract

Historically, multilingualism as a form of living and socialization has existed and has been documented since biblical times. This study explores the profiles of multilingual agencies within educational contexts, focusing on students, teachers, and parents. Utilizing a comprehensive, multi-section questionnaire, the research examines participants' self-reported language abilities (based on Clark's CANDO test), patterns of language use across various contexts and interlocutors (Stavans et al., 2009), attitudes toward each language and MPQ. Descriptive statistical analyses reveal widespread multilingualism among all participant groups, emphasizing the dominant role of primary and secondary languages in shaping educational and social experiences. The findings align with existing research on multilingualism, language hierarchy, and education's sociocultural impact. They highlight the cognitive, social, and economic advantages of multilingualism, emphasizing the need for inclusive language policies that recognize and support linguistic diversity. The study also identifies challenges faced by minority languages, underscoring the importance of equitable language education. Finally, it highlighted that educational settings significantly influence language use, shaping linguistic flexibility and multicultural personality traits.

Actions (login required)

Edit Item