Journal articles: 'Language policy – Education (Secondary) – Namibia'

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Chavez, Andres. "Rights in Education and Self-Identity: Education and Language of Instruction in Namibia." International Education Studies 9, no. 3 (February 25, 2016): 189. http://dx.doi.org/10.5539/ies.v9n3p189.

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<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they will need to be successful.</p>

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Das, Sharmistha, Robina Shaheen, Prithvi Shrestha, Arifa Rahman, and Rubina Khan. "Policy versus ground reality: secondary English language assessment system in Bangladesh." Curriculum Journal 25, no. 3 (July 3, 2014): 326–43. http://dx.doi.org/10.1080/09585176.2014.909323.

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Mokaleng, Mercy, and Andrew D. Möwes. "Issues Affecting the Implementation of Inclusive Education Practices in Selected Secondary Schools in the Omaheke Region of Namibia." Journal of Curriculum and Teaching 9, no. 2 (May 20, 2020): 78. http://dx.doi.org/10.5430/jct.v9n2p78.

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The study was conducted in order to assess the issues affecting the implementation of inclusive education practices in selected secondary schools in the Omaheke region of Namibia.To achieve the objective, a quantitative research approach was followed. The population of the study was made up of secondary school teachers in the Omaheke region. Data was collected using questionnaires which were administered to a stratified sample of 90 secondary school teachers. The data was analysed by means of descriptive statistics in the form of frequencies and percentages. The results indicated that the implementation of inclusive education was hampered by various issues such as inappropriate policy development issues, teacher attitudes, lack of teacher training, inadequate support and resources, as well as curriculum issues.

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Edwards, Viviane. "Bilingual Education at the post-secondary level; A Case Study." Canadian Journal of Higher Education 19, no. 3 (December 31, 1989): 43–52. http://dx.doi.org/10.47678/cjhe.v19i3.183065.

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In 1983, the University of New Brunswick adopted a French Language Policy which called for courses to be offered in French in a number of disciplines, including Economics, History and Political Science. This article discusses the events which led to the adoption of the Policy and the difficulties as well as successes which the Policy has met since its adoption. In spite of being supported unanimously by the Deans and in spite of having a fairly large population of eligible candidates at the university, courses continue to suffer from low enrollment. The article provides information on enrollment since 1984 as well as the university policy for the support of French language study by members of faculty.

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Wilkinson, Derek. "Education, Attitudes, and Language of Higher Education: Francophone Students in Northern Ontario." Canadian Journal of Higher Education 24, no. 1 (April 30, 1994): 30–47. http://dx.doi.org/10.47678/cjhe.v24i1.183181.

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Data from 1586 Francophone students in Northeastern Ontario concerning their attitudes towards French and English show seven independent factors affect linguistic beliefs. Three factors -believing French unimportant, believing English practically dominant, and believing their French inadequate - lead students to continue their post-secondary education solely in English. Believing French more pleasurable is positively, and believing English superior is negatively, related to continuing post-secondary education solely in French. Educational level is negatively related to believing English superior and to believing French unimportant but positively related to believing English dominant, French pleasurable, and their French inadequate. Policy should therefore focus on countering the belief in English dominance and the belief in the inadequacy of their ability in French.

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Francis, Norbert. "Democratic language policy for multilingual educational systems." Language Problems and Language Planning 29, no. 3 (December 14, 2005): 211–30. http://dx.doi.org/10.1075/lplp.29.3.02fra.

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This article outlines a proposal for evaluating educational policy and planning for multilingual school systems. Often, debates on language policy in education suffer from a restricted perspective that elevates socio-political considerations above all others. Assigning secondary importance to language learning constraints and developmental principles of second language learning renders the discussion incomplete and incoherent. Bilingual instructional models need to be based on current research findings that prioritize both an early introduction of content-based second language instruction (immersion), and the development of higher-order language abilities through a language that children understand.

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Briggs, Jessica G., Julie Dearden, and Ernesto Macaro. "English medium instruction: Comparing teacher beliefs in secondary and tertiary education." Studies in Second Language Learning and Teaching 8, no. 3 (August 27, 2018): 673–96. http://dx.doi.org/10.14746/ssllt.2018.8.3.7.

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Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

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Nur, Shakila. "Secondary English Language Teacher Capacity: Insights From Bangladesh." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 163. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.163.

