Journal articles on the topic 'Public policy in languages education'
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Jankiewicz, Szymon, and Nadezhda Knyaginina. "Language Conflicts in Russia’s Education System." European Yearbook of Minority Issues Online 16, no. 1 (April 1, 2019): 188–210. http://dx.doi.org/10.1163/22116117_01601009.
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This article analyses changes to the language policy in Russia in 2017, and their effects on the state (national) languages of Russia’s republics within the education system. In July 2017, Russian President Vladimir Putin gave a speech at the Council on Interethnic Relations, addressing the language rights of the Russian-speaking population and stressing the existing limit of the power of Russia’s 22 ethnic republics to introduce compulsory study of their official languages. The President’s statements provoked widespread prosecutorial inspections in the republics’ schools and a new round of public discussion about language policy. Public discontent in Tatarstan, Bashkortostan and Komi led to protests against both ethnic Russians and the native speakers of languages recognised as co-official with Russian (‘state languages of the republics’). The authorities of some republics publicly disagreed with the position taken by the federal government. In other republics, however, the President’s speech did not trigger any public discussion. In many republics, it looks like the regional authorities will ultimately accept the decision of the federal government and speakers of republican languages will not actively defend their languages. Effectively, the balance of rights of the federation and the republics for the establishment of state languages, achieved in the 1990s, was violated.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Studies in Humanities and Education 3, no. 1 (July 11, 2022): 24–47. http://dx.doi.org/10.48185/she.v3i1.452.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western monolingual LIEPs and have given prevalence to ex-colonial languages as official languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, adding more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between teaching foreign languages and Cameroonians' transnational aspirations. The data were collected from discussions on two Facebook threads about the topic, discussions with lecturers of foreign languages at university, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
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Malloy, Tove H., and Sonja Wolf. "Linguistic Minority Rights in the Danish-German Border Region: Reciprocity and Public Administration Policies." International Journal on Minority and Group Rights 23, no. 4 (November 18, 2016): 485–504. http://dx.doi.org/10.1163/15718115-02304002.
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Language equality is not public policy in Denmark or Germany, and neither country has adopted an official state language constitutionally. Both countries protect minority languages through regional and local statutes on culture and education and have signed relevant international standards on linguistic rights for minorities and protection of regional or minority languages. Neither system is very transparent, nor comprehensive. This has created consternation and dissatisfaction among the national minorities residing in the Danish-German border region resulting in recent tensions in the municipalities in Southern Denmark, whereas the government of Schleswig-Holstein decided in 2015 to address the issue with policy reforms for public administration. This article focuses on linguistic minority rights in the Danish-German border region with specific attention to minority languages in public administration and specifically to the on-going reforms in Schleswig-Holstein.
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Kandel, Basanta. "Languages in Education: A Critical Ethnography of a Micro-level Policy." Journal of NELTA 26, no. 1-2 (December 31, 2021): 140–54. http://dx.doi.org/10.3126/nelta.v26i1-2.45206.
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This article explores the language policy in education (henceforth, LPE) at the local level. Adopting the critical ethnography study for 6 months at Vyas Municipality, I reveal what ideological awareness the policymakers and arbiters have on LPE and how do they interpret and appropriate it in multilingual school setting. The information collected through in-depth interviews, FGD, participant observation, and document reviews have been analyzed, interpreted, and triangulated critically. The study shows three major findings regarding LPE in local government; first, LPE has created a public debate and ideological discrepancy in multilingual school contexts; the second, the local LPE has diverse interpretation, appropriation, and practices; and the last, the English language policy (ELP) appears as a ‘black hole’, which has been gradually swallowing other local and indigenous languages. However, the language policymakers and arbiters have been gradually raising critical awareness for appropriate LPE and its practices that seems a positive advancement at the local level.
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Boyko, Ivan, Dolgova Alevtina, and Valentina G. Kharitonova. "Implementation of Language Policy in School Education of the Chuvash Republic (late 1980s– 2019)." Вестник антропологии (Herald of Anthropology) 48, no. 4 (December 10, 2019): 56–75. http://dx.doi.org/10.33876/2311-0546/2019-48-4/56-75.
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The article discusses some of the problems of language policy in the Chuvash Republic. Attention is paid to the Chuvash language teaching in educational institutions after the adoption of republican legislation on languages in 1990. This process was not simple, it was accompanied by a lack of understanding of the necessity of studying the Chuvash language in the regions of the republic where Russian population predomiates over the Chuvash one. For more than a quarter of a century, considerable experience has been gained in the organization and methods of teaching the Chuvash language, and despite the fact that it has barely become more widely spoken, it has become more familiar at the domestic and public levels. The transition to the voluntary learning of native languages began in the second half of 2017 and was accompanied by organizational difficulties. The article also gives opinions of the Chuvash language teachers on the problems of its teaching and usage in the family and social environment.
