Colonized through Language: The Case of Early Childhood Education Academic Article uri icon

abstract

  • In this article, the privilege accorded to language as the natural way of human expression and communication is problematized. Drawing upon multiple post-colonial sources, the author suggests that this is yet another of the ways in which dominant Western ways of viewing the world are imposed upon diverse groups of people, including young children. Questions are asked about whose interests are best served when language is privileged over other modes of communication. Acquiring language is often perceived as a crucial tool in the growth of young children; however, the question is rarely asked, what is lost when language is gained. The article also provides examples from an ethnographic study done in India that suggests that children can engage in complex forms of communication that do not involve language. Finally, the article addresses the common assumption that using language mostly means using one language. Dominant Western discourses about language are almost overwhelmingly unilingual; however, most of the world's children use and live in multilingual environments.

published proceedings

  • Contemporary Issues in Early Childhood

author list (cited authors)

  • Viruru, R.

citation count

  • 26

complete list of authors

  • Viruru, Radhika

publication date

  • January 2001