Journal articles: 'Language policy – Zimbabwe – Case studies'

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Eastman, Carol M., and Peter H. Lowenberg. "Language Spread and Language Policy: Issues, Implications, and Case Studies." Language 65, no. 2 (June 1989): 376. http://dx.doi.org/10.2307/415338.

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O'Donnell, Jennifer Lee. "Language policy processes and consequences: Arizona case studies." International Journal of Bilingual Education and Bilingualism 19, no. 3 (April 2015): 339–41. http://dx.doi.org/10.1080/13670050.2015.1026645.

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Maya, R. S., and Jørgen Fenhann. "Methodological lessons and results from UNEP GHG abatement costing studies The case of Zimbabwe." Energy Policy 22, no. 11 (November 1994): 955–63. http://dx.doi.org/10.1016/0301-4215(94)90043-4.

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Liu, Lisheng. "Translation and public policy: interdisciplinary perspectives and case studies." Perspectives 28, no. 5 (September 3, 2019): 810–13. http://dx.doi.org/10.1080/0907676x.2019.1653024.

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Cirella, Giuseppe T., Carole Mtizi, and Felix O. Iyalomhe. "Public transportation solutions in Southern Africa: case study Zimbabwe and South Africa." Transport Economics and Logistics 79 (October 23, 2018): 77–86. http://dx.doi.org/10.26881/etil.2018.79.06.

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Our research investigates current challenges faced in southern Africa’s public transport sector and proposes a possible solution to overcome these challenges. Using South Africa and Zimbabwe as case studies, we identify shared challenges experienced in both countries for which a universal solution may be adopted. It was found that these challenges could mostly be attributed to government actions. We propose a need for better integration of social outcomes within public transport policy at the strategic, tactical and operational levels throughout the region. Moreover, we suggest that technology-driven solutions can be introduced in the public transport realm, amongst other solutions, entailing a universal cashless payment system coupled with GPS technology.

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Machokoto, Washington, and Munyaradzi A. Dzvimbo. "The Employee Voice Behaviours in African Context: The Case of Zimbabwe." Asian Journal of Interdisciplinary Research 3, no. 1 (February 29, 2020): 125–35. http://dx.doi.org/10.34256/ajir2019.

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This exploratory study aimed to investigate the Employee Voice Behaviours (EVB) in the African context, and Zimbabwe was chosen as a case study. A sample of 30 volunteers was used in this study and data was collected via WhatsApp social media. The structured interviews were employed to collect data. Thus, the data was collected and placed into categories as a framework. The data analysis included descriptive statistics, multiple regression, correlation and framework. The results indicated that the majority of employees in Zimbabwe present constructive voices than destructive behaviours. The findings also established that Zimbabwean workforce remains disciplined in their organisations. The study again found that the majority of people working in organisations in Zimbabwe is neither married nor have children. Also, the majority go to church and do not consume alcohol/smoke. However, besides a small sample that could have affected the outcome, this study concludes that understanding of EVB remains elusive; therefore, more studies are required in this field. Future researchers should consider qualitative methods with larger samples to establish these variations. Besides, the current research presents significant findings that could inform policy-makers in Zimbabwean organisations.

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Mvundura, Emmaculate, and Paul Svongoro. "The significance of tasks in second language learning: The case of Africa University in Zimbabwe." Journal of Social, Humanity, and Education 1, no. 4 (August 25, 2021): 297–307. http://dx.doi.org/10.35912/jshe.v1i4.779.

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Abstract Purpose: This study utilised the case study approach for an in-depth understanding of the practices of teaching English as a Second Language (ESL) at Africa University (AU), Zimbabwe. The study aimed to provide a description of unique and typical ESL experiences in a particular African context. Research Methodology: The study investigated 60 participants who were prospective undergraduate students enrolled in the ESL programme and were separated into two groups. Each group consisted of 30 participants who received task-based instruction hinged on reading, writing, listening, and speaking. Result: An analysis of the learners' performance revealed that tasks facilitate the learning of ESL by exposing learners to different problem-solving scenarios that required higher-order cognitive skills. Limitations: This study was based on the ESL classroom at AU, which enrols students from African countries. A similar study could be conducted with students from more diverse backgrounds to establish if the results of this study could be corroborated or refuted. Similar studies could also be conducted in other second language contexts where English is not the target language. Contribution: The results of this study are important for the discipline of ESL as they support existing knowledge that tasks allow learners to communicate using the correct grammatical structures in a given relevant context.

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Chimbari, Moses J. "Enhancing Schistosomiasis Control Strategy for Zimbabwe: Building on Past Experiences." Journal of Parasitology Research 2012 (2012): 1–9. http://dx.doi.org/10.1155/2012/353768.

