Sociolinguistics and Education: The Use of Minority Language for Instruction in the Classroom

Abstract

This study aims at (1) investigating issues regarding differences between language use in the classroom and in students’ homes and communities in multicultural countries, (2) exploring issues regarding to the use of minority language in the classroom and programs promoting the use of the home dialects of minority children in instruction (3) discussing the position and significance of sociolinguistics in the context of minority language for foreign language education. This study used Library Research Method. The data were obtained by reviewing some existing works from E-books and journal articles found online and websites in relevance with the topics discussed. After identifying and locating relevant information, the data then were analyzed qualitatively. The results of the investigation showed that there are differences between language use in the classroom and in students’ homes and communities. These differences cause the students from minority language fail in school.  To assist the students, bilingual programs for instances two-way immersion program, accommodation programs were then applied. Finally, the study revealed that the position and significance of sociolinguistics in foreign language education can be examined along three dimensions: attitudes towards learning a foreign language, inclusion of culture in foreign language lessons, and the contribution of language planning to foreign language education