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Bellés-Calvera, Lucía. "The Linguistic Landscape of the Valencian Community: A Comparative Analysis of Bilingual and Multilingual Signs in Three Different Areas." Languages 4, no. 2 (June 16, 2019): 38. http://dx.doi.org/10.3390/languages4020038.
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During the last decades, the promotion of multilingualism has been key when designing linguistic policies in Europe. Previous research studies have focused on how languages are employed in fields such as education, media, and urban sites, among others. Bearing all this in mind, the aim of this paper is to analyse the linguistic landscapes of three municipalities located in a bilingual region in Spain, that of the Valencian Community. Thus, issues such as language contact, language dominance, and the languages used by a number of institutions on private and public signs were examined. As for the method, over 140 pictures of language signs were taken in order to examine language contact, language dominance, and the influence of official and foreign languages on private and public signs. The results suggest that the presence of languages may vary depending on the population living in these settings, the citizens’ mother tongue, and the policy regarding the minority language. The findings also indicate that the power of the two co-official languages is reinforced by public signs, whereas rich linguistic diversity is shown in private signs. All in all, it can be stated that the linguistic policy in the Valencian Community is not homogeneous throughout the region.
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Riandi, Riandi, and Hayati Nupus. "Kebijakan Bahasa dalam Lanskap Linguistik di Era Super-Diversity: Bahasa Asing (Bahasa Inggris) di Ruang Publik." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 8, no. 2 (October 1, 2022): 278–83. http://dx.doi.org/10.30653/003.202282.238.
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This conceptual paper presents a literature review of language landscape studies on the interaction of multilingualism, multiculturalism, and globalization in the reality of English learning education (ESL). Language has a great influence on human life through the forms of expression it conveys. Likewise in the social life of the wider community in general. In addition, language also plays an important role. In addition, the central government has rules and guidelines that affect local governments. The same applies to government language policies. Language policy is followed by language planning, which leads to social change. The areas of language policy include education, economics, politics, regional languages and literature, and law. All of that is inseparable from the language policies regulated by the governments of each country or region that use the language environment in the public sphere. Therefore, English cannot be used without another language, although it is subject to national and regional language policies. As a result, the use of English in public places requires the use of language equivalents in multilingual public forms, both in historical and cultural contexts, such as signage. However, because the unit of analysis in the linguistic landscape is the symbol, it provides the linguistic context of a particular region (roads, villages, buildings, countries, and environments), the linguistic landscape in this social conception, or the diversity of populations. English cannot be the only language used to represent signs. In the public sphere, taking into account the rise of bilingualism, the dominance of the national language, and a common language policy. However, the diversity of English is still growing. In short, English as used in this study of the linguistic landscape in the public sphere is a contradiction between language practice and language policy, and public understanding.
Keywords: Language Policy, Linguistic Landscape, Era of Super Diversity, Foreign Languages (English).
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Woldemikael, Tekle M. "Language, Education, and Public Policy in Eritrea." African Studies Review 46, no. 1 (April 2003): 117. http://dx.doi.org/10.2307/1514983.
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Zverev, Kirill A. "LATVIAN POLICY REGARDING RUSSIAN-LANGUAGE EDUCATION." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 3 (2021): 134–46. http://dx.doi.org/10.28995/2073-6339-2021-3-134-146.
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The article considers the development of Russian-language school education in independent Latvia from 1992 to 2020, as well as the process of reforming the system by official authorities. At the time of declaration of indepen- dence and withdrawal from the USSR, a bilingual education system which was formed in Latvia, made it possible to get education at all levels (from kindergarten to technical school and university) in both Latvian and Russian languages. The rise to power in the 1990s of nationalist politicians and the perception of the Soviet period as a period of “occupation”, made it impossible to keep the Russian- speaking school unchanged. The transformations were not long in coming – al - ready in 1995 amendments to the law on the primary school and gymnasium were adopted, proclaiming the need to introduce several subjects teaching in the Lat- vian language in schools for national minorities. The largest reforms were carried out in 2004, when high school link in Russian-language schools (grades 10–12) was required to study in a 60/40 ratio — at least 60% of subjects in Latvian and no more than 40% in Russian. The second set of reforms began to be implemented in 2017, when the high school (of national minorities) completely switched to the Latvian language of instruction, and the secondary school was only partly switched to the Latvian language. The Latvian authorities explain the need for these reforms by the desire to increase the level of knowledge of the state language among national minorities, primarily Russian-speaking. The reform continues and will be completed only in 2021. The article is the first attempt at understand- ing the reform of the Russian school of Latvia with taking into account the latest transformations. The work uses statistical data from public organizations and the Ministry of Education of Latvia, as well as sources in the Latvian language, which are introduced into scientific circulation for the first time.