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Schistosoma haematobiumandSchistosoma mansoniare prevalent in Zimbabwe to levels that make schistosomiasis a public health problem. Following three national surveys to map the disease prevalence, a national policy on control of schistosomiasis and soil transmitted helminths is being developed. This paper reviews the experiences that Zimbabwe has in the area of schistosomiasis control with a view to influence policy. A case study approach to highlight key experiences and outcomes was adopted. The benefits derived from intersectoral collaboration that led to the development of a model irrigation scheme that incorporates schistosomiasis control measures are highlighted. Similarly, the benefits of using plant molluscicides and fish and duck biological agents (Sargochromis codringtoniiandCairina moschata) are highlighted. Emphasis was also placed on the importance of utilizing locally developed water and sanitation technologies and the critical human resource base in the area of schistosomiasis developed over years. After synthesis of the case studies presented, it was concluded that while there is a need to follow the WHO recommended guidelines for schistosomiasis control it is important to develop a control strategy that is informed by work already done in the country. The importance of having a policy and local guidelines for schistosomiasis control is emphasized.

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Munyoka, Willard. "Electronic government adoption in voluntary environments – a case study of Zimbabwe." Information Development 36, no. 3 (July 28, 2019): 414–37. http://dx.doi.org/10.1177/0266666919864713.

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Many governmental organisations across the world are progressively implementing electronic government systems to enhance their back-office operations and offer better and efficient services to citizens. Zimbabwe is not an exception to this e-government wave. Previous studies note that the acceptance and utilisation of e-government systems by citizens in Zimbabwe remains suboptimal, sluggish and problematic due to several factors. This study sought to establish the effect of seven predictor variables on citizens’ behavioural intentions to use e-government systems in Zimbabwe. Drawing from the extended Technology Acceptance Model (TAM2), extended Unified Theory of Acceptance and Use of Technology (UTAUT2), Framework for National and Donor Action, and e-Government Trust model as theoretical underpinnings, this study proposed a conceptual framework to predict citizens’ behavioural intentions on e-government. Survey data for testing the conceptual framework were collected from 247 respondents in Zimbabwe using structured questionnaires. Confirmatory factor analysis using IBM AMOS structural equation modelling method was conducted to establish the structural model fit of the proposed model. Findings of this study establish that eight of the hypothesised constructs explain 89% of the discrepancies of behavioural intention to demonstrate good predictive power of the proposed model in voluntary environments. Thus, level of education, facilitating conditions, e-government awareness, price value; privacy, security and trust; political self-efficacy and influence were all confirmed as salient predictors of e-government adoption. These findings provide invaluable insights and pointers to practitioners and policy-makers on e-government implementation and may guide further research on e-government adoption in voluntary environments.

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Wright, Andrew J., E. C. M. Parsons, Naomi A. Rose, and Erin Witcomb-Vos. "Environmental Reviews and Case Studies: The Science-Policy Disconnect: Language Issues at the Science-Policy Boundary." Environmental Practice 15, no. 1 (March 2013): 79–83. http://dx.doi.org/10.1017/s1466046612000506.

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Mitchell, Rosamond. "Policy and practice in foreign language education: Case studies in three European settings." European Journal of Language Policy 2, no. 2 (January 2010): 151–80. http://dx.doi.org/10.3828/ejlp.2010.11.

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Savski, Kristof. "Language policy and linguistic landscape." Linguistic Landscape. An international journal 7, no. 2 (February 19, 2021): 128–50. http://dx.doi.org/10.1075/ll.20008.sav.

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Abstract Analysis of signage has traditionally represented a point of entry into examinations of language policy, with the visibility of different languages seen to be potentially indicative of repression of multilingualism, of struggles between different language regimes or of grass-roots resistance to top-down agendas. This paper argues for a more discursive approach to the nexus between linguistic landscape and language policy in investigations of multilingual spaces. I present two case studies of the interaction between language policy and linguistic landscape in the southern Thai city of Hat Yai, the first examining part of the central commercial district and the second the cafeteria of the main university located in the city. The findings highlight numerous points of interaction between language policy and public signage, though they also underline the complex and sometimes tenuous nature of this relationship.

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Nyoni, Josphat, Tendai Vanesssa Jaravaza, Matthew Mare, Martin Dandira, and Elias Kandjinga. "Policy Contradictions and Policy Dilemma: A Case of Intermediary Money Transfer Tax (IMTT) on Business Performance in the Engineering Sector in Zimbabwe." Business and Economic Research 11, no. 2 (March 25, 2021): 76. http://dx.doi.org/10.5296/ber.v11i2.18228.

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The use of tax policies to address macro-economic challenges has often led to serious other macro-economic challenges for developing countries. The purpose of this paper is to illustrate macro-economic policy dilemmas that affect developing countries when they implement tax policies to address macroeconomic challenges. The objective of the study was to examine how the 2% Intermediary Money Transfer Tax (MTT) introduced to raise financial resources to grow the economy affected performance of companies in the engineering sector. The study was guided by the pragmatism research philosophy, used explanatory research design and a mixed research approach. Data was collected from companies in the metal fabrication and machine/equipment sub-sectors of the engineering sector. A total of 68 companies were used. The paper shows that a tax policy adopted by Zimbabwe to raise revenues for supporting economic growth and addressing several economic challenges such as poverty, unemployment and negative economic growth generated other macro-economic challenges such as declining performance of companies in the Engineering sector. Results from the study showed that 2% IMTT had a negative an influence on business performance of companies in the engineering sector. The tax reduced profit margins, sales, and competitiveness. Conclusions from the study were that adoption of tax policies by governments, to achieve increased revenue and growth of the economy may, in the process, negatively affect some sectors of the economy. It was therefore recommended that the government analyse potential contradictions and dilemmas before implementing tax policies. Further studies of the influence of IMTT on other sectors like the small scale and informal sectors that are usually hit the hardest by government policies is recommended.