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Like other developing, non-English speaking countries in Asia, Bangladesh has shown a phenomenal attention towards English education through the school curriculum. The attention is demonstrated by revisiting and revising pertinent curriculum, personnel, materials, methods, and assessment policies of English education. This paper, within an exploratory, qualitative case study paradigm offers a modest, interpretive inquiry into secondary English teacher capacity, in terms of their recruitment, training and class performance. The data were collected from semi-structured interviews with secondary English teachers, school principals and teacher trainers, and classroom observations of secondary English teachers. The findings identified a set of generic issues around secondary English teacher capacity. These included inadequate provision of teachers, stigmatised practice of teacher recruitment, limited attention to teacher training and their impacts on the overall quality of English education. Reflecting upon the findings, the paper concludes with a set of recommendations for secondary English personnel policy and practice, which could be a point of reference for Bangladesh and beyond.

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Jeurissen, Maree. "Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making." Australian Journal of Indigenous Education 43, no. 2 (November 10, 2014): 175–84. http://dx.doi.org/10.1017/jie.2014.14.

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Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May & Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.

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Viesca, Kara Mitchell. "Linguicism and Racism in Massachusetts Educational Policy." education policy analysis archives 21 (June 17, 2013): 52. http://dx.doi.org/10.14507/epaa.v21n52.2013.

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This paper presents a critically conscious policy analysis conducted on Massachusetts state policy regarding the education of secondary multilingual learners and their teachers through the lens of critical race theory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it substantively sanctions inequitable practices. This paper demonstrates that racism and linguicism (or language-based discrimination) towards multilingual learners are legally sanctioned in Massachusetts public schools as a consequence of state policy, thus contributing to educational disparities.

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Khadka, Bishnu Kumar. "Mother Tongue Education: A Quest of Quality and Access in Education." Journal of NELTA Surkhet 5 (April 1, 2018): 65–74. http://dx.doi.org/10.3126/jns.v5i0.19489.

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As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 65-74

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Khasbani, Imam. "ENGLISH AS A MEDIUM OF INSTRUCTION IN INDONESIAN PRIMARY AND SECONDARY EDUCATION: Theory and reality." Englisia Journal 6, no. 2 (June 19, 2019): 146. http://dx.doi.org/10.22373/ej.v6i2.4506.

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The globalization phenomenon marked by the flow of people movements, the advancement of informational technology, and the shrinking price of transportation has brought people around the world into one global community. Comprised by people from diverse linguistic backgrounds, this community sees the need to use a common language to bridge the communication gap. With a long-established economic and political power, English comes to the forefront as a global lingua franca. With its growing and pervasive influence, the need to learn English has never become more apparent. This need is often translated by government into language-in-education policy. This paper, to start with, will observe how language policy and globalization build a causal relationship. In the section that follows, language-in-education policy in Indonesian context will be presented. The following part will move on to discuss the use of EMI in Sekolah Berstandar Internasional (SBI)-International Standard School in Indonesia. In the end, a reflection and conclusion of EMI in Indonesia context will be discussed. In doing so, this paper employs literature study approach to explore the EMI practice in Indonesian schools. All relevant information was collected from several sources such as books and journal articles. The information was then utilised to build on discussions on existing theoretical framings, language policy and globalization, and on language-in-education policy and practice in Indonesia.

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Traub, Ross E., and Leslie D. McLean. "A Survey of University Policy Makers' Preferences and Expectations for Provincial Examinations." Canadian Journal of Higher Education 15, no. 3 (December 31, 1985): 9–21. http://dx.doi.org/10.47678/cjhe.v15i3.182973.

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A survey was conducted of persons responsible for making undergraduate admission policies at Ontario universities to ascertain their preferences and expectations for provincial examinations. Fifty-eight individuals, at least two from each university, responded to a series of questions by telephone interview or questionnaire. Strong support was expressed for the reintroduction of provincial examinations for mathematics and first language (English or français) courses in the final year of the secondary school program. Most respondents rejected the use of scores on province-wide examinations for rating secondary schools and adjusting school marks. Instead, they expressed a preference for having applicants report both teacher-assigned course marks and provincial examination scores.

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Poulson, Louise, Hilary Radnor, and Rosemary Turner-Bisset. "From Policy to Practice: Language Education, English Teaching and Curriculum Reform in Secondary Schools in England." Language and Education 10, no. 1 (March 1996): 33–46. http://dx.doi.org/10.1080/09500789608666699.

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Willans, Fiona. "Classroom code-switching in a Vanuatu secondary school: conflict between policy and practice." International Journal of Bilingual Education and Bilingualism 14, no. 1 (January 2011): 23–38. http://dx.doi.org/10.1080/13670050903576038.

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Manzer, Kathryn. "French at the Post-Secondary Level: the CPF Perspective." Canadian Journal of Higher Education 19, no. 3 (December 31, 1989): 73–84. http://dx.doi.org/10.47678/cjhe.v19i3.183067.

