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Dissertations / Theses on the topic 'Language and education – Government policy'

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Published: 4 June 2021

Last updated: 4 February 2022

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1

Wong, Lai-ching Lillian, and 黃麗貞. "Language attitudes in Hong Kong: mother tongue instruction policy and public perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951533.

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2

Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.

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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.

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3

Chu, Yuk-wo Edward, and 朱旭和. "The medium of instruction in Hong Kong schools: some problems and possible measures." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951284.

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4

Lewis, Dorothy. "Federal public policy and bilingual education." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1088.

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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.

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5

Chan, Wing-yan Alice, and 陳詠欣. "A critical analysis of the medium of instruction (MOI) policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967450.

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6

Murakami, Charlotte Victoria Trudy. "Language awareness & knowledge about language : a history of a curriculum reform movement under the Conservatives, 1979-1997." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14539.

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England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.

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7

Hughes, Sharon. "The change of language and the language of change : a consideration of some of the assumptions behind non-governmental language planning projects : implications for language in education policy." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/16990.

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Bibliography: pages 70-80.
Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

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Nambala, Iyaloo. "The implementation of language policy in government primary schools in Windhoek, Namibia with specific reference to Grades 1-3." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/3651.

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9

McGee, Charlotte E. "Local Government Programs for the Learning of English Among Adult Spanish-speaking Immigrants." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7040.

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Spanish is the second-largest speaking language in the United States, and while many government agencies have developed programs to help immigrants learn English, little is known about how program participants perceive the programs in terms of utility in transitioning to life in America or the usefulness of skills learned. Using Blalock's racial power-threat theory as the foundation, the purpose of this general qualitative study was to examine the perceptions of one such program in a mid-Atlantic city specifically oriented toward Spanish speaking immigrants. Data were collected from 15 adults, Spanish speaking program facilitators and a review of publicly available documentation related to the program. These data were inductively coded and subjected to a thematic analysis procedure. The primary theme of this study is that program participation is valuable and useful in cultural acclimation, but the programs are difficult to find within the local government structure. Generally speaking, it was determined that power-threat theory may explain the perceived lack of accessibility of the programs to some extent. Recommendations resulting from this study include advice to local government decision-makers about expanding outreach and staging of programs in order to increase participation, thereby supporting positive social change in better accommodating the needs of a diverse population of residents.

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10

Hao, Chi Iok. "Language attitudes of civil servants in the Special Administrative Region of Macao." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456360.

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Hanna, Patricia L. "Representing Refugee Children: The Role of Non-Governmental Organizations and Their Volunteers as Liaisons of Refugee Interests in Local Schools." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405082407.

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12

Di, Renzo Ana Maria. "A Constituição do Estado brasileiro e a imposição do portugues como lingua nacional : uma historia em Mato Grosso." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270714.