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González Núñez, Gabriel. "On translation policy." Target. International Journal of Translation Studies 28, no. 1 (April 20, 2016): 87–109. http://dx.doi.org/10.1075/target.28.1.04gon.

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The term translation policy has become problematic for the field of Translation Studies because it has meant so many things to so many authors that it threatens to lose some of its efficacy (see Meylaerts 2011a, 163–166). In light of this, the concept of translation policy should be developed so that it will be broad enough to account for diverse phenomena in different places with multiple agents, while retaining specific parameters that make the concept methodologically useful. This article will consider insights from Translation Studies and from other fields, especially from the field of Language Policy, in order to develop such a concept of translation policy. To illustrate how the understanding of translation policy that will be proposed may be used in a descriptive paradigm, the article will present translation policy in Scotland’s local government as a case study.

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Ociepka, Beata. "Public diplomacy as political communication: Lessons from case studies." European Journal of Communication 33, no. 3 (March 18, 2018): 290–303. http://dx.doi.org/10.1177/0267323118763909.

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Studies on public diplomacy have been quite advanced since at least 2001. The public diplomacy phenomenon attracted the attention of researchers as more and more governments implemented public diplomacy as a tool of their foreign policy. This article aims to summarize the author’s case studies and to discuss the impact that research on public diplomacy has on the understanding of political communication. The analyses were built on definitions of political communication by Denton and Woodward and by McNair. While discussing the New Public Diplomacy model as political communication, the author implemented a network approach to frame the concept.

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Kuiken, Folkert, and Elisabeth van der Linden. "Language policy and language education in the Netherlands and Romania." Dutch Journal of Applied Linguistics 2, no. 2 (October 7, 2013): 205–23. http://dx.doi.org/10.1075/dujal.2.2.06kui.

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The European Union encourages all its citizens to be able to speak two languages in addition to their mother tongue. However, since the content of educational systems is the responsibility of individual member states, promoting multilingualism depends on the language policy of each member state. Still, countries may learn from practices and experiences in other countries. The similarities and differences between two case studies may be instructive from that point of view. In this paper, language policy and language education in two EU member states are compared with each other: the Netherlands on the one hand and Romania on the other. Questions that will be raised are: what are the linguistic rights of the minority groups, which languages are taught to whom, and to which degree is multilingualism an issue in both countries? Despite differences between the two countries, some striking similarities are observed.

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Bian, Jianhua. "Gabriel González Núñez and Reine Meylaerts (eds). Translation and Public Policy: Interdisciplinary Perspectives and Case Studies." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 3 (November 27, 2018): 495–99. http://dx.doi.org/10.1075/babel.00048.bia.

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De Wet, Chris. "The Application of International Resettlement Policy in African Villagization Projects." Human Organization 71, no. 4 (November 28, 2012): 395–406. http://dx.doi.org/10.17730/humo.71.4.0787k13246877275.

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It is now widely agreed that anything less than consciously planned and implemented development for resettled people will leave them worse off. Compensation is not up to the task of restorative, let alone just, resettlement. But what happens when, as in the case of smaller scale, but widely occurring, projects involving resettlement, the "development" projects do not give rise to significant new resources, thereby effectively making resettlement with development impossible? Smaller scale villagization type projects with an agricultural/land reform/political reorganization agenda are widespread in Africa. They have been/are imposed in recurring fashion on rural areas by succeeding governments, typically involving short-range resettlement, limited capital investment and assistance, and loss of local autonomy in relation to land use. The paper provides case studies from South Africa and Zimbabwe. It will be shown how these ongoing interventions and responses have directed the developmental, social, and resettlement dynamic in the resulting settlements—as well as raising crucial implications for whether, and how, we are best to apply international resettlement policy in such situations.

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Harries, Anthony D., Pruthu Thekkur, Irene Mbithi, Jeremiah Muhwa Chakaya, Hannock Tweya, Kudakwashe C. Takarinda, Ajay M. V. Kumar, et al. "Real-Time Operational Research: Case Studies from the Field of Tuberculosis and Lessons Learnt." Tropical Medicine and Infectious Disease 6, no. 2 (June 8, 2021): 97. http://dx.doi.org/10.3390/tropicalmed6020097.