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Canadian Parents for French is a national organization dedicated to promoting and creating opportunities for young Canadians to learn French as a second language. This article describes the organization's developing concern at the paucity of opportunities for anglophone students who are fluent in French to pursue bilingual education at the post-secondary level, the organization's role in focusing attention on this issue, and organizational policy as it evolved through regional and national conferences, surveys and reports.

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Evans, Stephen. "The Long March to Biliteracy and Trilingualism: Language Policy in Hong Kong Education Since the Handover." Annual Review of Applied Linguistics 33 (March 2013): 302–24. http://dx.doi.org/10.1017/s0267190513000019.

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Since the handover, policymakers in Hong Kong have faced the daunting task of determining the educational roles of two major international languages (Putonghuaand English), as well as a vibrant local language (Cantonese), which is the mother tongue of around 90% of the city's predominantly Chinese population. Their response to this unprecedented challenge has been to set the ambitious goal of developing students’ ability to read and write Chinese and English and to speak Cantonese,Putonghua, and English. At the same time, however, they are pursuing policies that in some respects run counter to this commendable if ill-defined aim. This article examines the background to and rationale for the promotion of biliteracy and trilingualism and reviews recent research into the government's major language-in-education initiatives since 1997, namely, the adoption of a compulsory mother-tongue policy at junior secondary level, the recent fine-tuning of this controversial policy, and the use ofPutonghuaas the medium of instruction in Chinese subjects at primary and secondary levels.

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Reyes, Charo, and Silvia Carrasco. "Unintended effects of the language policy on the transition of immigrant students to upper secondary education in Catalonia." European Journal of Education 53, no. 4 (October 29, 2018): 514–27. http://dx.doi.org/10.1111/ejed.12304.

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Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.

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Başok, Emre, and Peter Sayer. "Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders." Journal of Culture and Values in Education 3, no. 2 (December 22, 2020): 54–80. http://dx.doi.org/10.46303/jcve.2020.13.

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This study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language education community at different levels including ESL, dual language bilingual, and world language educators, administrators and coordinators of language education programs in the U.S. participated in this study. Thematic analysis of the interview data indicated that all participants from different stakeholder groups were ideologically aligned with the pluralist views. The budget cuts were perceived as representative of broader assimilationist ideology. The negative impacts of eliminations on teacher professional development programs, K-12 public education, post-secondary language education, and world language education in America were expressed by the participants. The participants’ counter arguments to the proposed budget eliminations are presented. This study has implications for the language education community, language policy makers, and educational policy planners in the U.S.

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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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Iwuchukwu, Matthew O. "LANGUAGE EDUCATION IN NIGERIA: CONTEMPORARY ISSUES AND WAY FORWARD." Cognizance Journal of Multidisciplinary Studies 1, no. 2 (February 28, 2021): 1–20. http://dx.doi.org/10.47760/cognizance.2021.v01i02.001.

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Nigeria is a highly multiethnic and multilingual African country that speaks over 500 indigenous languages and two official languages, English and French, some of which are taught and learned at the primary, secondary and tertiary levels of education. This descriptive study has attempted to discuss the state of language education and related issues in the education sector, involving the mother tongue, English, French and Arabic languages. The paper elucidates a few omissions in the National Policy on Education (NPE) and other factors that militate against effective implementation of the language curriculum such as negative perception, inadequate teaching staff and instructional resources, falling students' enrolment and performance, year abroad challenges, lack of funds and controversies generated by debates on a good lingua franca, etc. Based on the findings and their implications for achieving the objectives of the NPE, some recommendations have also been made for a way forward, for example, the need to review the existing NPE and language curriculum, implement trilingual education, compulsory and free basic education, provide sufficient funds, constitute internal quality assurance committees, carry out research and publish standard textbooks for pupils and students, and create umbrella associations of language teachers at the primary, secondary and tertiary levels of education.

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Canagarajah, Suresh, and Hina Ashraf. "Multilingualism and Education in South Asia: Resolving Policy/Practice Dilemmas." Annual Review of Applied Linguistics 33 (March 2013): 258–85. http://dx.doi.org/10.1017/s0267190513000068.

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This article focuses on the multilingual educational policies in India and Pakistan in the light of challenges in implementation and everyday communicative practices. The challenges these countries face in the context of the contrasting forces of globalization and nationalism are common to those of the other communities in this region. Both India and Pakistan have adopted versions of a tripartite language formula, in which the dominant national language—Urdu in Pakistan, and Hindi in India—along with a regional language and English are to be taught in primary and secondary schools. Such a policy is aimed at accommodating diverse imperatives, such as providing access to schooling to everyone regardless of their mother tongues, developing national identity through competence in a common language, and tapping into transnational economic resources through English. However, this well-intentioned policy has generated other tensions. There are inadequate resources for teaching all three languages in all regions and social levels. Certain dominant languages enjoy more currency and upset the multilingual balance. Furthermore, as people integrate English into their repertoires in recognition of the better-paid employment opportunities and communication media associated with globalization, language practices are becoming more hybrid. To resolve such tensions between policy and practice, some scholars propose a plurilingual model indigenous to the region. Rather than compartmentalizing languages and demanding equal competencies in each of them, such a model would allow for functional competencies in complementary languages for different purposes and social domains, without neglecting mother-tongue maintenance.