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Orientador: Eni Puccinelli Orlandi
Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-06T10:25:36Z (GMT). No. of bitstreams: 1 DiRenzo_AnaMaria_D.pdf: 727427 bytes, checksum: 039eeaa7234f4a9c8c19c3427542268f (MD5) Previous issue date: 2005
Resumo: Esta tese integra o projeto de Cooperação Internacional sob o título ¿História das Idéias Lingüísticas¿ e que no Brasil se ocupa Ética e Política das Línguas, cujo objetivo é (re)construir a história da constituição do saber metalingüístico sobre a língua portuguesa, a partir de uma posição histórica sobre a produção do conhecimento, logo dos seus processos de produção. Dessa forma, pode-se não somente ter acesso à forma como o saber sobre a língua no Brasil se constituiu, mas também como esse mesmo saber constituiu o homem ¿sujeito nacional¿, o cidadão brasileiro. Portanto, a história de que falamos, isto é, fazer história das idéias lingüísticas é tratar a própria produção do conhecimento sob a perspectiva de uma política do conhecimento sobre linguagem, o que nos convoca tratar, também, da ética, que, segundo Orlandi (1999), toca ¿o modo como funcionam os princípios que fundamentam a vida social¿. Assim sendo, estudamos a formação do Estado brasileiro, conjugada com a instituição da Língua Nacional e o surgimento da Escola. Isto nos permitiu, portanto, através da (re)leitura discursiva de arquivos, dar visibilidade ao saber produzido sobre a língua e a constituição do sujeito nacional, a partir das condições próprias da nossa história. E, tocados por essa questão, escolhemos o Colégio Liceu Cuiabano de Mato Grosso num período que compreende o final do século XIX e início do século XX, precisamente, na primeira República. Período em que passando de Colônia a Estado independente era preciso gramatizar e/para ensinar a língua nacional. Resulta dessa reflexão nosso interesse pela criação dos grandes Colégios do país e pela formação do cidadão brasileiro que vamos ter como produto da relação Estado/Língua/Sujeito. A construção de instrumentos lingüísticos, pela sua divulgação e pela produção que vai elaborando, institui uma política de língua que, por conseguinte, vai dando forma e identidade a um cidadão. Nosso interesse está no que ele representou na construção do saber sobre a língua no Brasil e na constituição do cidadão Mato-grossense Brasileiro. Em outras palavras, a construção tanto da língua quanto do saber sobre ela está intimamente relacionada com a formação do Estado, processos que nos mostram os modos de sua constituição, logo, da sua história. Ao propormos tal estudo, objetivamos explicitar essa história, aliando a construção do saber sobre a língua, o nascimento da Escola e a constituição do sujeito nacional
Resumé: Ce travail prend part au Projet de Coopération Internationale Histoire des Idées Linguistiques, qui au Brésil s¿occupe de l¿Éthique et de la Politique des Langues, avec le but de (re)construire l¿histoire de la constituition du savoir métalinguistique sur la langue portugaise, à partir d¿une position historique sur la production de la connaissance, et, donc, des ses processus de production. Ainsi, on ne peut pas seulement avoir accès à la forme comme le savoir sur la langue au Brésil a été constitué, mais aussi, comme ce même savoir a constitué l¿homme ¿sujet nacional¿, le citoyen brésilien. De cette manière, l¿histoire sur laquelle nous parlons, c¿est-à-dire, faire l¿histoire des idées linguistiques, c¿est traiter la production de la connaissance sur la perspective d¿une politique de la connaissance sur langage, ce que nous appelle à traiter aussi de l¿éthique, qui, selon Orlandi (1999), touche ¿le mode comme fonctionent les principes qui fondent la vie social¿. Par conséquent, nous étudions la formation de l¿État brésilien, conjuguée avec l¿instituition de la Langue Nationale et l¿émergence de l¿École. Ça nous a permis, à travers la (re)lecture discursive des archives, donner de la visibilité au savoir produit sur la langue et à la constituition du sujet national, à partir des condictions de notre histoire elle même. Touchés par cette question, nous avons choisi le collège Liceu Cuiabano de Mato Grosso, de la fin du XIXème siècle jusqu¿au début du XXème siècle, à la 1ère République. À cette période le Brésil a passé de colonie à État indépendant et il faudrait grammatiser et/pour enseigner la langue nationale. À partir cette reflexion nous avons l¿intérêt par la création des grands collèges du pays et par la formation du citoyen brésilien qui nous allons avoir comme produit de la relation État/Langue/Sujet. La construction des instruments linguistiques, par sa propagation et par la production qu¿elle élabore, instituit une politique de langue, que donne forme et identité au citoyen. Notre intérêt réside dans la répresentation de ce citoyen à la construction du savoir sur la langue au Brésil et à la constituition du citoyen du Mato Grosso brésilien, car, la construction de la langue et du savoir sur elle même, est intimement rélationée avec la formation de l¿État. À travers ces processus nous pouvons percevoir les modes de la constituition de l¿État et, par conséquent, de son histoire. Cet étude a comme objectif expliciter cette histoire, en ajoutant la construction du savoir sur la langue, la naissance de l¿École et la constituition du sujet national
Doutorado
Doutor em Linguística

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13

溫家豪 and Kar-ho Calvin Wan. "Government policy on tertiary education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41006094.

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Wan, Kar-ho Calvin. "Government policy on tertiary education." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41006094.

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Fung, Yin-king Helina. "Government training policy of social workers." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975823.

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Fung, Yin-king Helina, and 馮嬿琼. "Government training policy of social workers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975823.

