Important Dates
• Scholarship Application Deadline
        30 June 2016
10 July 2016
Scholarship Notification
15 August 2016
Online Registration,
Online Payment and
Money Transfer Deadline
12 October 2016
• Conference Dates
        19-21 October 2016



The conference features four thematic tracks. Conference organizers welcome abstracts that address these and related questions.

Track 1: Towards Sound Policies on Multilingual Education: Language and Language-in-Education Policy and Planning in Asia and the Pacific

Objective: To discuss recent policy developments related to multilingual education, particularly in Asia and the Pacific nations, and to learn from and build on these developments to enable language and language-in-education policies to be strengthened throughout the region.

Some questions to be addressed:

  • What are the essential components of sound policies relating to multilingual education in different contexts?
  • What are the critical and analytical perspectives on the socio-political landscapes affecting language and language-in-education policies?
  • What kinds of positive policy developments (for example, towards increased latitude for non-dominant languages and MLE) have taken place in the nations of the Asia-Pacific region, and what processes have enabled these pro-MLE policies to be put in place?
  • How are languages of different status (that is, local and other non-dominant languages and national and international languages) included in language and language-in-education policies?
  • Who are the key actors and institutions affecting language and language-in-education policies?
  • How do the issues of rights, equity, and diversity inform the standards and legislative mandates of language and language-in-education policies?
  • What are the key issues and challenges in developing and implementing language-in-education policies that support multilingual education and the use of non-dominant languages?

Track 2: MLE Teachers and Teacher Training for MLE

Objective: To explore the types of teacher education and certification pathways that could be put in place at local and national level to build the capacity and competency of MLE teachers to enhance the quality of MTB-MLE program.

Some questions to be addressed:

  • What are the present good practices for MTB-MLE teacher education?
  • What are some good practices in educating MLE teachers for working in multigrade settings?
  • How can MTB-MLE teacher education be developed and incorporated as a teaching qualification in preservice and inservice teacher education institutions?
  • What are some innovative pathways to provide certification to teachers who have not obtained their teaching qualifications by traditional processes?
  • Who are the key actors and institutions affecting the selection, training, and practical work of MLE teachers?
  • How can human resource systems of Ministries of Education be adjusted to place (and keep) minority language speaking teachers in MTB-MLE programs?
  • What can be done to work with the local community to choose, train, and hold teachers accountable for the quality of their work?

Track 3: MLE Practice/Praxis in Early Childhood and Primary Education

Objective: To discuss effective MTB-MLE praxis in early childhood and primary education that addresses increasingly globalized social contexts, leading to effective integration into mainstream education, and access to quality education.

Some questions to be addressed:

  • What are the essential reasons for beginning learning in the mother tongue at the early childhood/preschool level?
  • What early childhood education policies in regard to language use must be developed in order to promote better learning outcomes in primary school?
  • What challenges are faced in using MTB-MLE in early childhood education, and what strategies have been designed to meet these challenges?
  • What steps must be taken to ensure a smooth transition from preschool to primary school in regard to language use?
  • How is MTB-MLE relevant in a linguistically diverse classroom and what are some good MTB-MLE practices to make education inclusive for all in such a setting?
  • What are some innovative practices to make L1 material production affordable and feasible?
  • What good teaching strategies and materials are available to supplement the learning of national and international languages?
  • Who are the key actors and institutions affecting MLE practice at the early childhood and primary school levels?
  • What can be done to ensure more effective bridging from the MTB-MLE system to the standard national education system?
  • How can the MTB-MLE approach be made more sustainable?

Track 4: Language and Cross-Cutting Issues of Sustainable Development Goals (SDG)

Objective: To discuss the strategic contribution that languages can play in the attainment of the SDGs and explore how languages can facilitate the process of a new model of development that is inclusive, participatory, bottom-up, and multi-sectoral so allowing greater participation of ethnolinguistic minorities in the development process.

Some questions to be addressed:

  • What are the challenges and barriers for ethnolinguistic minority communities to effectively participate in the development process?
  • What role can language play in poverty reduction (SDG 1), quality education (SDG 4), gender equality (SDG 5), reduced inequalities (SDG 10), climate action (SDG 13), and partnerships for the goals (SDG 17)?
  • What role can language play to implement the full Education 2030 agenda (SDG 4) and the Framework for Action? What is required to enable this?
  • What are the best country/community, regional, and international practices highlighting the role of languages in achieving the above-mentioned goals?
  • What can be done to integrate local languages and cultures in national-local public policies and development programs?
  • What roles can ethnolinguistic minorities (including indigenous, communities, and other stakeholders) play in promoting culture-based sustainable development?
  • What are the parallels between lifelong and adult learning with MLE at early childhood and primary levels in multilingual contexts? How can different levels of education support quality learning at other levels?
  • What inter-agency capacity building do governments need in order to integrate MLE into the SDG implementation?


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