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Beilis, Natalia. "GERMAN EDUCATION IN SECONDARY SCHOOLS OF UKRAINE: ASPECTS OF SCIENTIFIC DISCOURSE HISTORICALLY." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 21–30. http://dx.doi.org/10.33989/2226-4051.2016.14.171578.

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The article focuses on the fact that the German language learning by pupils in secondary schools of Ukraine depends on creating the appropriate objective conditions of reforming the entire education system and the humanization of the educational process, and taking into account patterns of theory and practice development in this area in the second half of the XX – XXI century.In the article the urgency of modernization of modern content and methods of studying the German language by pupils of secondary schools of Ukraine, made historical – pedagogical analysis of German education in the second half of the XX – XXI century.Particular attention is paid to aspects of leading scientific discourses in the context of national development policy of the German language learning in schools of Ukraine in measurements of its accession to the common European educational space.Article updated those tasks whose solution it entirety provides: 1) upgrading the content of German education at an angle to ensure his child centrism, culture centrism, fundamental and personal-developmental orientation; 2) mobility of updating curricula, textbooks and teaching aids, by raising the level of motivation of teachers, representatives of various government agencies of Ukraine, establishing constructive cooperation between them; 3) improvement in the status of Ukraine in a sphere of German-language education and foreign language education in general (necessary aspects of creating multilingual educational environment).It is emphasized the need for Ukraine of the positive experience in the past in order to develop foreign language education space. This current state of quality of the German language learning depends on identifying further ways of development strategies that are based on national educational traditions and values, experience learning the German language acquired in the process of learning German in the schools in Ukraine. Innovative approaches of content and methodology of the study of German by pupils at schools of Ukraine has a strategic nature and consistent with the national development strategy of foreign language education.The necessity of solving the actual problems posed present to the German- education of pupils in secondary schools in Ukraine is impossible without understanding key trends of research in this area, adequate and interested attitude to the industry by professionals and especially representatives of various government agencies of Ukraine with setting up constructive cooperation between them, which is a prerequisite for the formation of social consciousness of pupils and school leavers with appropriate attitude to the prospects of the German language.Conclusions regarding changes of German national policy in the context of its compliance with the European promotion of Ukraine, development of strategies of the German language learning in secondary schools of Ukraine are viewed in the article.

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Payne, Mark. "The inclusion of Slovak Roma pupils in secondary school: contexts of language policy and planning." Current Issues in Language Planning 18, no. 2 (August 22, 2016): 161–80. http://dx.doi.org/10.1080/14664208.2016.1220281.

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Griva, Eleni, and Sofia Iliadou. "Foreign language policy addressed to Greek primary and secondary education: Teachers' viewpoints and students' attitudes towards plurilingualism." European Journal of Language Policy 3, no. 1 (January 2011): 15–36. http://dx.doi.org/10.3828/ejlp.2011.3.

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DJABALLAH, Zahia. "THE POLICY OF ARABIZATION OF EDUCATION IN ALGERIA BETWEEN LINGUISTIC PLANNING AND SOCIAL REALITY: ARABIZATION OF HIGHER EDUCATION AS A MODEL." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 113–23. http://dx.doi.org/10.47832/2757-5403.4-3.10.

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This article is concerned with research on the sociolinguistic reality in Algeria, by studying one of its issues, which is the issue of the arabization of education. And if the linguistic policy is affected and influenced by social life, then planning in arabization has a relationship with social reality. Therefore, our research aimed at studying the relationship between the applied arabization policy and the linguistic requirements of social reality. The most important results reached were the inconsistency of the applied arabization policy with the linguistic base established by the colonial authority , which continued after independence, and led to the emergence of fundamental problems, resulting from the total arabization of the basic and secondary training and some specializations in higher education. So that students in arabized disciplines largely lost control over the foreign language, which is a prerequisite for contemporary changes and for national needs that require control over bilingualism. As for those enrolled in specializations that depend on the French language, they found difficulty with the language of formation, because their basic formation was in the Arabic language.

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Madiba, Mbulungeni, and Matome Mabiletja. "An evaluation of the implementation of the new Language-in-Education Policy (LiEP) in selected secondary schools of Limpopo Province." Language Matters 39, no. 2 (November 2008): 204–29. http://dx.doi.org/10.1080/10228190802579601.