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17

Sarver, Joseph Michael. "The Status of Food Safety in China: A Systems Analysis." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397600140.

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18

Goodwin, Mark. "Education governance, politics and policy under New Labour." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/1771/.

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This thesis investigates the political management of state schooling under New Labour from 1997-2010. The thesis considers and rejects two mainstream approaches to the analysis of New Labour‟s education strategy which characterise the New Labour education project as either a process of marketisation or as a symptom of a shift to a new governance through networks of diffused power. Instead, the thesis argues that the best general characterisation of New Labour‟s education strategy is as a centralising project which has increased the power and discretion of the core of the core executive over the education sector at the expense of alternative centres of power. The thesis proposes that the trajectory of education policy under New Labour is congruent with a broader strategy for the modification of the British state which sought to enhance administrative efficiency and governing competence. Changes to education strategies can then be explained as the result of changing social and economic contexts filtered through the governing projects of strategic political actors. The thesis argues that New Labour‟s education strategy was largely successful in terms of securing governing competence and altering power relations and behaviour in the sector despite continuing controversy over the programmatic and political performance of its education policies.

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19

Chan, Ling-ling Clare. "Language policy and the Hong Kong Government in the post-1997 period." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472972.

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Washington, Michael. "Pressure groups and government policy on education, 1800-1839." Thesis, University of Sheffield, 1988. http://etheses.whiterose.ac.uk/1784/.

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This study examines the roles of the principal groups and individuals, who, during the years 1800-1839, promoted the education of the poor and pressurised governments with the notion that the state ought to ac ept responsibility for the formation of a nationa1 system. Their m tives were primarily religious, philanthropic or political with a degree of self-interest in the desire to preserve order in society. The religious interests are examined mainly through the work of the British and Foreign Sch ol Society, which served the Dissenter traditi ns, and the Nati nal S ciety which defended the prerogative of the Establi h d Church t superintend the education of the people. The tilitarians and Radicals were imp rtant for the practica1 expression f their philos phical and political ideas led them to make a considerable c ntributi n to the provision schools. They also had the inspiration and organising ability of Jam s Mill and Francis Place. The ideas of Robert Owen are considered because he was a pressure figure for a few years, but his work also sowed the seeds of Co-operation and w rking-cla s movements, which made an impact during the 1830's. As the populati n slowly improved in standard of learning, the development of Mechanics' Institutes, the Society for the Difflision of Useful Knowledge and the foundation of University College are viewed as part of a strategy for the general promotion of adult education1 The dominant personality of Henry Brougham is evident in much of this study. He instituted the Charity Commissions in 1819, was spokesman (iv) for education in Parliament for many years, anj was a link between the different groups because of his involvement in so many. During the 1830's the new science of statistics emerged and the Statistical Societies were important for their presentation of data on education1 The existence of a National Board of Education in Ireland after 1831 placed the province ahead of England and the influences from this experiment, mediated to Parliament by Thomas Wyse and others, all helped to pressurise the governments of the day, whose policy had been to encourage voluntary effort and to avoid the imposition of central administrative control.

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Lunsford, Sharon. "Language Policy, Protest and Rebellion." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2790/.

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The hypothesis that language discrimination contributes to protest and/or rebellion is tested. Constitutional language policy regarding administrative/judicial, educational and other matters is measured on three separate scales developed for this study; the status of each minority group's language under its country's policy is measured by another set of scales. Protest and rebellion variables are taken from Gurr's Minorities at Risk study. Findings include an indication that group language status contributes positively to protest and rebellion until a language attains moderate recognition by the government, at which point status develops a negative relationship with protest and rebellion, and an indication that countries with wider internal variations in their treatment of language groups experience higher levels of protest and rebellion on the part of minority groups.

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Stirling, Margaret. "Conservative Government policy and exclusion from school, 1988-1996." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/66541/.