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Real-time operational research can be defined as research on strategies or interventions to assess if they are feasible, working as planned, scalable and effective. The research involves primary data collection, periodic analysis during the conduct of the study and dissemination of the findings to policy makers for timely action. This paper aims to illustrate the use of real-time operational research and discuss how to make it happen. Four case studies are presented from the field of tuberculosis. These include (i) mis-registration of recurrent tuberculosis in Malawi; (ii) HIV testing and adjunctive cotrimoxazole to reduce mortality in TB patients in Malawi; (iii) screening TB patients for diabetes mellitus in India; and (iv) mitigating the impact of COVID-19 on TB case detection in capital cities in Kenya, Malawi and Zimbabwe. The important ingredients of real-time operational research are sound ethics; relevant research; adherence to international standards of conducting and reporting on research; consideration of comparison groups; timely data collection; dissemination to key stakeholders; capacity building; and funding. Operational research can improve the delivery of established health interventions and ensure the deployment of new interventions as they become available, irrespective of diseases. This is particularly important when public health emergencies, including pandemics, threaten health services.

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Baranova, Vlada. "Local Language Planners in the Context of Early Soviet Language Policy : The Case of Mariupol Greeks." Revue des études slaves 88, no. 1-2 (July 31, 2017): 97–112. http://dx.doi.org/10.4000/res.935.

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Kopeliovich, Shulamit. "Family Language Policy: A Case Study of a Russian-Hebrew Bilingual Family: Toward a Theoretical Framework." Diaspora, Indigenous, and Minority Education 4, no. 3 (July 15, 2010): 162–78. http://dx.doi.org/10.1080/15595692.2010.490731.

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Reyes, Augustina, and Andres Garcia. "Turnaround Policy and Practice: A Case Study of Turning Around a Failing School with English-Language-Learners." Urban Review 46, no. 3 (September 4, 2013): 349–71. http://dx.doi.org/10.1007/s11256-013-0261-6.

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Du, An. "González Núñez, Gabriel & Reine Meylaerts, eds. 2017. Translation and public policy: Interdisciplinary perspectives and case studies." Target. International Journal of Translation Studies 30, no. 1 (November 10, 2017): 158–64. http://dx.doi.org/10.1075/target.17081.du.

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Nhapi, Tatenda Goodman, and Jotham Dhemba. "Embedding the developmental approach in social work education and practice to overcome poverty: The case of Southern Africa." Greenwich Social Work Review 1, no. 1 (June 30, 2020): 11–20. http://dx.doi.org/10.21100/gswr.v1i1.1103.

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The article examines the extent to which social work education and practice in Eswatini, Lesotho and Zimbabwe has embedded the developmental approach to address the problem of poverty and to bring about socio-economic transformation in these countries. This is particularly significant as social work has gained traction internationally as a problem-solving profession. However, it is argued that that there is a lack of clarity conceptually about how the developmental approach should be operationalised in order to deal with the social problems afflicting African countries in general and Southern Africa in particular. Furthermore the chapter examines challenges in the implementation of the developmental approach in economically fragile contexts such as Eswatini, Lesotho and Zimbabwe. The gaps and constraints in mainstreaming developmental social work are also examined in the context of poverty, globalisation and impacts of natural disasters. Challenges experienced by frontline social workers in mobilising communities through the application of a repertoire of developmental social work approaches have also received attention. The article is based on personal experiences of the authors in teaching and practicing social work in the three countries and this is complemented by reviews and analysis of research studies and policy documents and reports on the mitigation of poverty and the developmental approach. Importantly, the article also offers pathways on the embedment of the developmental approach in social work education and practice to promote the realisation of the Sustainable Development Goals (SDGs) especially the goal relating to the eradication poverty.

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Huić, Mirjana, Anna Nachtnebel, Ingrid Zechmeister, Iris Pasternak, and Claudia Wild. "COLLABORATION IN HEALTH TECHNOLOGY ASSESSMENT (EUnetHTA JOINT ACTION, 2010–2012): FOUR CASE STUDIES." International Journal of Technology Assessment in Health Care 29, no. 3 (June 12, 2013): 323–30. http://dx.doi.org/10.1017/s0266462313000305.

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Objectives: The aim of this study was to present the first four collaborative health technology assessment (HTA) processes on health technologies of different types and life cycles targeted toward diverse HTA users and facilitators, as well as the barriers of these collaborations.Methods: Retrospective analysis, through four case studies, was performed on the first four collaboration experiences of agencies participating in the EUnetHTA Joint Action project (2010–12), comprising different types and life cycles of health technologies for a diverse target audience, and different types of collaboration. The methods used to initiate collaboration, partner contributions, the assessment methodology, report structure, time frame, and factors acting as possible barriers to and facilitators of this collaboration were described.Results: Two ways were used to initiate collaboration in the first four collaborative HTA processes: active brokering of information, so-called “calls for collaboration,” and individual contact between agencies after identifying a topic common to two agencies in the Planned and Ongoing Projects database. Several success factors are recognized: predefined project management, high degree of commitment to the project; adherence to timelines; high relevance of technology; a common understanding of the methods applied and advanced experience in HTA; finally, acceptance of English-written reports by decision makers in non–English-speaking countries. Barriers like late identification of collaborative partners, nonacceptance of English language and different methodology of assessment should be overcome.Conclusions: Timely and efficient, different collaborative HTA processes on relative efficacy/effectiveness and safety on different types and life cycles of health technologies, targeted toward diverse HTA users in Europe are possible. There are still barriers to overcome.