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Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.
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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.
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Boyko, Ivan I. "ETHNOCULTURAL AND LANGUAGE POLICY IN CHUVASHIA: EXPERT OPINION." Historical Search 2, no. 4 (December 20, 2021): 81–93. http://dx.doi.org/10.47026/2712-9454-2021-2-4-81-93.
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The article analyzes the opinion of the expert community on a number of problems concerning the ethnocultural development and language policy in Chuvashia. The survey was conducted in 15 regions of the country using the tools developed at the Institute of Ethnology and Anthropology under the Russian Academy of Sciences. In autumn 2020, 30 experts expressed their opinion, they represented equally the sphere of state and municipal administration, science, higher education, the media, as well as national cultural associations and other public organizations. Much attention of the experts was directed to the ways and methods of implementing the amendments to the Constitution of Russia in Chuvashia adopted in 2020, including by expanding the opportunities of regional legislation in the field of ethno-cultural development. Different points of view are expressed on such subjects as the legislative strengthening of the Chuvash language in the public space, the decision to switch to voluntary study of native languages in educational institutions, the possibility of state and public support for native languages of various peoples, etc. The attitude to such innovations was determined during the All-Russian Population Census as the ability of citizens to name themselves as representatives of more than one nationality and to name not one native language but more, to determine the extent of using other languages in everyday life other than Russian. The opinion of experts on the place and role of national cultural associations in the work on the ethno-cultural direction was studied. On a number of issues, experts expressed an integrated opinion, including supporting the cultural needs of the old-time and newly arriving population, on the need to consider native languages as belonging to traditional family values, on the possibility of identifying the level of language use in everyday life during the population census, etc. At the same time, quite opposite opinions were expressed on a number of issues. For example, this is in reference to the possibility to consider oneself a person belonging not to one, but, for example, to two ethnic identities during the population census, about the activity of national and cultural associations when discussing the amendments to the Constitution of Russia, etc.
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Bilozir, Olga. "POLYLINGUAL EDUCATION. EXPERIENCE OF COUNTRIES OF THE WORLD AND PROSPECTS FOR THE IMPLEMENTATION OF MULTILINGUAL EDUCATION IN UKRAINE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 217–22. http://dx.doi.org/10.36550/2415-7988-2020-1-191-217-222.
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The importance of polylingual education has grown significantly in recent decades. Recognizing the importance of multilingual education, the language policy of the European Union provides for the preservation and development of the native language of the EU, as well as a perfect knowladge of at least two foreign languages. The introduction of polylingual education has already reached the scale of public policy in many EU countries, including Greece, Denmark, Estonia, Iceland, Italy, Cyprus, the Netherlands, Portugal, Romania, Finland, Sweden and Switzerland. Multilingualism should be considered not only as a communicative compulsion, but as a necessity for the sustainable development of society in any country of the world and an important factor in life in the period of global development. Analysis of publications shows that multilingualism is a feature of the modern country, demonstrates the successful coexistence of multilingual societies. These facts reveal the importance of the transformation of school education. Particular importance is attached to the problem of mastering foreign languages. The European Center for Modern Languages provides examples of successful introduction and functioning of polylingual education in educational institutions of different countries. All these projects are included in the general project of the European Center for Modern Languages of the Council of Europe "PlurCur". The language concept of Ukrainian education needs changes and improvements, reorientation to polylingual education. The experience of the PlurCur project in a common educational context in all languages studied is especially useful for Ukraine. We make assumptions about the possibility of introducing a model, programs and other components of this project in the education system of Ukraine. The idea of polylingual education is considered in the article and the schemes of the polylingual program in the form of the diagrams by Britta Hufeisen and Jonas Erin are offered. Taking into account the proposed models of multilingual education programs, as well as taking into account the national language and educational context of Ukraine, we propose a general model of multilingual education, which can be considered as one of the possible options for multilingual education in Ukraine, for the development of polylingual competence of students.
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Pak, N. S. "The issues of public policy in the field of English language development in higher education in Ukraine." Legal horizons, no. 19 (2019): 42–48. http://dx.doi.org/10.21272/legalhorizons.2019.i19.p42.
