1. 11 th Language & Development Conference New Delhi, November 2015 Analysis of the Research and Action Agenda proposals made by conference participants Hywel Coleman 1

2. The instrument Research Agenda and Action Agenda proposals sought at the end of each day 122 responses received (15%) 45% from India, 50% from outside, 5% not stated Distinction between ‘research’ and ‘action’ not always clear 2

3. 1) Terminology There is a need to achieve consensus on the interpretation of key terms, such as ‘multilingual education’, ‘low-cost English medium education’ and ‘translanguaging’. Without shared understanding we will not be able to describe multilingual phenomena in a useful way. 3

4. 2) Language use in multilingual contexts Describe, non-judgmentally, how languages are being used, for what purposes and with what consequences in multilingual contexts. Take account of speakers of minority languages, speakers of majority languages, children, adults, education providers, service users, service providers, migrants, host communities and governments. These descriptions should be undertaken in rural, urban, developing and industrialised contexts in Asia, Africa, Europe and elsewhere. 4

5. 3) The practice of MTB MLE The practice of MTB MLE must be described non- judgmentally as it occurs in a wide range of contexts in Asia and Africa. What are the languages of the participants (learners and teachers) in these schools? What languages are actually being used and in what ways in these schools? How do participants feel about these language practices? Have they been adequately prepared for these language practices? How have policy makers and communities been persuaded to accept MTB MLE? What languages are being learnt and what other subjects are being learnt? What are the long term impacts for learners in MTB MLE schools? Does MTB MLE really have the benefits that are claimed for it? 5

6. 4) The practice of LCEM We need detailed non-judgmental descriptions of English medium - and especially low-cost English medium - education as it occurs in a wide range of contexts in Asia and Africa. Why do parents use these schools? Do they get what they are hoping for? To what extent is English really being used and how are other languages being used? Which English is being used? What languages are being learnt and what other subjects are being learnt? What are the long-term impacts for learners in LCEM schools? Do LCEM schools really have the dangers and disadvantages that have been laid against them? 6

7. 5) Service provision in multilingual contexts How do service providers - particularly in health care - provide the services which they offer in contexts where multiple languages are in use? We need detailed descriptions of practice and (if any) policy in a range of different contexts in Asia and Africa. How do service users and providers perceive their experiences? How successful or otherwise are their interactions? 7

8. 6) Future L&D Conferences The Trustees of the L&D Conference Series need to pay attention to the pointers provided by conference participants (Theme D above) as they begin planning the 12 th Conference. 8

9. 7) We are not alone All of these proposed research and action activities need to involve a much wider range of participants and organisations than we have been accustomed to. 9