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Michel, Marije, Christine Vidon, Rick de Graaff, and Wander Lowie. "Language Learning beyond English in the Netherlands: A fragile future?" European Journal of Applied Linguistics 9, no. 1 (March 1, 2021): 159–82. http://dx.doi.org/10.1515/eujal-2020-0020.

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Abstract The Netherlands have had a long tradition of modern foreign language (MFL) education: French, German and English have been standard subjects at secondary school since the 19th century. After the introduction of the Mammoetwet in 1968, several major educational reforms have shaped the current practice of Dutch MFL teaching. On the one hand, a greater diversity of languages is on offer in secondary schools (e. g., Arabic, Spanish), and following the implementation of the CEFR (Council of Europe 2001) MFL teaching has become more communicative. Additionally, more and more schools at all levels of education have adopted English as a medium of instruction. On the other hand, with the growing dominance of English in Dutch society, the time dedicated to languages other than English has declined substantially so that secondary school sections and university departments for other MFLs are closing down. In this article, we provide an overview of Dutch MFL teaching since 1945. We will sketch how the choices made by different parties involved, including learners and their parents, teachers, teacher educators, publishers and policy makers, have been shaping the teaching of MFLs at all levels of education with a special interest in MFL teacher education.

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Ma, Maggie, and Gavin Bui. "Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study." Studies in Second Language Learning and Teaching 11, no. 3 (September 13, 2021): 445–72. http://dx.doi.org/10.14746/ssllt.2021.11.3.7.

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Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.

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Batista, Fernanda C. A. "English Language Teaching in Brazil: A Gap in Policy, Problems in Practice." English Language Teaching 13, no. 8 (July 17, 2020): 135. http://dx.doi.org/10.5539/elt.v13n8p135.

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Only three percent of Brazilians are estimated to speak English despite the status of this language as a mandatory subject in grades 10 to 12 of basic education and preferred foreign language in grades 5 to 9. This paper will analyse possible reasons for this fact. The widespread concept in the Brazilian society that speaking English is beneficial to individuals because it provides access to the globalised world does not seem to be enough to promote the actual learning of the language by the majority of the population, and it is argued here that this fact has to do with a gap in the foreign language teaching policy documents: the 2015 National Education Guidelines and Framework Law (LDB 2015), the Brazilian National Curriculum Parameters for Primary Education (PCN-EF), and the Brazilian National Curriculum Parameters for Secondary Education (PCN-EM). These documents do not prescribe the necessary conditions for English Language Teaching (ELT) to take place effectively, but, instead, provide suggestions for teachers on how to adapt to the status quo, which means focusing on reading to the detriment of the other aspects of the English language due to a number of factors ranging from a lack of resources to a large number of students per class.  

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Mearns, Tessa, and Rick de Graaff. "Bilingual education and CLIL in the Netherlands." Dutch Journal of Applied Linguistics 7, no. 2 (December 31, 2018): 122–28. http://dx.doi.org/10.1075/dujal.00002.int.

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Abstract The Netherlands is often held up an example of a ‘success story’ in terms of practices and research regarding the teaching and learning of subject content in a second language (de Graaff & van Wilgenburg, 2015; Pérez-Cañado, 2012). Nearly 30 years after its initial beginnings, bilingual secondary education in the Netherlands continues to thrive and to evolve in fitting with educational demands, as does the research associated with it. This Special Issue includes contributions addressing Content and Language Integrated Learning (CLIL) as a pedagogical approach in the context of bilingual education as a curricular paradigm, both specifically within the Dutch context. The issue contains six research articles from different perspectives, supported by discussions both from an international research standpoint and from the educational field. It is hoped that the publication of this issue will not only indicate a next stage for bilingual education policy and practice, but also give impetus to new areas for research.

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Casesnoves, Raquel, Josep-Àngel Mas, and Anna Tudela. "Primary and secondary factors in language maintenance in a medium-sized community language: Catalan in Spain." International Journal of Bilingualism 23, no. 2 (January 10, 2018): 525–52. http://dx.doi.org/10.1177/1367006917745697.