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English is a modern and stable language for international communication. All progressive countries have long been leaders in their study and knowledge. That is, the success of the country directly depends on the level of knowledge of the most large-scale and universal language in the world. However, due to the unstable, imperfect, and weak English language system in the Ukrainian HEIs and in the country as a whole, we are unable to keep up with the times and to be at the proper level of political and economic development alongside the leading countries of the world. That is why many innovations and changes are being introduced at the current stage of education development in Ukraine, including the legislation. The field of English in higher education has always been and still is, the Achilles' heel. The overstated requirements and inconsistency of the tasks set for their implementation are what characterize the status of English language learning in the Defense Law in Ukraine. Ongoing implementation of updated standards and, in return, no improvements and prospects. According to statistics, the vast majority of the population of all foreign languages still understand English the best. And even after graduation, they have an adequate level of knowledge of the international language of communication. However, over the years of studying at the HEI, previously acquired language skills can not only improve but also preserve existing knowledge. The purpose of the article is: ⎯ study of the status of studying English in higher education institutions, which is fixed at the legislative level; to find out the problem of the status of studying English in the HEI in Ukraine; ⎯ finding out the meaning of English and learning it; ⎯ Consideration of the state perspectives of English language development in the Higher Education of Ukraine, in particular regarding the future requirements for the English language students and the concept of English language development in higher education in Ukraine; analyze the relationship between English language proficiency in the country and its political and economic development status. The importance of English to open new horizons and opportunities for people is recognized by Ukraine and is embedded in many national initiatives and strategies where English is recognized as key, including: ⎯ recognition of the need to ensure the competitiveness of Ukrainian scientists and graduates at national and international levels; ⎯ striving for internationalization of higher education; ⎯ programs for academic and educational integration within the EU; compulsory learning of English in primary and secondary education; ⎯ Adoption of the National Framework of the Professional English Curriculum for Use in the Defense Law of Ukraine; ⎯ defining the study of foreign languages, in particular English, as a priority of domestic policy in the strategic documents of Ukraine. Thus, the Sustainable Development Strategy "Ukraine-2020" within the framework of the Program of popularization of Ukraine in the world and promotion of Ukraine's interests in the world information space "envisages strengthening of the institutional capacity for the implementation of international strategic communications; increasing and optimizing Ukraine's presence at international events and venues; presence in the international academic, cultural and social environment. ⎯ English Year in Ukraine (2016) and more. [4] Keywords: English, higher education in Ukraine, the language of international communication, reform of the higher education system in Ukraine, HEI.
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Tomozeiu, Daniel. "An ever closer union . . . of linguistic diversity." Studies in Second Language Learning and Teaching 7, no. 2 (June 30, 2017): 317–34. http://dx.doi.org/10.14746/ssllt.2017.7.2.8.
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The analysis carried out between October 2014 and February 2015 by a team of researchers from the University of Westminster with support from colleagues from across the EU identified the linguistic communities across the 28 EU member states as recognized (or not) by the country’s legislation and the linguistic rights of these communities in education, judiciary and public services. The findings present a complex picture of different linguistic traditions, as well as different levels of minority language use. Education and media appear as the two areas where these minority languages are most used. The diversity of national policies across the EU towards minority languages is highlighted. At the same time, a number of factors that influence the use of minority languages in one context and not in another are identified. Finally, a policy approach that would enhance education in minority languages, strengthen community cohesion and diversity in a globalizing world is put forward.
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Mason, Shannon, and John Hajek. "Representing language education in Australian universities: An analysis of press reporting (2007–2016)." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 179–202. http://dx.doi.org/10.1515/cercles-2019-0012.
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Abstract Educational issues are a regular feature in mainstream media, and the ways in which particular issues are represented can influence public perceptions of the various discipline areas and, in turn, policy decisions that affect them. While the research literature includes media coverage analyses of a wide range of educational disciplines and sectors, missing is an understanding of the media representations of language education in the tertiary setting, despite languages being seen as a key pathway to generalised national multilingualism, social harmony, and economic prosperity. The authors address this gap using Australia as a case study, a country that has seen considerable policy and media attention to language education in general over many years. A content analysis of print newspaper coverage from 2007–2016 was conducted, revealing that the coverage of the discipline area at the tertiary level is extremely limited, is generally superficial in depth, narrow in scope, and negative in tone. This representation perpetuates the already precarious position of language education in Australian universities, and there is little support for a more positive and visible public agenda.
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Ngouo, Herbert Rostand. "Evaluating the pertinence of foreign languages (German, Spanish, Arabic, Chinese, Italian) in Cameroon’s education curriculum: needs for reform of the curriculum and language in education policy." Journal of the Cameroon Academy of Sciences 18, no. 1 (August 16, 2022): 361–88. http://dx.doi.org/10.4314/jcas.v18i1.6.
