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1
Pütz, Martin. "Exploring the linguistic landscape of Cameroon: Reflections on language policy and ideology." Russian Journal of Linguistics 24, no. 2 (December 15, 2020): 294–324. http://dx.doi.org/10.22363/2687-0088-2020-24-2-294-324.
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This contribution focuses on the study of Linguistic Landscapes in the Central/Western African state of Cameroon, with particular reference to its capital, Yaoundé. Linguistic landscapes is a relatively recent area of research, and can be broadly defined as the visual representation of languages in public space. This paper will show that the field of linguistic landscapes can act as a reflection of linguistic hierarchies, ideologies and acts of resistance in multilingual and multicultural communities. At the same time, the sociolinguistic situation in the country will be investigated, which is paramount to understanding the linguistic and ideological conflicts between the anglophone minority and the francophone government. Cameroon’s linguistic landscape will be explored via the various spaces that English, French, Pidgin English, Camfranglais and, to a minor degree, indigenous African languages occupy in its sociolinguistic composition. The methodological design is quantitative in nature, involving collecting more than 600 linguistic tokens (digital photos) in various public places mainly in and around the Cameroonian capital of Yaoundé. It will be demonstrated that the deployment of languages on signs and linguistic tokens, apart from serving informative and symbolic functions for the audiences or passers-by they target, also has social and political implications in an ethnically heterogeneous and linguistically hybrid society such as Cameroon. Whereas in some other former British colonies there are indications that the public space is being symbolically constructed in order to preserve some of Africa’s indigenous languages (e.g. in Botswana, Rwanda, Tanzania), in Cameroon the linguistic landscape almost exclusively focuses on the dominant status and role of one single language, i.e. French, and to a lesser extent English, whose speakers therefore feel marginalized and oppressed by the French government.
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Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.
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English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.
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Azizova, G. "Uzbekistan Government Policy Towards Teaching English Language." Advanced Science Journal 2014, no. 5 (April 14, 2014): 25–28. http://dx.doi.org/10.15550/asj.2014.05.025.
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Eyssette, Jérémie. "The Democratic Republic of the Congo’s Linguistic Temptation: A Comparative Analysis with Rwanda’s Switch-to-English." Journal of Asian and African Studies 55, no. 4 (November 8, 2019): 522–35. http://dx.doi.org/10.1177/0021909619885974.
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The aim of this article is to assess whether the Democratic Republic of the Congo (DR Congo) is likely to upgrade the status of English by constitutional or educational means. Indeed, neighboring countries such as Rwanda and Burundi adopted English as their official language in 1996 and 2014, but less writing in English is devoted to a potential linguistic transition in DR Congo, the most populous French-speaking country. This article will gauge DR Congo and Rwanda against the four criteria that arguably triggered Rwanda’s switch-to-English: historical factors in current linguistic trends; the role of charismatic leaders in sudden language policy changes; language-in-education policies; and economic incentives. The results of this interdisciplinary investigation into the language dynamics of the Great Lakes region indicate that, reflecting the vehicles of DR Congo’s domestic and regional evolutions, its leaders might be tempted to enhance the status of English as an official language in a way that, contrary to Rwanda’s radical switch-to-English, is more compatible with other languages.
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Mugirase, Gloriose, and Speciose N. Ndimurugero. "Did the 2019 One and Half-Month Boot Camp Training Enhance Rwanda Development Board (RDB) Interns’ English Proficiency?" European Journal of Teaching and Education 2, no. 4 (December 30, 2020): 22–31. http://dx.doi.org/10.33422/ejte.v2i4.523.
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Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.
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Phillipson, Robert. "English or ‘no’ to English in Scandinavia?" English Today 17, no. 2 (April 2001): 22–28. http://dx.doi.org/10.1017/s0266078401002036.
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This article reports on work on English in Scandinavian countries that is currently available in Danish, and in particular presents and analyses a recent book. This contains six papers given at a conference in Copenhagen in March 1998 on the influence of English on Danish, along with a newspaper article that had raised several of the language policy issues somewhat earlier. The book also contains the text of a policy document written for the Swedish government by the Swedish Language Council, ‘Proposal for a plan of action to promote the Swedish language’.
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Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.
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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.
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Mano, Pavan. "Language policy ambivalence." European Journal of Language Policy: Volume 14, Issue 2 14, no. 2 (October 1, 2022): 163–80. http://dx.doi.org/10.3828/ejlp.2022.10.
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This article focuses on historicising Singaporean English/Singlish and tracing its genealogy as a demotic language to understand the changing relationship between Singlish and the Singaporean state. It takes as an entry point a recent infomercial-style music video featuring the well-known fictive Singlish-speaking character Phua Chu Kang that was released by the Singaporean government in the midst of the COVID-19 pandemic. It encouraged residents to get vaccinated for their own protection and was widely circulated across mainstream news media as well as other platforms. Mining the character of Phua Chu Kang, previously fiercely criticised by the government for speaking Singlish, the article historicises Singlish and its shifting place in Singapore’s cultural politics and language policy. It demonstrates how the language has shifted from a previous position as a state antagonist to a demotic language now actively mobilised by the state. In so doing, it updates extant understandings of Singlish in relation to language policy and culture in Singapore where antagonism has given way to a relationship of ambivalence with the state. More broadly, it also highlights the instrumental value of mobilising a demotic language for its persuasive potential within speech communities that have an affinity for it.
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Pervin, Nasrin, and Nausheen Saba Siraj. "How Social Dynamics Influence a Developing Country’s Language Planning and Policy." Journal of Education 200, no. 2 (September 19, 2019): 104–10. http://dx.doi.org/10.1177/0022057419877396.
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Social dynamics of a developing country undergo constant changes because of the demand of economic growth and people’s cater for social mobility. English has become important in all economic activities globally. Bangladesh was a British colony for almost 200 years. The legacy of English education still continues and it has not formulated any language policy, though the policy is to use mother tongue in all affairs of national/state functioning. Violating government rules, innumerable English education institutions operate taking advantage of the absence of government policy. This empirical study investigates unofficially how elements of social dynamics influence its language planning and policy.
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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.
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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.