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This thesis is about the relationship between exclusions from school and market forces in education. Through a series of interviews with groups of practitioners, conducted in a city authority between 1988 and 1996, the research looks at the effect of Conservative Government policy which introduced market force mechanisms into education via a programme of legislative reform; it focuses on the significant relationship between Conservative education policy and changes in the number and nature of school exclusions. The early chapters develop the theoretical argument which the research presents: establishing policy provenance, identifYing themes dominant in policy discourse and describing the legislative mechanisms which carry policy. A short chapter drawing on broader based research, outlines the national picture. Chapter Five introduces the field research, stating the questions addressed by the thesis, explaining and justifYing the research methods employed. The remaining chapters present and discuss the evidence. Drawing on the concerted 'voices' of front line practitioners the evidence shows what is happening to school exclusions. Respondents reveal attitudes that underpin decisions determining the exclusion process, showing which pupils are more likely to be excluded. Relating the evidence to the discursive themes developed in the early chapters the thesis seeks to understand why there has been an increase in exclusions from school with the implementation of Conservative policy. The themes of 'standards' 'choice' and 'diversity' in education, run as strands throughout the thesis. Issues which, when considered in relation to the empirical research which reports on the practical experience of children and young people excluded from school, raise searching questions about the efficacy of policy in the concluding chapter. The research engages both theoretically and empirically with the debate on whether the equitable distribution of educational resources and accessing of opportunities should be primarily desert-based or needs-based. It considers the meaning of school exclusion as a process of marginalisation, showing how disempowerment is invested in the implementation of policy. The thesis shows the standard of education this group of pupils have received and the extent of educational autonomy that these pupils and their parents have been able to exercise, - commenting on the efficacy of the policy of a Government that held power for eighteen years and developed a programme of radical reform that continues to have a profound effect upon all state educated children.

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Wyse, Bruce Dominic. "The teaching of English : research evidence and government policy." Thesis, Liverpool John Moores University, 2007. http://researchonline.ljmu.ac.uk/5811/.

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Akor, Eusebius Ugochukwu. "Government intervention in higher education in South Africa policy options /." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11252008-130318/.

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Chan, Ling-ling Clare, and 陳玲玲. "Language policy and the Hong Kong Government in the post-1997 period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31952938.

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Prasetyia, Ferry [Verfasser]. "Government Policy and Education Performance: Insight from Indonesia / Ferry Prasetyia." Kassel : Kassel University Press, 2019. http://d-nb.info/1188347349/34.

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Lilley, Anthea Mercer. "Government intervention in educational policy making : contrasts and continuities." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274771.

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Ching, Yiu-yuen, and 程耀源. "Review of prevocational education since the 1970s: the need for change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31965180.

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Taylor, Jennifer Elizabeth Pickurel. "The position of the Ukrainian language in Ukraine." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367833.

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Maponopono, Naledi. "Analysis of language policy implementation in basic education." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33786.

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The South African society is plagued with a “complex and fascinating landscape of multilingualism that comprises of eleven official languages post the apartheid era” (Pluddeman et al, 2004: 13-14). The apartheid era saw only “English and Afrikaans recognised as languages of official status across the nation even though indigenous languages existed in the country” (Cakata & Segalo, 2017). The post-apartheid era which commenced in 1994 have been years in which extensive political negotiation and transition have been occurring which have encompassed establishing constitutional rights for indigenous languages in the South African dispensation. This included the choice for “indigenous languages to uses as languages of learning and teaching (LoLT) and being offered as subjects at schools” (Pluddeman et al, 2004: 13, 14). The aim of this study is to focus on language policy implementation practices in basic education with particular reference to a primary school in Western Cape, City of Cape Town as a case study. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The study will analyse the language policy planning in South Africa at large using Ruiz's (1984) three orientations to language planning: language as a problem, language as a resource and language as a right. It seeks to observe the language practices within the school in order to assess the various patterns of implementation and contribute to scholarly debate pertaining to policy implementation across disciplines. The findings of this study aim to assist language planners in developing a language policy framework in basic education which includes strong monitoring and evaluation systems to alleviate problems at the implementation stage of language policies.

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Syrett, Keith John. "Language, legislation and labour : trade union responses to Conservative Government policy 1979-1990." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/1473/.