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The ongoing debate regarding the decolonisation of Africa should focus primarily on the domain of education, as ideologies about languages are reflected, implemented and reproduced in the language in education policy (LIEP) of a country. Most African countries have inherited the Western model of LIEP giving primacy to ex-colonial languages as official languages and as languages of education, media, and administration. Some countries, like Cameroon (host to more than 270 African languages), have gone beyond preferring French and English as a medium of instruction, and have added more foreign languages (German, Spanish, Chinese, Italian, and Arabic) in secondary schools and universities, to the detriment of national languages. Most studies on language policy address the issue of language as a medium of instruction and neglect to critically evaluate the pertinence and relevance of the generalised teaching/learning of foreign languages in schools and universities in Cameroon. This study looks at the connection between the teaching of foreign languages and the transnational aspirations of Cameroonians. The data were collected from discussions on two Facebook threads questioning the topic, discussions with lecturers of foreign languages at universities, and a meta-synthesis analysis of existing statistics about international migration for educational purposes. The findings reveal that there inbound international migration flux is associated with language but is not the most crucial factor. As a result, the study suggests either suppressing the generalised teaching of foreign languages in the francophone subsystem of education and setting up a public-private partnership or at least suppressing the Spanish and Italian languages whose knowledge has not provided any direct benefit for the majority of the learner. The cost of running those languages is not equivalent to the return.
Le débat en cours sur la décolonisation de l’Afrique devrait mettre l’éducation au centre. En effet, les idéologies sur les langues sont reflétées, mises en oeuvre et reproduites dans la politique linguistique de l’éducation (LIEP) d’un pays. La plupart des pays africains ont hérité des politiques linguistiques donnant la primauté aux langues ex-coloniales comme langues officielles et comme langues de l’éducation, des médias et de l’administration. Certains pays, comme le Cameroun (regorgeant plus de 270 langues), sont allés au-delà. Préférant le français et l’anglais comme langue d’enseignement, le Cameroun a ajouté des langues étrangères (allemand, espagnol, chinois, italien et arabe) dans les établissements secondaires et les universités, au détriment des langues nationales. La plupart des études sur les politiques linguistiques abordent la question de la langue comme moyen d’enseignement et négligent d’évaluer de manière critique la pertinence de l’enseignement/apprentissage généralisé des langues étrangères dans les écoles et les universités au Cameroun. Cette étude s’intéresse au lien entre l’enseignement des langues étrangères et les aspirations transnationales des Camerounais. Les données ont été recueillies à partir de discussions sur deux fils de commentaires Facebook portant sur le sujet, des échanges avec des enseignants de langues étrangères dans des universités et d’une analyse méta-synthétique des statistiques existantes sur la migration internationale à des fins éducatives. Les résultats révèlent que le flux migratoire international entrant est associé à la langue mais la langue n’est pas le facteur le plus déterminant. En conséquence, l’étude suggère une réforme des curricula conduisant à la suppression de l’enseignement généralisé des langues étrangères dans le sous-système éducatif francophone. En revanche si cette option extrême n’est pas envisagée, il faut supprimer les langues espagnole et italienne dont la connaissance n’a apporté aucun bénéfice direct à la majorité des apprenants.
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McKelvey, Róisín. "Language Provision in Education: A View from Scotland." Social Inclusion 5, no. 4 (December 22, 2017): 78–86. http://dx.doi.org/10.17645/si.v5i4.1150.
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A tension between mobility and inclusion can be seen in public sector attempts to respond to the increasingly multilingual nature of the Scottish population. Increased mobility has contributed to greater linguistic diversity, which has led to growing demand for multilingual public services. Legal instruments and education policy in Scotland provide a promising framework in terms of promoting language learning and multilingualism, but implementation is not always successful and responding to linguistic diversity among pupils is beset with challenges. This article will consider some of these challenges, both practical and attitudinal, reflecting on language teaching in Scotland and on issues raised during interviews with officials from the English as an additional language (EAL) services in Edinburgh and Glasgow. Language teaching often does not take into account the linguistic diversity present—despite the opportunity for a more inclusive approach offered by Scottish Government strategy—and this risks reinforcing negative beliefs about significant allochthonous languages in Scotland. In these circumstances, meeting the linguistic needs of increasingly multilingual school populations in an inclusive way is a challenging task.
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Garusova, Larisa. "Canada’s contemporary policy on Aboriginal education." SHS Web of Conferences 134 (2022): 00013. http://dx.doi.org/10.1051/shsconf/202213400013.