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Phillipson, Robert. "Global English and local language policies." Language Problems and Language Planning 25, no. 1 (August 16, 2001): 1–24. http://dx.doi.org/10.1075/lplp.25.1.02phi.
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The paper analyses the mythology and imagery underpinning global English, the many labels used to describe English, and the transition from an imperialist language into one that meshes with ongoing processes of Europeanisation and Americanisation, largely through the influence of transnational corporations. EU language policy does not represent a counterweight to an expansion of English, which constitutes a threat to other languages. Implications are drawn for Danish, the dominant language hitherto, and for foreign and immigrant languages, in Denmark, a country that traditionally has a laissez-faire attitude to language policy. Building on a wealth of research evidence and experience in other countries, an ABC of language policy for Denmark is articulated. It covers an Action plan, links with Business, Consultation, Diversification of languages and ways of learning them, Europeanisation, proper Funding through co-ordination between relevant government departments, Goals that reflect local and global needs, policies that respect the linguistic Human rights of speakers of all languages in Denmark, and resistance to linguistic Imperialism.
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Boyd, Monica, and Xingshan Cao. "Immigrant Language Proficiency, Earnings, and Language Policies." Canadian Studies in Population 36, no. 1-2 (December 31, 2009): 63. http://dx.doi.org/10.25336/p6np62.
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This paper addresses two questions: 1) what are the impacts of language proficiency on the earnings of Canadian adult immigrants; 2) what are the current policy responses. Using a five-level scale of English/French language use, our analysis of Public Use Microdata File for the 2001 census confirms the positive association between proficiency in Canada’s charter language(s) and immigrant earnings. Compared to permanent residents who are highly proficient in English and/or French, those with lower levels of proficiency have lower weekly earnings. Quantile regressions reveal that the relative advantage of English/French language proficiency is higher for those in the top quarter of the earnings distribution; conversely, greater penalties exist for immigrants with low levels of language proficiency at the upper end of the earnings distribution. The likely impacts of federal policies on increasing English/French language proficiency of immigrant workers are discussed, focusing on two federal government initiatives for language training and two recent immigration policy changes.
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Soon, Chiow Thai, and Chek Kim Loi. "THE IMPLEMENTATION OF MALAY LANGUAGE EDUCATION POLICY AND THE LINGUISTIC LANDSCAPE IN MALAYSIA." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 30, 2019): 266–77. http://dx.doi.org/10.35631/ijhpl.280020.
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This ethnographic research uses the applied linguistic landscape of Ben-Rafael (2009) to examine the choices of language practice (Spolsky, 2009) reflected through 459 Romanised names of the company on an island in Malaysia named Labuan. One of the outcomes of this study shows Malaysians are basically bilingual and about half of the names of the company are bilingual. However, the use of Malay language in naming the companies on the island is low though the Malay language is the national language of the country and the Malaysian government has implemented the Malay language education policy since independence in 1957. There are only 13% of company names presented in pure Malay language comparing to those in pure English (45%) and in code-mixing of Malay language and English or other languages (42%). Besides a low percentage of using the Malay language in the company names, incorrect uses of the language were identified. The study suggests the Malaysian government specifically the local government considers the company name written in both Malay language and English instead of merely in the Malay language when it comes to approving the application of new company licenses.
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Hadiati, Chusni, Eni Nur Aeni, and Rizki Februansyah. "The Use of English in Housing Names in Banyumas Regency: A Review of Language Policy in Indonesia." Jurnal Lingua Idea 12, no. 1 (June 30, 2021): 98. http://dx.doi.org/10.20884/1.jli.2021.12.1.4173.
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Language policy in Indonesia have not completely indicated the dignity of Bahasa Indonesia as the national language of Indonesia. One reason why this phenomenon takes place is the lack of socialization of Bahasa Indonesia in public space. The use of English in Indonesian housing names indicates the violation to the position of Bahasa Indonesia as the national language. Despite the issue of Law No. 24/ 2009, the lack of socialization influences the use of English in Indonesian housing names. By using descriptive qualitative research and interview, this article enlightens the use of English in housing names related to the language policy. Analysis was done by identifying the policy released by the local government, developers’ consideration in creating a housing name and buyers’ consideration in choosing a house. This result shows that the use of English in Indonesian housing names are caused by the lack of socialization of the language policy. It suggests that the collaboration among the government, stakeholders and society is essential in preserving the language policy.
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Zhang, Lingli, Jia Wang, and Weiming Zheng. "A Review of Language Policy Studies in Bangladesh." Learning & Education 10, no. 8 (June 20, 2022): 181. http://dx.doi.org/10.18282/l-e.v10i8.3114.
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This paper summarizes the overview of the language policy in Bangladesh, using Cooper’s language planning theory, based on educational planning, ontology planning and status planning.The research shows that the multi-ethnic cultural furnace promotes the government of Bangladesh, but English has penetrated in all areas of society, the language policy in Bangladesh still ignores minority languages, but the formulation and formulation of language policy in Bangladesh, Can provide some reference for our country.
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Passoni, Taisa Pinetti. "Native-speakerism and English without Borders Program: investigating language ideologies through a language policy." BELT - Brazilian English Language Teaching Journal 8, no. 1 (August 14, 2017): 40. http://dx.doi.org/10.15448/2178-3640.2017.1.26842.
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English without Borders (EwB) is a Brazilian government-sponsored Program created to enhance linguistic proficiency of potential candidates for outward mobility. Assuming that language ideologies embody as well as are embodied by language policies, this paper aims at examining the native-speakerism ideology. It draws on texts comprising instances of enactment and interpretations of EwB in addition to evidences posed by decisions arising from its implementation to examine how native-speakerism is positioned through the Program. Building on critical language policy approach, it employs critical discourse analysis resources to investigate how native-speakerism is challenged or reinforced by the agenda implemented by EwB. Evidences point to the overlapping of deconstructing and corroborating perspectives, especially regarding local interpretations posed by the Language Center coordinators whose considerations about the linguistic diversity of English are marked by ambivalent thoughts on the issue. The coexistence of such tensions indicates the pervasive nature of native-speakerism concerning English in Brazil.