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The thesis examines the responses, as articulated in language, of the trade union movement in the UK (especially, the TUC) to changes in labour legislation introduced by the Conservative Government between 1979 and 1990. The research attempts to identify and interpret key words, themes and repertoires within union discourse by analysis of TUC pamphlets, 'campaign' literature, policy documents and speeches at the annual Congress, supplemented by information obtained from informal interviews with several union figures involved in constructing a response to the legislation. The nature and extent of changes in patterns of union language are explored through consideration of the materials over two distinct time periods - 1979-1983 and 1986-1990 - thus allowing examination of the rhetorical responses of the TUC/unions throughout the duration of the Thatcher Government. In order to place such responses in context, and to examine the extent to which the vocabulary of the unions was both shared with and shaped by other participants in the policy process, consideration has also been given to the language of Government in documents such as Green Papers and in Parliamentary debates, in addition to that of 'New Right' commentators who may have influenced the making of policy on labour legislation. Particular attention is paid to the way in which the characterisation of union immunities from legal liability as 'privileges' shaped the linguistic response of the unions and their strategy towards the presence of law in industrial relations. Union language during the period 1979-1990 is found to exhibit characteristics both of change and continuity. Those alterations which occured are considered in the light of theories of Thatcherism as a hegemonic project and in the context of wider changes in the discourse of the Left. The problem of isolating causative factors is also addressed.

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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.

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Warren, Lorna G. "Lifelong learning in the family : a new role for further education." Thesis, Ulster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252410.

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Williams, David John. "Headteachers’ responses to government policy on primary education 1988 to 2005." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/331/.

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Since the 1988 Education Reform Act and the introduction of the National Curriculum soon after, many initiatives, introduced in rapid succession by governments, with very short lead-in times, have affected primary schools. These radically altered the primary school as a working context. Headteachers were charged with the implementation of these initiatives into school contexts which are complex, fluid systems, and where interpersonal and personal-contextual relationships play an important part. The schools are part of the wider government policy context, which itself has significant effects on schools. This study investigated how the government policy-initiatives impacted on the professional ideologies and identities of eight headteachers in primary schools. This was accomplished using an innovative combination of biographical narrative and ‘activity theory’ (in the sense that Engeström’s ‘activity triangle’ is used only as a heuristic device in order to structure the biographical narrative accounts). The data generated two broad professional identities: the child-centred and the curriculum-led headteacher. In response to the government initiatives, the former tended towards 'resistance'; the latter tended towards 'compliance'. The textual analysis of the narratives reveals the detailed patterns of resistance and compliance over the twenty-year period after 1985.

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Woods, Roger Allen Jr. "Missouri Legislator and Administrator Perceptions of Federal Government Involvement in Education." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634291.

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There are very few studies on the views of school administrators and state legislators regarding federal government mandates for schools. Bolman and Deal (2015) believed people align themselves to survive and thrive in the political framework where resources are scarce, and the aspects of power and conflict inform decisions (Douglas & Mehra, 2015; Pourrajab & Ghani, 2016). This study focused on the thought processes of both school administrators who implement federal mandates and state legislators who navigate funding for federal mandates. Leaders of the political parties of Missouri and school administrators were interviewed to gain insight into the motivation and political views which drive decision making at the state and local levels. The findings of this investigation indicated opinions varied widely on the nature of federal government involvement in education, and political party affiliation had some influence on the belief systems of the participants interviewed. This affiliation runs deep in today’s politics and may be difficult to overcome. Data from the study clearly indicated public school administrators favored funding for preschool education yet did not support charter school expansion. Findings from the study offer more than a few implications for both administrative and legislative practice. Administrative interview data could be used to inform legislative decisions for public schools. Bipartisan conversations among stakeholders may offer common ground on these topics for the benefit of Missouri students.

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Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.

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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.

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Bessette, Josee. "Government French language training programs: Statutory civil servants' experiences." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26852.

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This collective case study explores second language (L2) training experiences from the perspectives of six Canadian statutory civil servants and examines factors that may have influenced their L2 learning experience. Three instruments were used to collect data: a preliminary questionnaire, an in-depth questionnaire, and an interview protocol. Findings reveal that a language and culture connection, opportunities to use the L2, and a short-term intensive cultural and linguistic immersion experience in particular were all associated with more positive L2 learning experiences. Negative comments regarding L2 learning experiences revolved around the anxiety and stress surrounding the one-shot summative nature of the oral exam, and seemingly no link between instruction and evaluation. This research contributes to the growing literature on factors affecting the L2 learning processes and outcomes. Furthermore, it may be beneficial for future candidates, language teachers, L2 program planners and curriculum designers within the Public Service Commission (PSC) and similar contexts.