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Aims and objectives: The main aim of this study is to find out which social and ideological factors determine the maintenance of Catalan language in public contexts, and particularly the relative weight each factor contributes to the choice. The question is which of the socio-demographic and ideological factors determines to a greater extent the use of Catalan. Methodology: Participants completed a survey, which consisted of a sociolinguistic questionnaire and an attitudinal test based on the matched-guise technique. Sociolinguistic inferences concerning the relationship between different factors and language use were made using statistical methods. Data: Six hundred university students from the cities of Valencia, Palma and Barcelona answered the same survey. University students are a very interesting research group, since they are going to become part of the most influential social groups. Findings: Results from the analysis support the importance of social networks in understanding language maintenance, apart from making some differences between the territories clearer: this relative importance of social networks is very high in Valencia and Palma, but not in Barcelona. Originality: This study shows the first comparison between the influence of different kinds of factors in the use of the Catalan language, as well as the comparison between the behaviour of the three major Catalan-speaking cities. Furthermore, the focus on the factors related to university students’ language use is not a much-visited field. Significance and implications: The use of Catalan seems to be naturalized in Barcelona, whereas in Palma and Valencia the use of this language is more ideologized – and minor. The coincidence in the same territory, Catalonia, of the major language use in all situations and the more incisive and inclusive language policy should point out the direction that campaigns to promote Catalan in the other two regions should take.

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Li, Hongwei, and Yuan Yuan. "Comparison and Contrast of English Language Planning and Policy for Senior Secondary Education between Mainland China and Hong Kong." Asia-Pacific Education Researcher 22, no. 4 (December 18, 2012): 439–47. http://dx.doi.org/10.1007/s40299-012-0043-z.

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Mouchantaf, Maha. "Lost in Translation: The Implementation of Community Service in Lebanese High-schools Following Decree No.8924." Journal of Language Teaching and Research 11, no. 2 (March 1, 2020): 184. http://dx.doi.org/10.17507/jltr.1102.06.

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In 2012, the Lebanese Ministry of Education and Higher Education (MEHE) issued Decree No. 8924. Entitled “Project Community Service in Public and Private Secondary Schools”, the decree states that all schools should apply a mandatory 60-hour community service program across the three secondary school years. There have been scattered efforts to study how the Decree is being implemented across Lebanon, with no exhaustive and thorough study yet documented. This research sought to fill part of that gap by examining the experience of ten private Catholic schools. The research results were congruent with global educational policy implementation research and suggested future lines of inquiry specific to Lebanon.

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Li, Yong, Kong Poh Mei, and Lim Zhi Xin. "Language Policy and Planning (LPP) for English in Malaysian Education System in the 21st Century." Journal of English Language and Literature 6, no. 2 (October 31, 2016): 455–63. http://dx.doi.org/10.17722/jell.v6i2.301.

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Language policy and planning (LPP) is defined as large-scale national planning, usually undertaken by governments, meant to influence, if not change, ways of speaking or literacy practices within a society (Baldauf, 2006 [5]). As a multilingual society, Malaysia is determined to preserve its linguistic diversity through its LPP. So far, Malaysia is still struggling to draw up a policy that encompasses the demands of all its linguistic groups across the country, which is shown by its constant policy revisions. Therefore, this paper aims to trace the development of LPP for English in Malaysian education, and it examines the reasons as well as the impacts of language planning and language policy to the competency and proficiency of English among Malaysians. The study is conducted based on secondary research, whereby materials such as journals, books and dissertations are used as references. Apart from gaining an insight of the implemented language policies in Malaysia, the findings reveal the social reality of contrasting LPP initiatives in Malaysia, in which English proficiency levels among students are experiencing a sharp decline, contrary to the amassing significance of the English language in the global arena. Indeed, the effects of LPP, such as the strengthening of nationalist ethos as well as the increasing burden of teaching staff, should be taken into consideration while drafting up and revising LPP to ensure the sustainability of a just and fair society.

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Croft, Kerrie, and R. J. S. ‘Mac’ Macpherson. "Client demand, policy research and lobbying." Language Planning and Language Policy in Australia 8 (January 1, 1991): 89–108. http://dx.doi.org/10.1075/aralss.8.06cro.

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This paper reports policy research into how the administrative policies in the NSW state secondary system affected the delivery of Languages education in the period 1980 to 1986. It traces how schools were timetabled and led in the post-Wyndham era and how this increasingly marginalised Languages, often on the grounds that the subject area was ‘elitist’. It is shown, however, that, by the mid 1980s, three forces were able to challenge the trend; demand by clients, the findings of policy research, and lobbying at the national level concerned with multiculturalism. The learning of a second language must be regarded as a necessary part of total personality formation in the modern world ... Somehow, therefore, a second language must become part of the total educational process, not something reserved for the gifted, but a normal educational experience for the ordinary child. (Dutton 1972)

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Kowalonek-Janczarek, Monika. "Englisch als Lingua franca versus andere Sprachen im Bildungswesen: Polen und Japan im Vergleich." Glottodidactica. An International Journal of Applied Linguistics 46, no. 1 (July 29, 2019): 23–38. http://dx.doi.org/10.14746/gl.2019.46.1.02.

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The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.