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Karasenga, Jean de Dieu, Innocent Nkundabatware, and Olivier Munyansanga. "ENGLISH LANGUAGE TEACHING IN POST-GENOCIDE RWANDA: A STUDY OF TEACHERS’ OBSERVANCE OF THE GRICE’S COOPERATIVE PRINCIPLE." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (May 2, 2020): 174–82. http://dx.doi.org/10.33369/ijer.v2i2.10985.
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The purpose of this paper is to report about how teachers of English in Rwanda implement Grice’s cooperative principle in their classrooms, the challenges they face while implementing it, and how they deal with those challenges. The study upon which this paper is based used survey questionnaires, observations, and interviews as methods of data collection. Grounded theory analysis was employed to make sense of the data. Research findings are articulated according to four maxims including quantitative maxim, qualitative maxim, maxim of relevance, and the maxim of manner. They include the fact that teachers struggle with teaching the prescribed curriculum, communicating with students in English, and teaching what is at their students’ learning level. The paper concludes by devising implications of the findings for policy and practice.
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Symaco, Lorraine Pe. "Education, language policy and language use in the Philippines." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 87–102. http://dx.doi.org/10.1075/lplp.41.1.05sym.
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Abstract The roles of language policy and language practice and use in education have been regarded to influence the efficacy of teaching and learning in the school setting. With the rise of globalisation and internationalisation of services in education, the objective of producing manpower that is equipped to the demands of the knowledge-based economy has realigned government policies worldwide to put education at the forefront of its development plans. From the rise of English language as ‘the’ language for globalisation calls for a more inclusive and locally- oriented mother-tongue based multilingual education (MTB-MLE), this article will discuss broadly the dynamics of language, access and influence, and will look at the Philippines as a country case study of explicit and implicit declarations in language policy and use, as affecting the education sector, and access to the labour market.
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Kang, Hyeon-Seok. "Changes in English language policy in Kim Jong-un's North Korea." English Today 36, no. 1 (June 25, 2019): 30–36. http://dx.doi.org/10.1017/s0266078419000191.
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One of the most important components of a country's language policy is its planning on foreign languages and its decisions regarding which foreign language(s) to choose and teach to its people in the nation's school system (Cenoz & Gorter, 2012). The government generally makes a selection among the candidate languages on the basis of the languages' perceived economic and socio-political value inside and outside the country. However, the socio-economic power and prestige of languages are variable and bound to change over time (Wright, 2004). For this reason, changes are almost always observed in any country's foreign language policy.
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Volkov, Yu A., N. A. Dronova, R. G. Guseva, and O. I. Basherov. "Afrikaans and English: Language Policy in the South African Education System." Bulletin of the Academy 1, no. 68 (2022): 105–18. http://dx.doi.org/10.36871/v.a.2022.03.01.013.
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Purpose of work. The article examines the linguistic situation in modern South Africa after the end of Apartheid. One question is the importance of a concept of mother tongue education in the RSA. What difficulties Afrikaans speakers, mainly the Afrikaners and the Coloureds, have regarding the use of their mother tongue in education and how such challenges can be addressed; does this provide a basis for building a new common cultural, national identity. Materials and methods. The author analyzes several aspects and measures taken by the South African government, by universities and various public organizations in the sphere of education that affect the status and functioning of the Afrikaans language in modern conditions in order to determine the degree of their influence on the linguistic situation in the country. Results. The study showed that the measures taken by the government in the field of language policy, especially with regard to Afrikaans, are clearly at variance with the Constitution, guaranteeing the right to education in the mother tongue, Since the government’s goal is not to support Afrikaans and other language speakers in their desire to preserve linguistic identity, but to impose the English language, the minority language on the multilingual country, which in turn causes discontent among the Afrikaans speakers, that leads to the establishment of civil society organizations and movements for the defense of the mother tongue and the development of secessionist activities among Afrikaners and other linguistic communities among the country. Conclusion. Based on the facts provided, the author concludes that without joint efforts and cohesion of the Afrikaners and the Coloureds, without a shared perception of their linguistic and cultural identity, Afrikaans in the long run will simply become just a home language with further complete and utter oblivion.
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Riandi, Riandi, and Hayati Nupus. "Kebijakan Bahasa dalam Lanskap Linguistik di Era Super-Diversity: Bahasa Asing (Bahasa Inggris) di Ruang Publik." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 8, no. 2 (October 1, 2022): 278–83. http://dx.doi.org/10.30653/003.202282.238.
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This conceptual paper presents a literature review of language landscape studies on the interaction of multilingualism, multiculturalism, and globalization in the reality of English learning education (ESL). Language has a great influence on human life through the forms of expression it conveys. Likewise in the social life of the wider community in general. In addition, language also plays an important role. In addition, the central government has rules and guidelines that affect local governments. The same applies to government language policies. Language policy is followed by language planning, which leads to social change. The areas of language policy include education, economics, politics, regional languages and literature, and law. All of that is inseparable from the language policies regulated by the governments of each country or region that use the language environment in the public sphere. Therefore, English cannot be used without another language, although it is subject to national and regional language policies. As a result, the use of English in public places requires the use of language equivalents in multilingual public forms, both in historical and cultural contexts, such as signage. However, because the unit of analysis in the linguistic landscape is the symbol, it provides the linguistic context of a particular region (roads, villages, buildings, countries, and environments), the linguistic landscape in this social conception, or the diversity of populations. English cannot be the only language used to represent signs. In the public sphere, taking into account the rise of bilingualism, the dominance of the national language, and a common language policy. However, the diversity of English is still growing. In short, English as used in this study of the linguistic landscape in the public sphere is a contradiction between language practice and language policy, and public understanding.
Keywords: Language Policy, Linguistic Landscape, Era of Super Diversity, Foreign Languages (English).
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Harding, Luke, Tineke Brunfaut, and Johann W. Unger. "Language Testing in the ‘Hostile Environment’: The Discursive Construction of ‘Secure English Language Testing’ in the UK." Applied Linguistics 41, no. 5 (May 11, 2019): 662–87. http://dx.doi.org/10.1093/applin/amz017.