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Mlungisi, Moyo, and NyathiVuyiswa Sandra. "Opportunities and Challenges for the Adult Learner in the 21st Century: A Case Study of One Tertiary Education Institution in Zimbabwe." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 20, 2020): 378–84. http://dx.doi.org/10.47175/rielsj.v1i3.148.

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Quality education in Zimbabwe has remained one of the major demands in the system. This has therefore seen the majority of both academic and non-academic staff in institutions of higher learning advancing themselves in various courses and programmes. This study hence was conducted to explore opportunities and challenges experienced by adult individuals as they further pursue their studies. It was a case study of one tertiary education institution conducted within the framework of a qualitative research paradigm and also influenced by the human capital theory. Semi structured questionnaires and interviews were used to generate data from 20 participants that were purposively and conveniently targeted for the study. The major findings revealed that staff in tertiary institutions envy to advance themselves education wise. However, their efforts are being derailed by several challenges which unfold themselves socially, academically and economically, among others. The results further revealed that issues of institutions policy on manpower development were a cause of concern. Ultimately the study concluded that continued adult education in the 21st century is quite pivotal despite the challenges that these adults encounter. Recommendations put forth in the study, therefore include reconceptualization of institution policy on manpower development, availing financial resources and a variety of schemes for adult education

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King, Ruth. "Language Varieties and Situations - P. Lowenberg (ed.), Language spread and language policy: Issues, implications, and case studies. Washington, D C.: Georgetown University Press. 1988, Pp. 408." Language in Society 20, no. 3 (September 1991): 471–75. http://dx.doi.org/10.1017/s0047404500016638.

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Mare, Admire. "New media, pirate radio and the creative appropriation of technology in Zimbabwe: case of Radio Voice of the People." Journal of African Cultural Studies 25, no. 1 (March 2013): 30–41. http://dx.doi.org/10.1080/13696815.2012.749781.

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C. Alih, Nur Ashiquin, Abdul Halim Abdul Raof, and Masdinah Alauyah Md. Yusof. "POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS." Journal of Nusantara Studies (JONUS) 6, no. 2 (June 30, 2021): 296–317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317.

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Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR. Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions. Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials. Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR. Keywords: Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change. Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms. Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

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Singh, Navin Kumar, Shaoan Zhang, and Parwez Besmel. "Globalization and language policies of multilingual societies: some case studies of south east Asia." Revista Brasileira de Linguística Aplicada 12, no. 2 (June 2012): 349–80. http://dx.doi.org/10.1590/s1984-63982012000200007.

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Over the past few decades, significant economic and political changes have taken place around the world. These changes also have put a significant mark on language teaching and learning practices across the globe. There is a clear movement towards multilingual practices in the world, which is also evident in the title of UNESCO 2003 education position paper, "Education in a multilingual world." Given the long-standing history of multilingual contexts of the Himalayan region and the emergence of the two major global economic power centers of 21st century, China and India, language policies and practices of the region have become a great matter of interests for linguists and policy makers around the world. This paper uses case studies to investigate how globalization influences language education policies and practices in multilingual countries. The case studies that we have drawn from the four nations of South East Asia - Afghanistan, China, India, and Nepal offer insights for other multilingual nations of the world, as they portray the influences of globalization on language policies and practices of multilingual countries. This paper suggests more research on comparative studies of multilingual education across multilingual nations in the world.

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Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.

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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.

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Royles, Elin, and Huw Lewis. "Language policy in multi-level systems: A historical institutionalist analysis." British Journal of Politics and International Relations 21, no. 4 (July 31, 2019): 709–27. http://dx.doi.org/10.1177/1369148119845341.

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Efforts are underway to develop a stronger political science perspective regarding the practice of language policy to establish language policy as a distinct field of public policy studies. The article’s original theoretical contribution is to develop a framework, grounded in historical institutionalism, to analyse the multi-level institutional factors that influence language policy choices relating to regional or minority languages within European multi-level states. The framework is tested by applying it to analyse the multi-level factors that condition language policy decisions regarding the Welsh language, and through further investigating the framework’s significance and robustness to analyse language policy trajectories in two contrasting European cases. Overall, the article makes the case for the strengths and adaptability of the framework in producing convincing explanations of the multi-level dimensions of language policy development in different institutionalised contexts and calls for greater investigation of its ability to analyse other regional and minority languages in Europe.

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Wilson, Sonia. "Family language policy through the eyes of bilingual children: the case of French heritage speakers in the UK." Journal of Multilingual and Multicultural Development 41, no. 2 (March 18, 2019): 121–39. http://dx.doi.org/10.1080/01434632.2019.1595633.

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Abdelhay, Ashraf Kamal. "The politics of writing tribal identities in the Sudan: the case of the colonial Nuba Policy." Journal of Multilingual and Multicultural Development 31, no. 2 (March 2010): 201–13. http://dx.doi.org/10.1080/01434630903515698.