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Tomlinson, Timothy. "An ethnographie study of students' oral performance in the mixed francophone- anglophone university classroom." Canadian Journal of Higher Education 19, no. 3 (December 31, 1989): 53–71. http://dx.doi.org/10.47678/cjhe.v19i3.183066.

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Mixedfrancophone-anglophone classes have become an important, yet controversial feature of post-secondary education in Canada. However, arguments concerning the suitability (or lack thereof) of these classes have not been based on empirical research documenting what actually occurs in them. This paper describes an ethnographic case study which begins to address this need. The study examines the relationship between students' use of French and English in five mixed classes at a bilingual university and their access to subject-matter knowledge and social networks. Initial analyses reveal that language brokerage is an important process in two of the classes observed. In order to illustrate how this process works, an excerpt of classroom interaction is presented. The broader implications of language brokers are then discussed, with reference to recent work on mixed classes in Franco-Ontarian elementary and secondary schools. The paper concludes with suggestions for future research and a consideration of some policy implications of mixed classes.

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Bergroth, Mari, and Katri Hansell. "Language-aware operational culture." Apples - Journal of Applied Language Studies 14, no. 1 (January 17, 2020): 85–102. http://dx.doi.org/10.17011/apples/urn.202006043978.

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This study examines how practitioners of minority-medium Early Childhood Education and Care (ECEC) in Finland reflect on language awareness (LA) in their professional learning communities (PLCs). The study is conducted within in-service training for ECEC practitioners and it also highlights how these practitioner reflections can be of use and support developing future in-service training within the action research framework. The data include nine group discussions on a reflection task, with 41 primary participants and 165 secondary participants from each primary participant’s respective PLC. As a starting point, the researcher-trainers identified six language-policy themes on LA in national policy documents. These were presented for practitioners, who then discussed them both in their respective PLCs and within the in-service training. The in-service discussions were audio-recorded and transcribed for qualitative-content analysis. During the analysis, the focus was on the dynamics of minority-majority positions, with the following themes emerging: i) Language contacts; ii) bilingual children and multi-layered identity; and iii) developing multilingual pedagogies. The results showed that the same insights often were treated both as strengths and weaknesses, and that a need exists for support so that practitioners can implement language-aware educational policy into their operational cultures.

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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.

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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

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Amin, Md Al, and Janinka Greenwood. "The UN Sustainable Development Goals and Teacher Development for Effective English Teaching in Bangladesh: A Gap that Needs Bridging." Journal of Teacher Education for Sustainability 20, no. 2 (December 1, 2018): 118–38. http://dx.doi.org/10.2478/jtes-2018-0019.

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Abstract This article takes up the opportunity offered by the United Nations’ Strategic Development Goals to examine provisions for the selection, recruitment, training and professional development of secondary English teachers in Bangladesh. Qualified and trained teachers are considered as essential to effect the changes in English teaching and learning planned in national education policy. Since the adoption of a communicative approach to language teaching, initiatives have been taken to train teachers to teach English in this approach, and particularly to use multimedia equipment in their teaching; however the adequacy of these provisions is questioned in existing research and in media debates. This article starts with a brief description of the education context, highlighting the global Strategic Development Goals and local secondary English teaching. A review of existing recruitment and professional development provisions for secondary English teachers follows. Then project-based training programmes, which are funded and managed by external donors and aid agencies, are critically examined. Finally emerging issues and recommended changes are discussed.

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Sahan, Kari. "In Conversation with Ernesto Macaro on English Medium Instruction." RELC Journal 52, no. 2 (April 16, 2021): 334–41. http://dx.doi.org/10.1177/00336882211005508.

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Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in classrooms where English is the medium of instruction. He has published widely on these topics, including in journals such as Language Teaching, Modern Language Journal, Language Learning Journal, Language Teaching Research and International Journal of Bilingual Education and Bilingualism. He is also the author of English Medium Instruction: Content and Language in Policy and Practice (2018). Before becoming a teacher educator and researcher, he worked as a language teacher in secondary schools in the UK. His most recent work explores certification programmes for English medium instruction teachers in higher education and the transition from secondary to tertiary English medium instruction programmes.

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Kamil, Dairabi, Amirul Mukminin, and Noor Lide Abu Kassim. "From Education Policy to Class Practices: Indonesian Secondary EFL Teachers’ Self-Efficacy in Developing School-Based EFL Syllabi." Excellence in Higher Education 4, no. 2 (May 9, 2014): 86–107. http://dx.doi.org/10.5195/ehe.2013.78.

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The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL) teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006). The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.

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Leggett, Bridget M. "Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School." Australian Journal of Education 41, no. 3 (November 1997): 276–88. http://dx.doi.org/10.1177/000494419704100306.