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Abstract In parallel with an increased focus on border security in immigration and citizenship policy in the UK (the so-called ‘hostile environment’ policy), Government-approved English language tests for visa and immigration purposes were officially labelled ‘Secure English Language Tests’ (SELTs) in 2010. The proximity of security concerns in language testing with broader national immigration policy objectives suggests a complex role for language tests as gatekeeping devices. This article draws on critical discourse studies to explore this issue. Documents provided in the 2014 tender round for selecting Secure English Language Tests (acquired through a Freedom of Information request) were analysed through a discourse-historical lens (Reisigl and Wodak 2016) to map salient topics and identify discursive strategies used to construct ‘secure English language testing’. Findings show that security is a prominent topic in the tender; prospective bidders are required to meet detailed security requirements and to police subcontractors, and social actors, spaces, objects, policies and procedures are routinely described in securitized terms. Implications are drawn for understanding the role of language tests within broader securitization processes.
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Khudriyah, Khudriyah. "The Implementation of Teaching English Secondary Level in Private Schools and The Students Result." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 10, no. 2 (April 19, 2019): 244. http://dx.doi.org/10.30739/darussalam.v10i2.372.
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The objective of teaching English as foreign language in Indonesia is the students are competence in oral and written language. This study is aimed to know wether or not the objective of the government policy has been reached. The design of the research is qualitative descriptive. the data collection technique used observation, questionnaire interview and documentation.The result of the study showed that the students result of learning English in private schools is very low in which the students did not understand spoken or written text. They even could not practice English orally or in writing. In implementing teaching English, the teachers did not conduct the objective of teaching English has been stated by Indonesia government. Besides, the teaching and learning process, they have conducted, did not apply the teaching language principles. In this case Indonesia government has to review the teaching and learning process especially in private schools, and the teachers have to consider and learn how to teach the language and language skills.
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Nkunzimana, Obed. "La langue française au Rwanda. Chronique d’une mort programmée." ALTERNATIVE FRANCOPHONE 1, no. 7 (September 15, 2014): 25–37. http://dx.doi.org/10.29173/af23071.
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En 2009, le Rwanda, ancienne colonie belge et pays francophone, passe officiellement et sans états d’âme « de Voltaire à Shakespeare » ( Ouazani), en s’affiliant au Commonwealth, au terme d’ un intense lobbying auprès des membres influents de ce club réservé essentiellement aux anciennes colonies britanniques. L’anglais devient langue unique de formation du primaire à l’université, reléguant ainsi le français au rang de simple langue seconde parmi tant d’autres proposées dans les programmes de formation publique ou privée. Eu égard à cette quête de changement d’alliances, d’autres pays tels que le Gabon, le Burundi, le Madagascar seraient des exemples intéressants à examiner, mais nous proposons de nous concentrer sur le cas particulier et sans précédent du Rwanda. En jetant un regard critique sur certains aspects de l’entreprise coloniale belge notamment sa stratégie éducative, nous tenterons de montrer que le déclin du français, c’est-à-dire sa perte de statut de langue officielle et peut-être un jour sa disparition pure et simple comme langue d’usage par les Rwandais, était programmé d’avance, inscrit non seulement dans les gènes mêmes de son implantation par l’autorité coloniale belge, il y a environ un siècle de cela, mais surtout dans la singularité du contexte farouchement et exclusivement monolingue du Rwanda traditionnel ; que même si le rebond de la langue française n’est pas impossible, le chemin est parsemé d’obstacles presque infranchissables, en raison de la nouvelle donne géostratégique, linguistique du Rwanda et une politique économique axée sur les nouvelles technologies de l’information où l’anglais reste prédominant.
Abstract
In 2009, Rwanda, former belgian colony and francophone country, switches, in Ouazani’s terms, from Voltaire to Shakespeare, becoming officially and unapologetically affiliated with the Commonwealth, after intensely lobbying the influential members of that club, whose membership is essentially composed of former british colonies. English become the sole language of instruction from elementary school to university, while French joined the rank of other optional second languages taught in both public and private institutions. Although some other countries like Gabon, Burundi and Madagascar, which are apparently tempted by the same affiliation, are interesting cases in point, I will rather focus on this singular and unprecedented shift operated by Rwanda. By pointing out some aspects of the belgian colonial enterprise, particularly its instruction rationale and strategies, I will attempt to argue that the actual decline of French - its loss of the status of official language and, perhaps, its pure and simple disappearance in Rwanda one day- was programmed in advance, written not only in the very genes of its colonial inception a century ago, but also in the nationalistic context of traditional Rwanda with its prevailing and self-sufficent monolingualism. I shall also point out that even though the rebirth of French language is not impossible, the path remains mined by daunting obstacles, related to the new geostrategic and linguistic road Rwanda has taken, as well as the actual government’ economic plan, centered on information technologies in which English is predominant.
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Channa, Khalid Hussain, Shumaila Memon, and Faraz Ali Bughio. "English Medium or No English Medium: Parental Perspectives from Pakistan." Theory and Practice in Language Studies 6, no. 8 (August 1, 2016): 1572. http://dx.doi.org/10.17507/tpls.0608.07.
Full textAbstract:
Medium of instruction plays vital role in the education of children. Being major beneficiary or sufferer, parents’ role is integral as one of the major stakeholders in the education policy of Pakistan. This research is aimed to present an analysis of parental perceptions regarding medium of instruction for the education of their children. The present research draws closely on Woolard Schieffelin & Kroskrity’s Language Ideology Model (1998) for understanding perceptions of parents for English as a medium of instruction. The researchers conducted 12 semi structured interviews from parents of Hyderabad city by using Maximum Variation Sampling (Seidman, 1998). These interviews were analyzed using Constant Comparative Method (Lincoln &Guba, 1985). The findings of the study suggest that Pakistan is a multilingual state and the parents’ preferences of the language they want to be used in their children’s schools are not uniform. Therefore, government should involve parents at grass root level while making education policy for effective outcomes.
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Sagal, A. B. "Language policy in the hospitality industry in Russia." Linguistics & Polyglot Studies 8, no. 3 (October 2, 2022): 82–95. http://dx.doi.org/10.24833/2410-2423-2022-3-32-82-95.