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Paulston, Christina Bratt. "Dennis Ager, Motivation in language planning and language policy. Clevedon, England: Multilingual Matters, 2001. Pp. vi, 210. Pb. $24.95; Kas Deprez & Theo du Plessis, eds., Multilingualism and government: Belgium, Luxembourg, Switzerland, former Yugoslavia, South Africa. (Studies in language policy in South Africa.) Pretoria: Van Schaik, 2000. Pp. xii, 179." Language in Society 31, no. 5 (November 2002): 790–96. http://dx.doi.org/10.1017/s0047404502255050.

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The two books under review, Motivation in language planning and language policy (MLPP) and Multilingualism and government (M&G), are both about language policy, at least at one level, and both are, or claim to be, based on case studies. That is the end of any similarity between them.

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Schoppa, Leonard J. "Zoku Power and LDP Power: A Case Study of the Zoku Role in Education Policy." Journal of Japanese Studies 17, no. 1 (1991): 79. http://dx.doi.org/10.2307/132908.

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Vorobyeva, Maria. "Soviet policy in the sphere of humour and comedy: the case of satirical cinemagazine Fitil." European Journal of Humour Research 9, no. 1 (April 3, 2021): 155–74. http://dx.doi.org/10.7592/ejhr2021.9.1.vorobyeva.

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Satirical cinemagazine Fitil (The Fuse), one of the final products of the Thaw, the time of liberalization in both foreign and domestic policy of the Soviet Union, appeared in 1962 and was produced under the supervision of Sergei Mikhalkov, a prominent public and literary figure in the USSR. Vivid and engaging, the cinemagazine starred many famous theatre and cinema actors and soon became an important part of mainstream satire, which was aimed at reinforcing the Soviet regime by criticizing some of its flaws. The significance attached to Fitil by Soviet authorities can be illustrated by the fact that its episodes were shown before films in cinemas, that is, it was officially promoted and was seen by the mass public across the Union. Fitil was expected not only to relieve social tension, but also marked the boundaries of the permissible in public criticism and satire. The agenda of Fitil was heterogeneous and dynamic: apart from a number of permanent themes, such as bureaucracy and red tape, bad management, poor service in retail and catering, alcohol abuse, morals, and manners, there were variations in the choice of themes and subjects of satire in different periods. The changes also affected the degree of generalization, the scale of the problems discussed and characteristics of the comic itself. This article analyzes Fitil issues of 1962-1991 and outlines the cinemagazine’s agenda and its changes in time. It is shown that Fitil was a part of mainstream satire, determined by the state policy in the sphere of humour and comedy.

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McCarty, Teresa L., Sheilah E. Nicholas, and Leisy T. Wyman. "Re-emplacing Place in the “Global Here and Now”—Critical Ethnographic Case Studies of Native American Language Planning and Policy." International Multilingual Research Journal 6, no. 1 (January 2012): 50–63. http://dx.doi.org/10.1080/19313152.2012.639244.

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Roslan Mohd Nor, Mohd, and Maksum Malim. "Revisiting Islamic education: the case of Indonesia." Journal for Multicultural Education 8, no. 4 (November 4, 2014): 261–76. http://dx.doi.org/10.1108/jme-05-2014-0019.

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Purpose – The purpose of this study is to attempt to examine the aims and objectives outlined in the formation of Islamic education in Indonesia. This study also looks at the development of Islamic education in general and the various approaches taken by the Indonesian Government. Design/methodology/approach – This study has mainly used a library research methodology. The data relevant to the study were collected and analysed by using an analytical approach. Findings – The study found that there is a significant contribution from the Ministry in formulation of Islamic Education policy in Indonesia. Originality/value – Indonesia is the largest Muslim majority country in the world. Islamic education in Indonesia has been around for a long time. In modern days, many have tried to study on Islamic education in terms of philosophy and objectives to be achieved. This study addresses the Islamic education in Indonesia; hence, it provides values for readers, researchers and those who are involved in future studies of this country.

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Extra, Guus, and Ton Vallen. "Migration and Multilingualism in Western Europe: A Case Study of the Netherlands." Annual Review of Applied Linguistics 17 (March 1997): 151–69. http://dx.doi.org/10.1017/s0267190500003329.

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In this survey, the demographic and linguistic consequences of recent processes of migration and minorization in Western Europe are reviewed, and a case study of the Netherlands is presented to illustrate and detail the effects of these processes on an individual European Union country. After a discussion of demographic data and criteria in a European context, linguistic issues are addressed in terms of L1 and L2 studies on immigrant and ethnic minority groups. Major demographic trends in Dutch society and education derived from these cross-national perspectives is then outlined. Specific attention is given to research and policy in the domains of Dutch as a second language and ethnic minority languages within the context of primary education.

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Ujiie, Saeko Ozawa. "Impacts and implications of English as the corporate official language policy: A case in Japan." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 103–29. http://dx.doi.org/10.1515/jelf-2020-2035.