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Wagner, Michael Garry. "The Progressive Conservative government and education policy in Alberta, leadership and continuity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0012/NQ34852.pdf.

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Liu, Kwok-leung, and 廖國良. "Open government, devolution of power and education policy-making in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31964813.

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Liu, Kwok-leung. "Open government, devolution of power and education policy-making in Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14023866.

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Wong, Lai-ngor, and 黃禮娥. "An analysis of Hong Kong's tertiary education policy, 1989-1996." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965684.

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Griffiths, Joanne. "Curriculum contestation : analysis of contemporary curriculum policy and practices in government and non-government education sectors in Western Australia." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0178.

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[Truncated abstract] The aim of this study was to analyse the changing dynamics within and between government and non-government education sectors in relation to the Curriculum Framework (CF) policy in Western Australia (WA) from 1995 to 2004. The Curriculum Council was established by an act of State Parliament in 1997 to oversee the development and enactment of the CF, which was released in 1998. A stated aim of the CF policy was to unify the education sectors through a shared curriculum. The WA State government mandated that all schools, both government and non-government, demonstrate compliance by 2004. This was the first time that curriculum was mandated for non-government schools, therefore the dynamics within and between the education sectors were in an accelerated state of transformation in the period of study. The timeframe for the research represented the period from policy inception (1995) to the deadline for policy enactment for Kindergarten to Year 10 (2004). However, given the continually evolving and increasingly politicised nature of curriculum policy processes in WA, this thesis also provides an extended analysis of policy changes to the time of thesis submission in 2007 when the abolition of the Curriculum Council was formally announced - a decade after it was established. ... The research reported in this thesis draws on both critical theory and post-structuralist approaches to policy analysis within a broader framework of policy network theory. Policy network theory is used to bring the macro focus of critical theory and the micro focus of post-structuralism together in order to highlight power issues at all levels of the policy trajectory. Power dynamics within a policy network are fluid and multidimensional, and power struggles are characteristic at all levels. This study revealed significant power differentials between government and non-government education sectors caused by structural and cultural differences. Differences in autonomy between the education sectors meant that those policy actors within the non-government sector were more empowered to navigate the competing and conflicting forms of accountabilities that emerged from the changes to WA curriculum policy. Despite both generalised discourses of blurring public/private boundaries within the context of neoliberal globalisation and specific CF goals of bringing the sectors together, the boundaries continue to exist. Further, there is much strategising about how to remain distinct within the context of increased market choice. This study makes a unique and significant contribution to the understanding of policy processes surrounding the development and enactment of the CF in WA and the implications for the changing dynamics within and between the education sectors. Emergent themes and findings may potentially be used as a basis for contrast and comparison in other contexts. The research contributes to policy theory by arguing for closer attention to be paid to power dynamics between localised agency in particular policy spaces and the state-imposed constraints.

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Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.

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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.

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Wong, Lai-ching Lillian. "Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.

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Furtado, Michael Leonard. "Funding Australian Catholic schools for the common good in new times : policy contexts, policy participants and theoretical perspectives /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16295.pdf.

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Ganiso, Mirriam Nosiphiwo. "Sign language in South Africa language planning and policy challenges." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1002163.

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This thesis sets out to undertake research into the very important topic of sign language and its usage, particularly in the Western Cape Province of South Africa. Three schools are used in this study. Interviews and questionnaires were used to conduct research with teachers, students and deaf teacher assistants within this context. The analysis of this data is presented in Chapter five of this thesis.

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Lo, Bianco Joseph, and joe lobianco@languageaustralia com au. "OFFICIALISING LANGUAGE: A DISCOURSE STUDY OF LANGUAGE POLITICS IN THE UNITED STATES." The Australian National University. Research School of Social Sciences, 2001. http://thesis.anu.edu.au./public/adt-ANU20020902.101758.