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CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

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Muhammad, Zeeshan. "Pakistani Government Secondary Schools Students’ Attitudes towards Communicative Language Teaching and Grammar Translation in Quetta, Balochistan." English Language Teaching 9, no. 3 (February 21, 2016): 258. http://dx.doi.org/10.5539/elt.v9n3p258.

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<p>Students’ attitudes towards an English language teaching approach play an important role for its implementation success or failure. This study measured Pakistani government school students’ attitudes towards Communicative Language Teaching (CLT) and Grammar Translation (GT). A survey instrument was used to assess students’ attitudes. Data were collected from students at two government secondary schools located in Quetta, Balochistan, Pakistan. A total of 204 students (102 females and 102 males) participated in this present study. Overall, students showed favorable attitudes towards CLT. In contrast, students showed either less favorable attitudes or a neutral stance towards GT. Finally, this study suggests that policy makers consider adopting or adapting CLT to teach English in the aforementioned schools. Recommendations for future research are also suggested.</p>

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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.

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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

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SECADA, WALTER G. "Research, Politics, and Bilingual Education." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 81–106. http://dx.doi.org/10.1177/0002716290508001008.

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Bilingual-education research has helped to inform and to shape federal policy and funding as articulated in the Bilingual Education Act, first passed in 1968 as Title VII of the Elementary and Secondary Education Act. During the Act's most recent reauthorization, the U.S. Department of Education and others proposed changing the law to fund more all-English language programs. They argued that the federal government was mandating a single approach, that there was no research evidence to support such a mandate, and that schools should be granted flexibility in designing programs to meet local needs. In fashioning this argument, proponents of change carefully selected the research literature they alluded to. That research was judged against artificially high and overly narrow criteria. Finally, they overinterpreted the research to suit their agenda. Congress was under intense political pressure to fund more all-English programs, and it did so. But a panel of experts contradicted the argument that there was no research to support the use of the native language for instruction. In the end, Congress kept the bulk of the monies devoted to bilingual programs.

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Macaro, Ernesto, Zöe Handley, and Catherine Walter. "A systematic review of CALL in English as a second language: Focus on primary and secondary education." Language Teaching 45, no. 1 (November 24, 2011): 1–43. http://dx.doi.org/10.1017/s0261444811000395.

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After explaining why consideration of the use of technology in second language (L2) teaching in the primary and secondary sectors is necessary, this systematic review presents a keyword map of 117 studies of technology in L2 learning since 1990. It reveals that research effort in these educational sectors has increased in line with technological developments and there have been important differences between the primary and secondary sectors in the adoption of applications. There then follows an in-depth review of 47 post-2000 studies investigating the efficacy of technology in the teaching of L2 English. It asks what technology has been used and why, what evidence there is that technology facilitates language learning, and what other insights can be drawn from the research in this field. The evidence that technology has a direct beneficial impact on linguistic outcomes is slight and inconclusive, but it may impact indirectly and positively on learner attitudes and behaviours and may promote collaboration. On the whole, the research reviewed lacked the quality that would reassure practitioners and policy-makers that technological investment is warranted. We argue that future research needs to provide a tighter link between technological applications, Second Language Acquisition (SLA) theory, and learning outcomes.

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Gamir, Saadia. "Realities of and perspectives for languages in the globalised world: Can language teaching survive the inadequacies of policies implemented today at Leeds Beckett University?" Studies in Second Language Learning and Teaching 7, no. 2 (June 30, 2017): 295–315. http://dx.doi.org/10.14746/ssllt.2017.7.2.7.

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Various newspaper articles report that British ministers, university representatives, exam chiefs and business bodies agree that foreign languages skills in primary, secondary and tertiary UK education are in crisis. Lower funding and policy changes have caused language skills deficiencies felt gravely in the business sectors. Funding and support initiatives pledged by policy makers appear to be election-driven, barely outliving newly elected governments. Others blame secondary school language curriculum for failing to inspire students to take up a language when they reach 13 or 14. Others still argue that severe A-level examinations marking deters students from taking up a foreign language at 6th form level, producing fewer prospective language learners for university departments. Community languages are also undervalued as small-entry languages could soon be axed from GCSE and A-level examinations. In a world increasingly interconnected, it is essential the importance of language learning be reinstated in all our educational institutions. This paper reviews two decades of the conditions of language provision in the UK in general, with an emphasis on Leeds Beckett University. It also attempts to answer two questions emerging form the author’s personal teaching experience and reflections: What are the realities and challenges language teaching faces at Leeds Beckett University? And, how may we support language learners in fulfilling their ambition to acquire the required skills to communicate effectively in this globalised world?

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Journal articles on the topic 'Language policy – Education (Secondary) – Namibia'

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