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The present study explores language policy and management in the industry of hospitality and tourism in the Russian Federation. Hospitality is a vital sector of the economy which receives strong government support. In 2021 and 2022, amendments to the Federal Law on the Foundations of Tourism Activity were adopted and the National Project “Tourism and the Hospitality Industry” was initiated. These documents aim to promote tourist activity in the country as well as improve the quality of TOPs (tourismoriented products). Foreign language command is inextricably linked with service quality and employees are expected to follow the accepted language code and protocol, though this is unevenly implemented. The paper analyses the adequacy of language policy in the field of hospitality. The term “language management” is preferred to “language policy planning” (LPP) as it better reflects the efforts made to implement changes in current language practices within the social group of hospitality professionals. These changes are driven by the latest political and social developments and reflect current economic and social environment. The paper draws on the latest relevant government documentation and industry language practices, comparing this analysis with the perceptions of 130 interns in Russian hospitality establishments. The comparison identifies existing language problems in the hospitality industry and points to directions for future enhancement. The study also aims to explore the adequacy of English-language preparation for hospitality professionals. It considers foreign language instruction for occupational purposes both at the tertiary level and in the workplace setting. The research paper aims to shed light on how language policy and language management may be of relevance to ESP (English for special purposes) teachers in the area of hospitality.
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McKay, Graham R. "Policy and Indigenous languages in Australia." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 297–319. http://dx.doi.org/10.1075/aral.34.3.03mck.
Full textAbstract:
The use of Indigenous languages has been declining over the period of non-Aboriginal settlement in Australia as a result of repressive policies, both explicit and implicit. The National Policy on Languages (Lo Bianco, 1987) was the high point of language policy in Australia, given its national scope and status and its attempt to encompass all aspects of language use. Indigenous languages received significant recognition as an important social and cultural resource in this policy, but subsequent national policy developments moved via a focus on economic utility to an almost exclusive emphasis on English, exacerbated by a focus on national literacy standards. This is exemplified in the Northern Territory’s treatment of Indigenous bilingual education programs. Over recent years there have been hopeful signs in various states of policy developments supportive of Indigenous languages and in 2009 the Commonwealth Government introduced a new National Indigenous Languages Policy and a plan for a national curriculum in languages. Support for Indigenous languages remains fragmentary, however, and very much subservient to the dominant rhetoric about the need for English skills, while at the same time ignoring research that shows the importance of Indigenous and minority languages for social well-being and for developing English language skills.
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Bernsten, Jan. "English in South Africa." Language Problems and Language Planning 25, no. 3 (December 31, 2001): 219–35. http://dx.doi.org/10.1075/lplp.25.3.02ber.
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In a departure from language policy in most other African countries, the 1996 South African Constitution added nine indigenous languages to join English and Afrikaans as official languages. This policy was meant to provide equal status to the indigenous languages and promote their use in power domains such as education, government, media and business. However, recent studies show that English has been expanding its domains at the expense of the other ten languages. At the same time, the expanded use of English has had an impact on the varieties of English used in South Africa. As the number of speakers and the domains of language use increase, the importance of Black South African English is also expanding. The purpose of this paper is to analyze current studies on South African Englishes, examining the way in which expanded use and domains for BSAE speakers will have a significant impact on the variety of English which will ultimately take center stage in South Africa.
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Villegas, Daniel. "Colombia’s nationwide EFL policy and the construction of equity in policy documents." Apples - Journal of Applied Language Studies 11, no. 4 (December 26, 2017): 57–74. http://dx.doi.org/10.17011/apples/urn.201708083437.
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The Colombia Bilingüe (Colombia Bilingual)1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary and tertiary education level. However, this program has failed to reach its set language goals and has come under strong criticism. Scholars suggest that Colombia Bilingual has not only been unsuccessful in improving English skills but has resulted in unequal practices by favoring language instrumentation, marketization of language services and stratification of people. This paper offers a Critical Discourse Analysis of seven policy papers set forward by the government that have introduced and given continuation to this program. I will argue that the construction of equity in Colombia’s EFL policy is framed within a limited interpretation that has mainly given priority to improving Colombia’s international competitiveness while overlooking other important elements of equity such as autonomy, identity, and equality. I will conclude that the presence of social efficiency messages in the policy documents substantiates previous studies’ criticism and highlights the importance of policy documents towards reaching more equitable language learning practices.
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Finchilescu, Gillian, and Gugu Nyawose. "Talking about Language: Zulu Students' Views on Language in the New South Africa." South African Journal of Psychology 28, no. 2 (June 1998): 53–61. http://dx.doi.org/10.1177/008124639802800201.
Full textAbstract:
The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.
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Wenqi, Toh, and Cui Feng. "Translation, rewriting and formation of Singapore’s bilingual education policy." Babel. Revue internationale de la traduction / International Journal of Translation 66, no. 3 (May 25, 2020): 505–29. http://dx.doi.org/10.1075/babel.00169.cui.
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Abstract Individuals inevitably have their own perception of Singapore’s bilingual education policy, especially those who experienced its formation and history from the pre-independence days of the 1950s to the 1980s. The book, My Lifelong Challenge: Singapore’s Bilingual Journey by Lee Kuan Yew, the founding Prime Minister of Singapore, provides much information and insights into this part of history. Through the comparison of the English and Chinese editions, this paper discusses the poetics, patronage and ideological differences related to the reasons for the translation and rewriting by Lee Kuan Yew of the Chinese edition. It suggests that Lee Kuan Yew had different intentions for the English and Chinese editions in relation to the respective readerships; as regards the English readership, the author intends the readers to gain knowledge of the historical background and to emphasize to them the importance of Mother Tongue; as regards the Chinese readership, he seeks to address any misunderstandings and misgivings towards the government that this group of readers may have and to gain their support for the bilingual policy.
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Agbo, Seth A., and Natalya Pak. "Globalization and Educational Reform in Kazakhstan." International Journal of Educational Reform 26, no. 1 (January 2017): 14–43. http://dx.doi.org/10.1177/105678791702600102.
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Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative, universities are mandating the English language as the language of instruction in graduate programs. This article is a case study of language reforms in a major university in Kazakhstan. The study investigated the implications of the English as the language of instruction policy in higher education and examined the challenges posed by the policy on faculty, students, and administrators. The findings indicated that the efficacy of the current reforms is bounded by the limits of the higher education traditionalism and the long-established educational value orientations in Kazakhstan. As a result, to become competitive globally, universities must develop new attitudes and organizational structures as well as improve current practices based on developing national identity.