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This is a study of the discourse contest concerning the officialisation of English in the United States. It consists of an analysis of the language of that discourse shaped by a belief that discourse is a rather neglected but potentially illuminating area of examination of language and literacy policy. The study seeks to understand the processes and content of language policy as it is being made, or performed, and is influenced by a critique of the theory and practice of language policy which tends to adopt technicist paradigms of examination that insufficiently elucidate the politics of the field. ¶ Accordingly a systematic gathering of the texts of language disputation in the US was collected. These texts were organised in response to the methods of elicitation. Semi-elicited texts, elicited texts and unelicited texts were gathered and tested to be sure that they constituted a fair representation of the concourse (what had been said and was being said about the issue) over a 15 year period. Those statements, or texts, that had particular currency during the 104th Congress were selected for further use. An empirical examination of the subjective dispositions of those activists involved in the making of official English, or of resisting the making of official English, was conducted. ¶ This examination utilised the Q methodology (inverted factor analysis) invented by William Stephensen. The data from this study provided a rich field of knowledge about the discursive parameters of the making of policy in synchronic and diachronic form. Direct interviews were also conducted with participants, and discourse analysis of naturally occurring (unelicited texts) speeches and radio debates and other material of persuasion and disagreement was conducted. ¶ These data frame and produce a representation of the orders of discourse and their dynamic and shaping power. Against an analysis of language policy making and a document analysis of the politics of language in the United States the discourses are utilised to contribute to a richer understanding of the field and the broad conclusion that as far as language policy is concerned it is hardly possible to make a distinction with political action. ¶ The theoretical implications for a reinvigorated language policy theory constitute the latter part of the thesis. In the multi-epistemological context that postmodernity demands, with its skepticism about the possibility of disinterest, the thesis offers its own kinds of data triangulation, and the making central of subjective dispositions and political purposes and engagements of the principal anatagonists.

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Kootnikoff, David. "Borscht, sweat and tears: how government policy influences language, culture and identity in a minoritycommunity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055310.

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Husain, Jyoti. "Language policy in adult education : the process and progress of policy in relation to students who speak English as a second language." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334049.

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Moyo, Cromwell Themba. "Formulating effective policy: issues in language and education in Malawi." Thesis, University of Zululand, 2000. http://hdl.handle.net/10530/1161.

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Submitted to the Faculty of Arts in fulfilment of the requirements for the degree of Doctor of Philosophy in the Department of African Languages at the University of Zululand, South Africa, 2000.
The primary intention of this study is that it will contribute to the theoretical and practical body of knowledge in the development of how effective policies are formulated, implemented and evaluated. The study therefore hopes to go some way towards contributing to knowledge in adequate planning and implementation of policy statements based on procedures offered by professionals. In this light the main debate is between linguistic conservationism and linguistic pragmatism. Here the study seeks to explore how the conflicts between these two views could possibly be reduced, if planning could focus more on domains and contexts of national language use. This process of narrower focusing, it is hoped, should be thoroughly informed by real and serious effort to integrate language policy with actual language use. This is in the hope that such an approach could lead to the identification and the addressing of language problems in Malawi- problems which are incompatible with the realisation of more substantive goals for all citizens. These include language in early education and language for access to social, economic and political development for all. Emerging from this study is the revelation that there is the absence of congruence between what policies stipulate and the practice on the ground. This incompatibility has led to a situation where languages are used for the benefit of agendas for politicians and the elite in achieving their goals at the expense QT other indigenous languages being used as instructional media and other regional and national purposes. The study therefore argues that language policies should be seen in the context of the roles they serve, the interest of the state and the various ethnolinguistic groups that the country has within its structure. As a state function, language policies should act as vehicles of transforming multilingual societies, through linguistic empowerment in which other ethnolinguistic groups do not feel threatened or excluded in the socio-economic and political advancement of the national life. The existence of the hegemony of particular chosen or selected languages, as we observe in this study, is the result of the predominance of undemocratic structures established by the status quo. The argument, therefore, is that linguistic diversity should be the norm in policy decision-making. The analysis of the current policies in Malawi reveals that a democratic commitment toward policy formulation translates into a struggle for language rights for all towards access and attainment of individual and national growth through equity in language use. Emanating from the findings from both the field study and secondary sources, suggestions of how an effective policy should be formulated are proposed, along with suggestions for further research related to this area of study.

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