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The article analyzes the process of transformation of the educational system of the Indigenous peoples, the key factor of which is the policy of the Canadian government. Based on the analysis of documents and materials of the federal government of Canada and regional authorities, qantitative and qualitative characteristics of the modern educational status of Aboriginal peoples have been identified. Canada's Aboriginal education system has gone through a difficult path from destructive forms of education for culture, family and personality, to humane and careful attitude towards students, their national roots and traditions. The policy of compensating for the damage done in the past and supporting the Indigenous peoples in the field of education goes in several directions. Among them there are payments to those Aborigines who have suffered physically or mentally in boarding schools in the past; equalization of education levels of Indigenous peoples and other Canadians, support of Aboriginal languages and culture. The main tools in the implementation of modern government policy are increased funding for the education of the Indigenous population and the collaboration of the authorities with public organizations and Aboriginal communities.
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Bettney, Esther. "Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia." Íkala, Revista de Lenguaje y Cultura 27, no. 1 (February 11, 2022): 249–70. http://dx.doi.org/10.17533/udea.ikala.v27n1a12.
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From the lens of coloniality, monoglossic and hegemonic language ideologies and policies exist within public and private bilingual education in Colombia which oppress students’ and teachers’ diverse linguistic identities and languaging practices.This article draws on critical scholarship which recognizes the need to decolonize language education. As such, it includes a review of key literature from the fields of language ideologies, language policy, and classroom languaging practicesto consider alternative approaches to bilingual education from a heteroglossic stance, including translanguaging and critical multilingual language awareness.The literature review suggests that within the Colombian context, hegemonic and monoglossic ideologies and practices are present within international private bilingual schools and through the National Bilingual Program. In addition, anunderlying logic of coloniality exists in both public and private language education as both contexts hold foreign languages, expertise, and relationships as more valuable than their local equivalents. However, recent classroom-based research in Colombia indicates promising new heteroglossic approaches which not only acknowledgethe benefits, but also support diverse linguistic identities and practices.
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Amin, Rooh Ul, Fasih Ahmed, and Sham Haidar. "Linguistic Divide and The Fate of Regional Language(S) in Pakistani Education Systems: Evidence From Graduate Students." Academic Journal of Social Sciences (AJSS ) 4, no. 2 (June 25, 2020): 231–50. http://dx.doi.org/10.54692/ajss.2020.04021044.
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This study investigates students’ perceptions about using English in education and its role in defining the fate of regional languages in Pakistan. Participants’ perceptions were recorded via a five-point Likert-type survey questionnaire. Data were collected from students at three public sector universities at Khyber Pakhtunkhwa and a public sector university at Islamabad, Pakistan through convenience sampling. Four hundred questionnaires were administered to the participants majoring in various disciplines in both social and natural sciences. Results show that on one hand, students prefer to be taught in English, whereas on the other, they have critical consciousness about the subtractive role of English in defining the role fate of regional languages in the linguistically stratified (English versus Urdu/vernacular medium) Pakistani education system. Students further advocate that maximum use of English in classrooms not only promise success in the school but also opens ways for future social upward mobility. Since sustenance of regional languages is equally important, this study has educational policies implication and suggestions for classroom practices practice suggests that both teachers and language in education policy makers take practical steps for ensuring maximum use of English in university classrooms.
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Kibler, Amanda. "Speaking like a “Good American”: National Identity and the Legacy of German-Language Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 6 (June 2008): 1241–68. http://dx.doi.org/10.1177/016146810811000604.
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Background/Context As a case study in minority language restriction, the German example provides a useful historical counterpoint to more recent debates regarding the place of non-English languages in American schools. Focus of Study and Research Design This historical analysis examines the role of education in the changing discourse of minority languages and national identity, specifically analyzing the tradition of German-language education in the United States as it changed during World War I. Findings The establishment of German-medium public and private schooling in the United States prospered until the late 1800s as the result of practical considerations and German communities’ own commitments to linguistic, religious, and/or cultural maintenance. German use in some of these schools declined in relation to English as the result of demographic shifts and efforts in the 1880s and 1890s to restrict non-English languages in schools. The advent of World War I, however, dramatically altered the status of German in society generally, and in education specifically. Wartime federal rhetoric and involvement, educational and social policies, and debates within the educational community indicate not only a period of restricted non-English language use in schools, but they also signal the emergence of a new conception of American identity, one defined in linguistic terms and displayed through the exclusive use of English. Conclusions/Recommendations Shifts in rhetoric and policy offer significant insight into the relationships between minority languages and larger issues of power and social control; the restriction and subsequent loss of a seemingly privileged non-English language in the United States reveals the precarious position of any minority language in society. Contemporary discussions about immigration, official languages, and national identities continue to operate within a monolingual English paradigm, carrying significant implications for schools serving immigrant and language minority students.