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Goode, Claire. "English language in Brunei: Use, policy, and status in education – A review." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 21–46. http://dx.doi.org/10.25170/ijelt.v15i1.1411.
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This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.
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Timsina, Lok Nath. "Challenges of Teaching English as a Foreign Language in Nepal." Researcher: A Research Journal of Culture and Society 5, no. 1 (December 21, 2021): 68–82. http://dx.doi.org/10.3126/researcher.v5i1.41522.
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This article has presented the difficulties and challenges faced by teachers in teaching English as a foreign language in Nepal. The main objective of the article is to describe the challenges in teaching English in the countries where it is not spoken as a mother tongue. The primary data were collected from three English teachers who have been teaching English in basic level at community schools located in Madhyapur Thimi Municipality, Bhaktapur. Field observation and in-depth interviews were the major tools for data collection. From the interviews and the available literature, some challenges of teaching English as a foreign language in our context have been drawn. The result shows that the teachers encounter the challenges inside the classroom with the knowledge of teacher and students, outside of it with parents and unfavorable environment, some challenges are related to languages and others are related to the curriculum, textbooks and the policy of the government. The findings of the study is beneficial to the teachers, researchers, school administrators, policy makers, curriculum developers and textbook writers to obtain the fruitful results in teaching English in Nepal.
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Jacob, Ogunode Niyi. "Administration of English Language Programme in Nigerian Higher Institutions: Problem, Issues and Suggestion." Utamax : Journal of Ultimate Research and Trends in Education 2, no. 3 (November 27, 2020): 101–7. http://dx.doi.org/10.31849/utamax.v2i3.5482.
Full textAbstract:
The article discussed the problems facing the administration of English language programme in the Nigerian higher institutions. Secondary data was used to support the points raised in the article. The secondary data were sourced from print material and online publication by recognized institutions and individual author. The problems facing the administration of English language programme in Nigerian higher institution include; inadequate funding, inadequate English language lecturers, inadequate English language laboratories, poor research in English language programme, brain-drain, strike actions, poor capacity development of English language programme lecturers and institutional corruption. For effective administration of English language programme in the Nigerian higher institutions, the paper hereby recommends: that the government should increase the funding of English language programme, employment of more English language lecturers, provision of adequate infrastructural facilities, implementation of agreement with unions, effective staff development programme, effective motivation policy to prevent brain-drain and fight all the institutional corruption in the higher institutions
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Jamshaid, Saima, and Swaleha Naqvi. "Impact of the Language Policy of English Medium Elite Schools of Gujrat, Pakistan on the Language Practices of their Students." UMT Education Review 4, no. 2 (December 31, 2021): 43–73. http://dx.doi.org/10.32350/uer.42.03.
Full textAbstract:
In Pakistan, people can often speak three languages (Urdu, English, and a regional language). The de jure policy of the country encourages vernacular languages, but the de facto policy encourages the use of English and Urdu. No attention is paid towards the vernacular languages, especially Punjabi. Elite schools serve as instruments for the promotion of English. For this reason, Urdu and Punjabi languages are ignored by these schools. Consequently, the young generation is no more interested in speaking these languages. Keeping in view this situation,the current research investigates how the national language policy is being interpreted in elite schools regarding the use and non-use of language(s) in educational settings. It also pays attention towards the effect of school policy on the linguistic choices of stakeholders. For this purpose, data was collected from the branches of two elite schools (Beacon House and Lahore Grammar Schools) operating in Gujrat. The study adopted a mixed method (qualitative andquantitative) approach for data collection. For qualitative data collection an interview protocol was developed while the quantitative data was collected from (principals, teachers, students, and parents) through questionnaire. The responses to the questionnaire were analyzed descriptively through Statistical Package for Social Sciences, while a qualitative data analysis approach was applied for the analysis of the data collected from the interviews. The findings revealed that elite schools have their own policies. These schools have their own language policy and pay no heed to the government policy. This indicates that the language policy of elite schools plays a significant role in subtractive bilingualism. Due to the English only policy, the students are not interested in their mother andnational languages. Furthermore, theselanguages serve as identity markers for students; however, in practice they feel ashamed of speaking these languages.
Keywords: elite schools, language planning and policy, learner’s identity,school language
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Sallabank, Julia. "Language planning and language ideologies in Guernsey." Multilingua 38, no. 1 (January 26, 2019): 93–111. http://dx.doi.org/10.1515/multi-2018-0002.
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Abstract The Bailiwick of Guernsey is a small, semi-autonomous archipelago in the English Channel. Although it is a British Crown dependency and part of the British Isles, it has its own parliament and does not belong to the United Kingdom or the European Union. This unusual geopolitical situation means that the nation-state has little relevance. It is only recently that the indigenous former vernacular has been accorded any worth, at either grass-roots or government level: as its vitality declines (increasingly rapidly), its perceived value for individual and collective identification has grown. Although public opinion overtly supports indigenous language maintenance, and increasing its vitality is a stated aim (e.g., a government Language Commission was announced in 2012), effective top-down measures to increase the number and fluency of speakers appear to be low on the agenda. This article explores the implications of this socio-political background for language policy. It discusses language-related activities which reveal a lack of ideological clarification and strategic direction at all levels, compounded by issues of control, epistemic stance and language ownership.
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Heugh, Kathleen. "Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections." Annual Review of Applied Linguistics 33 (March 2013): 215–37. http://dx.doi.org/10.1017/s0267190513000135.
