Adopting a Multilingual Habitus: What North and South Can Learn from Each Other About the Essential Role of Non-dominant Languages in Education

Abstract

This chapter compares and contrasts research, policy and practice from low-income multilingual countries of the South with findings from bi- and multilingual regions of the North. The focus is on the essential role of non-dominant languages in teaching and learning, and opening our eyes to the monolingual habitus in our perspectives. Terms and concepts are discussed in detail and a multilingual habitus is invoked. After relevant differences between Northern and Southern contexts are distinguished and similarities noted, the discussion moves on to highlight lessons learned in each context and the role of the researcher in promoting dialogue between the two.