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Mansoor, Sabiha. "Language Planning in Higher Education Issues of Access and Equity." LAHORE JOURNAL OF ECONOMICS 8, no. 2 (July 1, 2003): 17–42. http://dx.doi.org/10.35536/lje.2003.v8.i2.a2.
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Pakistan as a multilingual country faces numerous problems in language planning in higher education. As educational standards in higher education decline, there are concerns about student difficulties in English and lack of required materials in Urdu, The research reported here is a nation wide survey of 2136 students, 121 Subject and English teachers of public and private sector colleges and universities from all the capital cities of Pakistan, as well as 63 parents who responded to the questionnaire. The survey examines the learner's background, attitudes to languages and motivational orientation, availability and quality of materials in different mediums, learner difficulties in English, provision of English support programmes, and language outcomes. Results point to the significant differences between private sector and public sector students in terms of socio-economic status, and other variables. The study recommends that public sector students be provided more state support by adopting an 'English for all policy', and strengthening the English programmes through a revision of courses, development of materials, and training of teachers so as to meet the students' learning and target needs.
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Asiyanbola, A. A., and Mohammed Ademilokun. "Literacy and Language of Instruction in Nigeria: A Case Study of Integrated Science Teaching in Selected Primary Schools." International Journal of Literacy, Culture, and Language Education 4 (August 1, 2015): 123–37. http://dx.doi.org/10.14434/ijlcle.v4i0.26921.
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Research has proven beyond a reasonable doubt that children can acquire knowledge better in their mother tongue (MT) or language of immediate environment (LIE) rather than in the second language (L2), which is often a colonial master’s language, but also the recognized official language in the country. The present paper explores the functions of both the Indigenous language or mother tongue (e.g., Yoruba) and the official language (English) in the dissemination of education, particularly in the primary schools in Nigeria. It also discusses the policy statements on the two languages and their social realities or practices in the educational set‐ups operating in the country. Using six private and public primary schools as a case study in Southwestern Nigeria, we found that codeswitching between English (L2) and Yoruba (MT) could be more effective than either of the languages alone, and that the MT or LIE should never be jettisoned in the education of the child, especially in teaching subjects other than English, such as Integrated Science.
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Van Huy, Nguyen, and M. Obaidul Hamid. "Educational policy borrowing in a globalized world." English Teaching: Practice & Critique 14, no. 1 (May 5, 2015): 60–74. http://dx.doi.org/10.1108/etpc-02-2015-0014.
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Purpose – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. Design/methodology/approach – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months. Findings – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. Originality/value – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.
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Smitherman-Donaldson, Geneva. "Toward a National Public Policy on Language." College English 49, no. 1 (January 1987): 29. http://dx.doi.org/10.2307/377787.
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McLeod, Wilson. "Conceptions and discourses of linguistic justice: Some illustrations from the Scottish context." Sociolinguistica 33, no. 1 (December 1, 2019): 45–62. http://dx.doi.org/10.1515/soci-2019-0004.
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Abstract This article considers the example of Scotland in order to examine the ways in which issues, arguments and claims that implicate linguistic justice are framed and presented in public discourse and in different kinds of practical contexts. It takes a positive rather than normative approach, identifying and analysing the main issues and lines of argument that have emerged in practice, rather than testing a particular theoretical understanding of linguistic justice. The article examines the key principles and understandings that underpin the current policy regime and the nature of provision for particular languages in Scotland, especially the autochthonous Scottish Gaelic language, which receives particular concern from policy-makers but also attracts controversy. Other important language varieties include Scots; Polish, Urdu, Punjabi and Chinese; and British Sign Language. Anomalies and inconsistencies are identified and analysed in relation to provision for different languages in different fields, disparities that often have political or ideological ramifications and require to be understood in the distinct Scottish socio-political context. In the final section, the article addresses in the position of different languages in the Scottish education system, attempting to discern the extent to which greatly varying levels of provision for different kinds of languages can be understood in terms of linguistic justice.
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HUDDY, LEONIE, and DAVID O. SEARS. "Qualified Public Support for Bilingual Education: Some Policy Implications." ANNALS of the American Academy of Political and Social Science 508, no. 1 (March 1990): 119–34. http://dx.doi.org/10.1177/0002716290508001010.