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Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. Research that focuses on the linguistic practices of students in urban settings suggests that there is a disjuncture between the construction of multilingualism within contemporary education policy and the multilingual reality of students (e.g., Heugh, 2003; Makoni, 2003; Makoni & Pennycook, 2012; Plüddemann, 2013; Probyn, 2009; Stroud & Heugh, 2011). There is also a disjunction between constitutional and other government policies that advance, on paper, a multilingual policy, yet are implemented through an assimilatory drive towards English (Alexander & Heugh, 1999). As predicted nearly two decades ago, the ideological framing of multilingualism during the negotiations in the early 1990s was to have consequences for the way in which language policy would unfold in the education sector over the next 20 to 30 years (Heugh, 1995, 1999). While poor student achievement in school may be ascribed to a range of socioeconomic indicators, this article draws attention to contributory factors that relate to language(s) in education. These include different constructions of multilingualism in education in relation to sociolinguistic and educational linguistic considerations, contradictory interpretations of multilingual education in a series of education policy documents, pedagogical weaknesses, and recent attempts to strengthen the provision of African languages education alongside English in the first 10 years of school (Grades R and 0–9; e.g., Department of Basic Education (DBE), 2013a, 2013b).
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Menken, Kate. "NO CHILD LEFT BEHIND AND ITS EFFECTS ON LANGUAGE POLICY." Annual Review of Applied Linguistics 29 (March 2009): 103–17. http://dx.doi.org/10.1017/s0267190509090096.
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The most recent federal education policy in the United States, titled No Child Left Behind (NCLB), was passed into law in 2001. High-stakes testing is the core of NCLB, as tests are used to hold each school, district, and state accountable for student performance, therein affording the federal government greater control over the constitutionally decentralized national system of U.S. education. Because the tests being used are administered in English, English language learners (ELLs) typically fail to meet the law's annual progress requirements, resulting in serious consequences for the students and their schools. This article reviews research about the effects of NCLB on language policies in education. Empirical studies show that the law—which is at face value merely an educational policy—is in actuality a de facto language policy. After explaining the law's assessment mandates, this article provides analyses of the wording of NCLB from a language policy perspective. It also reviews studies about the limitations of the required tests as instruments to carry out the law's demands, and about the effects of the law on instruction and the educational experiences of ELLs.
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Tran, Van H., Sarah Verdon, Sharynne McLeod, and Cen Wang. "Family Language Policies of Vietnamese–Australian Families." Journal of Child Science 12, no. 01 (January 2022): e67-e78. http://dx.doi.org/10.1055/s-0042-1743490.
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AbstractThis study aimed to investigate reported family language policies (quy tắc sử dụng ngôn ngữ cho gia đình) and language maintenance practices among Vietnamese–Australian parents. This mixed-methods study collected 151 Vietnamese–Australian parents' responses to close- and open-ended questions within an online questionnaire that was available both in English and Vietnamese. Bivariate analyses and logistic regression were conducted to explore associations between family language policies and factors related to demographics and Spolsky's language policy theory. Content analysis was undertaken in NVivo to investigate family language policies. One-third of the participants (35.6%) reported to have a family language policy and 72.5% of those with a policy indicated that they consistently implemented their policy. Significant factors associated with having a family language policy were parents' higher Vietnamese proficiency, more Vietnamese language use with their children, and intention of future residence in Vietnam. The four identified language policies were as follows: (1) using Vietnamese with the nuclear family (FLP1), (2) Vietnamese outside the nuclear family (FLP2), (3) English at home (FLP3), and (4) English outside the home (FLP4). Some families used more than one of these concurrently. This is one of the first large-scale mixed-method studies to explore family language policies, and the first to explore this issue with Vietnamese-speaking families in Australia. Many Vietnamese–Australian families do not explicitly have a family language policy aimed at maintaining Vietnamese at home; therefore, the Vietnamese–Australian community is at risk of a shift toward English language dominance and home language loss. As a result, the benefits of multilingualism within the Vietnamese–Australian community may be lost without support from the government and community to maintain their home language.
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Falconer, Thirstan. "“We Can’t Be Too Selective about This”: Immigration Advocacy in the Canadian English-Language Press, 1949–57." International Journal of Canadian Studies 58 (April 1, 2021): 54–72. http://dx.doi.org/10.3138/ijcs.58.x.54.
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Immigration policy during the immediate years after the Second World War highly restricted the arrival of newcomers. Before 1947, Canada’s immigration system was a preferential one, with the highest priority given to British subjects coming to Canada from the United Kingdom, or from any of the British dominions, and the United States. Canada’s preferences then extended to Northern Europeans, then to Central and Southern Europeans. Chinese, Greeks, Italians, Portuguese, and Spanish immigrants were excluded. During the years of Prime Minister Louis St-Laurent (1948–57), Canadians read about the economic benefits that a robust immigration policy promised in the English-language press. The St-Laurent government was under significant pressure to increase the flow of migrants into Canada. However, the Liberal government studiously monitored recent arrivals with a conservative approach to economic growth. The Canadian business community perceived this policy as too cautious, and their preference for a more robust policy frequently surfaced in the English-language press. This article shows that newspapers coverage across the country criticized the government’s immigration policy during the 1950s and advocated for an approach that accommodated more newcomers to spur population and economic growth. Through their coverage, the editors and journalists reasoned that boosting immigration accelerated the Canadian economy. English Canadian journalists and newspapers attempted to influence Canadians about the economic benefits of increasing migration to Canada.
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Mesti, Saadia. "Language Policy and the Use of English as the Medium of Instruction in Pakistan." Arab World English Journal, no. 2 (January 15, 2021): 229–37. http://dx.doi.org/10.24093/awej/mec2.16.
Full textAbstract:
Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.
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Adepoju, Babatunji Hezekiah. "An appraisal of the mother tongue for early child education in Nigeria." Transitions: Journal of Transient Migration 3, no. 2 (October 1, 2019): 201–20. http://dx.doi.org/10.1386/tjtm_00007_1.
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Abstract This article provides an overview of the use of the mother tongue (MT) in child education in the Nigerian context. We explicate previous government efforts at focusing on the native language as a means of improving learning in the early years, particularly in training the Nigerian child. We also address the obstacles to government's attempts at de-emphasising the place of English in the Nigerian polity. Without doubt, the English language is regarded by the citizenry as the language of now and the future. The belief is that school-age children and their parents are more comfortable with English than any other language. The policy of the adoption of an indigenous language as the instruction medium in the lower primary school is at variance with parents' desire to make their children speak English as the first language (L1). Our recommendation is that uniformity of policy implementation will reduce conflicts as the schools of the rich/elites and non-fee-paying government schools are made to employ the same medium to instruct the pupils. The above claims are supported by preliminary findings from observations, data from the administered questionnaire and interviews conducted to determine people's attitude towards the use of English and/or indigenous languages in the education of the child. Following Krashen's theory of Second Language Acquisition (SLA), which highlights the significance of exposure to and interaction in the target language, we conclude that, if English language remains the medium of instruction in the classroom, Nigeria and other African nations with similar linguistic complexities will be saved from further confusion and inconsistencies in educational policies, even as the MT will still function in other aspects of national life.
