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This article is a literature review and analysis of the links between social cohesion/peacebuilding and the use of Non-Dominant Languages (NDLs) in education with an application for Myanmar, a country rich in linguistic diversity, rife with political conflict, and in the midst educational reforms. Findings indicate that investment in multilingual education (MLE) has the potential to enhance learning and foster peacebuilding. This paper provides a description of an adapted “4R” theoretical framework (Novelli & Sayed, 2016) and a summary of educational reforms in Myanmar to contextualize the discussion. The paper argues that the double threat to the NDLs that comes from Burmese or English as medium of instruction can endanger minority languages, learning, and peacebuilding. Finally, findings suggest that engaging in dialogue, research, advocacy and teacher development in MLE can raise awareness of the peace dividend of valuing language diversity and the importance of language policies vis-a-vis learning and peacebuilding.

The Peace Dividend of Valuing Non-Dominant Languages in Language-in-Education Policies in Myanmar