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AbstractIncreasing numbers of corporations are now operating across national borders as a result of globalization. The “language barrier” is the first and foremost challenge they encounter when starting a business in a foreign market, and many companies are trying to solve the problem by adopting a common corporate language. Using English as an official corporate language is the most common solution for those corporations. The present study explored the impacts of English as a corporate official language policy implemented at a company, a rapidly developed high profile IT Company with 20,000 employees, in Japan, a country often perceived to be relatively monolingual and monocultural. When I started studying the company, I first found that the company’s motive to use English as the official corporate language was different from other instances of corporate language policy making I had come across. In previous studies (e.g., Feely & Harzing 2003; Marschan-Piekkari, Welch, & Welch 1999), the companies implemented common corporate language to solve problems caused by language barriers between employees with diverse linguistic backgrounds. However, the company in this study implemented the corporate language policy to prepare for globalization and recruit talents globally. When the company introduced the English-only language policy, most of the employees of the company were Japanese. Therefore, at the time of implementing the language policy, there was no compelling reason for them to use English. The language policy did not work effectively except for a few departments with non-Japanese employees who spoke different first languages. English functioned as a lingua franca in those departments with multinational employees. The findings indicate that for NNESs (non-native English speakers) to communicate with each other in English, the environment has to be more multilingual, less dominated by a single first language. Although almost all Japanese citizens are required to take intensive English courses in compulsory schoolings, the average level of English proficiency is considered to be relatively low in the advanced economies. The present study indicates that it is not for linguistic competence but a lack of interaction with other ELF speakers. Therefore, for learners of ELF in an intensely monolingual society such as Japan to become competent communicators in ELF, providing multilingual learning environments would be more effective than the prevailing teaching practices of classroom learning in L1 Japanese speaker only environments.

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Oladejo, J. A. "How not to embark on a bilingual education policy in a developing nation: The case of Nigeria." Journal of Multilingual and Multicultural Development 14, no. 1-2 (January 1993): 91–102. http://dx.doi.org/10.1080/01434632.1993.9994522.

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Deygers, Bart, and Margaret E. Malone. "Language assessment literacy in university admission policies, or the dialogue that isn’t." Language Testing 36, no. 3 (February 10, 2019): 347–68. http://dx.doi.org/10.1177/0265532219826390.

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Research in the field of Language Assessment Literacy (LAL) shows that university admission officers and policy makers are not generally well-versed in matters of LAL. Only very few studies to date have traced why this may be the case, however, and in the field of language testing few studies to date have reported on how university admission language requirements are set. Nevertheless, because of the impact of test use on university admissions, developing such knowledge is essential to the progress of LAL as a discipline. This paper reports on a qualitative study that includes all university admission policy makers in one context (Flanders, Belgium). The analyses of the interviews show that the concerns and ideas of LAL scholars and those of university admission policy makers may differ substantially. Real-world policy is determined by pragmatism and compromise and policy makers, even at universities, may fail to consider empirical findings. Because this study shows that the view of policy makers can be quite dissimilar from the traditional approach taken in the LAL literature, the authors argue that it may be as beneficial to encourage policy literacy among language testing professionals, as to expect LAL from policy makers.

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Grabe, William. "Foreword." Annual Review of Applied Linguistics 14 (March 1994): vii—xii. http://dx.doi.org/10.1017/s0267190500002774.

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This volume of the Annual Review of Applied Linguistics returns to a topic first covered in Volume Two (1982). In the time-span between thematic volumes on Language Policy and Planning (LPP), major changes have evolved in the field and recent world events have led practitioners to rethink many issues and concerns related to language policy and planning. In the early 1980s, many LPP discussions centered around various national case studies of language policy and planning; indeed, the stress on policy, as separate from planning, was not often emphasized. The focus on non-national level planning was also not as common as the national-level focus.

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Qingling, Yuan, Yuan Qunhua, and Wan Ying. "Exploring Professional Development from Brief Experiences: Case Studies of Secondary EFL Teachers in China." English Language Teaching 9, no. 12 (November 21, 2016): 109. http://dx.doi.org/10.5539/elt.v9n12p109.

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<p>The current situation of educational reforms since 1990s has brought up a booming demand of competent EFL teachers because of economic globalization and further opening-up policy in China. So it’s vital and significant to explore EFL teachers’ professional development in order to promote English language teaching. Based on the Constructivism Perspective in educational psychology and new trends in Second Language Teacher Education, this research focuses on six secondary EFL teachers’ critical incidents and narrates their brief experiences by deep interview and field notes. After categorized analysis through recurring themes, the discussions about four domains (i.e. learning experiences, knowledge & beliefs, teaching practice and social context) are summarized below. These teachers have experienced pre-service & in-service and formal & informal learning that has different features. Secondly, they hold some common knowledge & beliefs, which are always developing but fluctuate with realities. Next, their language teaching develops from initial to survival then to mastery and personalization, but each stage is distinctive in different situations. Social context facilitates or constrains their professional development, but their responses to it are various to seek personal and professional balance. In conclusion, it interprets five interactive factors in the process of teacher professional development: Normal education and professional programs play essential roles; Self-directed teaching & school-based activities provide diverse paths; Perfection of language & teaching serves as peculiar professional qualities; Love for students & love for teaching functions as original driving force; Chinese social context works as potential external stimuli. Finally, it presents some feasible suggestions.</p>

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Popadeva, T. I. "The Politics of Language in Constructing Civil Identity: Case of Bosnia and Herzegovina." MGIMO Review of International Relations 14, no. 4 (September 9, 2021): 91–106. http://dx.doi.org/10.24833/2071-8160-2021-4-79-91-106.