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Ali, Gusri Emiyati, and Naely Muchtar. "Prestasi Belajar Bahasa Inggris Mahasiswa yang Belajar dan yang Tidak Bahasa Inggris di Sekolah Dasar." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 4, no. 3 (September 10, 2020): 318. http://dx.doi.org/10.26858/jkp.v4i3.15010.
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This study is based on the Cryptical Period Hypothesis by Lenneberg (1976) which states that ages 2 to 12 are ideal for achieving language skills like native speakers of a foreign language. Based on this hypothesis, the most appropriate time for Indonesian children to learn English as a foreign language is in elementary school. However, government policy through the 2013 curriculum no longer requires children in elementary school to learn English. Therefore, this study aims to compare the learning achievement of students between those who study and those who do not learn English in primary schools. This research is very important to be carried out for consideration by the government in determining policies related to learning English in elementary schools. This research is a comparative descriptive study. The sample consisted of two groups that were selected through purposive sampling technique, namely those who studied and did not learn English in primary schools and did not attend previous English courses. Data are grouped, as a percentage, and then compared. The results showed that students who studied English in primary schools had better English learning achievement than students who did not learn English in primary schools.
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Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
Full textAbstract:
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
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Gándara, Patricia, and Russell W. Rumberger. "Immigration, Language, and Education: How Does Language Policy Structure Opportunity?" Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (March 2009): 750–82. http://dx.doi.org/10.1177/016146810911100303.
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Background/Context According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study This article examines how language policy in the United States has shaped educational opportunities and outcomes for the nation's immigrant students. First, we examine the role of federal policy in shaping these students’ educational opportunities, showing how the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. Then we focus on how two states with high concentrations of ELs— California and Texas—have responded to the needs of ELs, including the provision of bilingual education, the training and support of properly prepared teachers, and the assessments used to gauge their educational performance. Research Design The article uses secondary data sources. It draws on secondary data analysis to examine the growth of the immigrant and linguistic minority populations and their educational achievement; it draws on both historical analysis and secondary data analysis to review shifting federal policies; and it draws on demographic, achievement, and reclassification data in analyzing the education of ELs in California and Texas. Findings/Results We found that the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. We also found that California and Texas appear to have different success rates with their EL students, with Texas reclassifying its ELs to fluent English status at higher rates and outperforming California with respect to National Assessment of Educational Progress scores for this same population. Conclusions/Recommendations The article concludes with the major recommendation that the federal government would do well to spearhead and fund a research agenda that addresses the truly important, and unanswered, questions around the education of ELs so that greater guidance can be given to the states in determining how to raise achievement and enhance the psychosocial development of these students.
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Hawthorne, Lesleyanne. "“Picking Winners”: The Recent Transformation of Australia's Skilled Migration Policy." International Migration Review 39, no. 3 (September 2005): 663–96. http://dx.doi.org/10.1111/j.1747-7379.2005.tb00284.x.
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From 1980 to 1996, Australian researchers identified consistently inferior labor market outcomes for professionals from non-English-speaking background source countries. In 1997, the incoming conservative government initiated a major review of Australia's skilled migration program, based on a determination to ‘select for success' among applicants. Subsequent initiatives included mandatory English language testing, rigorous qualifications screening, incentives for international students to migrate, and abolition of income support in the first two years post-arrival. This article provides a detailed analysis of factors leading to this policy transformation. Labor market outcomes for 2001 are defined, including a halving of unemployment among recently arrived migrants.
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Bani Bili, Yunita Reny. "The Case of East Timor Education beyond Independence 2000-2008." International Journal of Linguistics, Literature and Translation 3, no. 11 (November 30, 2020): 188–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.18.
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The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice was ignored, the top-down language policy put more emphasis on Portuguese as the national identity language, Tetun Dili and English as the global language. As a result, the teachers and students were disadvantaged due to the inability to speak Portuguese, Tetun Dili and English. Second, the strong socio-historical context and political affinity to Portugal and its language had given little role to local languages in Mother Tongue Based-Multilingual Education.
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Woods, Karli. "Public Policy Brief Through the Federal Government: The Social, Civic, and Cultural Integration of Resettled Refugees in Canada and Germany." Federalism-E 23, no. 1 (May 2, 2022): 16–30. http://dx.doi.org/10.24908/fede.v23i1.15445.
Full textAbstract:
This scholarly policy brief explores the Canadian refugee issues through the federal government lens in ways which the federal government should address better affordable housing for refugees, better cultural exchanges for refugees in Canada, and better access to learning English and removing those language barriers through the Citizenship test all through the federal government's recommendation to implement these policies.
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Ives, Nicole, Anna Oda, Jonathan Bridekirk, Michaela Hynie, Susan McGrath, Rana Mohammad, Mona Awwad, Kathy Sherrell, Mahi Khalaf, and Marcela Diaz. "Syrian Refugees’ Participation in Language Classes: Motivators and Barriers." Refuge: Canada's Journal on Refugees 38, no. 2 (August 23, 2022): 1–19. http://dx.doi.org/10.25071/1920-7336.40799.
Full textAbstract:
Resettlement country language literacy facilitates integration and counteracts social and economic marginalization. Thus, access to language learning is a social justice issue. Resettled refugees in Canada are eligible for free English/French language training. Between 2015-2017, Canada resettled 47,735 Syrian refugees. We explored predictors of language class participation for Syrian refugees, examining data from 1915 adult Syrian refugees in government-funded language classes in British Columbia, Ontario, and Quebec. Findings suggest access to language programs are shaped by provincial policies. Factors hindering participation varied by province and included gender, physical/mental health, education, English/French literacy, and employment. Practice and policy recommendations are discussed.