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Civil identity is one of the most significant factors in modern political practice. Today’s identity formation and development of large national groups is less based on a cultural and historical foundation and increasingly depends on political technologies. Among them, the construction of new languages plays an important role. The article studies the Bosnian language policy, which, contrary to forming a common civil identity, as a result of the politicization of linguistic norms becomes a factor in creating a “forge of hatred”. Drawing on constructivist social theories, the author summarizes Bosnian linguistic practices and examines them through the prism of symbolic interactionism and negative feedback systems. Particular attention is paid to situations when the desire for effective communication motivates speakers to abandon ethnically colored linguistic markers and situations in which the language acts as a defense against the internal “other.” Applying the criteria for distinguishing between language and dialects, the author concludes that the phonetic principle of the Serbo-Croatian language formation made it possible, after the destruction of Yugoslavia, to turn this linguistic continuum into an identification weapon to delimit the citizens of one country. This experience helps analyze the politicization of literary interpretations and linguistic norms in other regions of the world, where there are also examples of the growth of xenophobia, nationalism, and intolerance resulting from a differentiating language policy.

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Crampton, Noah H. "Ambient virtual scribes: Mutuo Health’s AutoScribe as a case study of artificial intelligence-based technology." Healthcare Management Forum 33, no. 1 (September 15, 2019): 34–38. http://dx.doi.org/10.1177/0840470419872775.

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Studies show that clinicians are increasingly burning out in large part from the clerical burden associated with using Electronic Medical Record (EMR) systems. At the same time, recently developed health data analytic algorithms struggle with poor quality free-text entered data in these systems. We developed AutoScribe using artificial intelligence–based natural language processing tools to automate these clerical tasks and to output high-quality EMR data. In this article, we describe the benefits and drawbacks of our technology. Furthermore, we describe how we are positioning our company’s culture within the existing healthcare system and suggest steps leaders of the system should consider in order to ensure that potentially transformative artificial intelligence–based technologies like ours are optimally adopted.

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Mukute, Mutizwa, Kuda Mudokwani, Georgina McAllister, and Kefasi Nyikahadzoi. "Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations: A Case Study of Organic Agriculture in Zimbabwe." Mind, Culture, and Activity 25, no. 3 (May 10, 2018): 229–46. http://dx.doi.org/10.1080/10749039.2018.1451542.

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Blum-Barth, Natalia. "Vom historischen Erbe zur selbstbestimmten Sprach(en)politik? Literarische Mehrsprachigkeit in Litauen und Lettland." Interlitteraria 26, no. 1 (August 31, 2021): 49–66. http://dx.doi.org/10.12697/il.2021.26.1.5.

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From Historical Legacy to Self-Determined Language(s) Policy? Literary Multilingualism in Lithuania and Latvia. The first part of this article looks at Soviet language(s) policy. Two further parts discuss language(s) policy and literary multilingualism in Lithuania and Latvia. The aim is not to provide a differentiated investigation, but to show similarities and differences as well as tendencies in the language(s) politics of the two states from the 19th century to the present in the mirror of literature and to explain them using case studies. In the fourth, concluding part, literary translation is highlighted as one of the formats for implementing multilingualism outside the text with particular focus on the consultative function of the Russian language.

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Scott, Catherine V. "Socialism and the ‘Soft State’ in Africa: an Analysis of Angola and Mozambique." Journal of Modern African Studies 26, no. 1 (March 1988): 23–36. http://dx.doi.org/10.1017/s0022278x00010302.

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The overthrow of Haile Selassie in Ethiopia in 1974, and the independence of Angola and Mozambique in 1975, as well as Zimbabwe in 1980, seem to have strengthened the case for classifying African régimes on the basis of their ideology.In a collection of mainly country-studies of socialism in sub-Saharan Africa edited by Carl Rosberg and Thomas Callaghy in 1978, various explanations were advanced about why the so-called ‘first wave’ of radicals failed to transform African societies successfully, and a common theme was the major rô played by ideology in differentiating ‘African’ from ‘scientific’ socialist régimes.1 In 1981 David and Marina Ottaway contrasted the ‘African socialism’ of Guinea, Zambia, and Tanzania with the ‘Afrocommunism’ of Angola, Mozambique, and Ethiopia, and contended that ideology was the best indicator of the clear differences that existed in both their institutions and policy choices.2 In 1982 Crawford Young placed African régimes in three ideological categories: ‘Populist socialist’, and ‘African capitalist’.3

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Journal articles on the topic 'Language policy – Zimbabwe – Case studies'

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