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Bilingual education has become politicized. It is surrounded by controversy, the outcome of which may play a greater role in deciding its future as an educational program than its educational successes. To better understand this political debate and its possible outcome, the present article examines attitudes toward bilingual education among the Anglo majority, in terms of general support levels, the origins of support, and its future trajectory. We find that currently the majority feels moderately positive toward bilingual education. Opposition is greatest among those who have generally negative attitudes toward minority groups and immigrants and who oppose special favors for them and among those who oppose increased government spending and spending on foreign-language instruction. Anglos' actual personal experience with bilingual education plays only a minor role. Opposition is greater among the well informed, suggesting that opposition may increase further as the issue attains greater national visibility. Opposition is also likely to increase if bilingual education is presented as promoting linguistic and cultural maintenance among language-minority students rather than as a mechanism for teaching English.
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Schmidt, R. J. "Uniformity or Diversity? Recent Language Policy in California Public Education." California History 68, no. 4 (December 1, 1989): 230–39. http://dx.doi.org/10.2307/25158541.
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Wolff, H. Ekkehard, Sileshi Berhanu, and Getinet Fulea. "On Visibility and Legitimisation of Languages: The ‘Linguistic Landscape’ in Adaama, Ethiopia." Aethiopica 16 (March 9, 2014): 149–91. http://dx.doi.org/10.15460/aethiopica.16.1.704.
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With a focus on the city of Adaama (formerly: Nazret), the biggest urban agglomeration in Oromia Regional State, the paper addresses the “linguistic landscape” which is indicative of the overall sociolinguistic situation of a polity. Language use in the public space has not only practical-instrumental, but also historical, political, juridical, and most of allpsycho-sociological dimensions, the latter relating to the symbolic value of written language use. The paper deals with multilingual graphic representations on public commercial and private sign-boards, advertisements, and notices in Adaama city, with an additionalfocus on the situation on the campus of Adama Science and Technology University. Under the chosen theoretical framework, it analyses language visibility in terms of language legitimisation, both in terms of peoples’ attitudes and based on official documents regarding language status and language use in present-day Ethiopia, such as the Education and Training Policy (1994), the Constitution of the Federal Democratic Republic of Ethiopia (1995), the Revised Constitution of Oromia Regional State(2001/2006), and the Higher Education Proclamation (2009). The primary focus of the paper is on the status, functions, and representations of AfanOromo, including a review of the major historico-political changes affecting this language from Imperial Ethiopa (before 1974), the Därg period (until 1991), and under the new Constitution of the FDRE (since 1995). The paper also deals with linguistic and graphic issues concerning the “orthographic” representations of the four languages used: Afan Oromo, Amharic, Arabic, and English, involving three different graphic systems: Fidäl (Abugida), Arabic, and Roman.
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Long, Kyle, and Carly O’Connell. "Public Discourse and Public Policy on Foreign Interference in Higher Education." Journal of Comparative & International Higher Education 14, no. 5 (December 9, 2022): 15–42. http://dx.doi.org/10.32674/jcihe.v14i5.4650.
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In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims’ concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China’s exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment long-standing assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.
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Mokibelo, Eureka Baneka, and Nkobi Owen Pansiri. "Transition from Preschool to Standard One in Botswana Public Primary Schools." Journal of Education and Practice 5, no. 2 (August 16, 2021): 59–77. http://dx.doi.org/10.47941/jep.645.
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Purpose: This paper examines transition from Preschool to Standard One in the Early Childhood Education programme implemented in 2013 in Botswana public primary schools.
Methodology: The methodology employed in this study is the qualitative approach with multi-case study technique to investigate the implementation of the Early Childhood Education programme. Transitional Bilingual Education is used as the theoretical framework to benchmark the realities of transition from Preschool to Standard One classrooms. Data collection was done using open ended questionnaires, interviews, focus group discussions and scrutiny of learners’ artifacts.
Results: The findings indicated that transition is not smooth due to the languages of instruction used at both Preschool and Standard One, learners who do not attend Preschool and lack of teacher aides in Standard One classes. The study concluded that there must be harmonization of languages of instruction at both levels to enable smooth transition.
Unique contribution to theory, policy and practice: Lastly, the study recommends compulsory Preschool learning for all young learners before entry into Standard One.
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Lima, C. "‘Imprensa Jovem’: São Paulo city ́s MIL successful public policy for municipal basic education." Слово в науке, no. 1(2) (April 1, 2021): 348–55. http://dx.doi.org/10.53362/z2720-7220-2596-j.
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In consonance to UNESCO Media and Information Literacy (MIL) Cities concept and recognizing the importance of initiatives that ensure that all citizens have access to media and information competencies for sus tainable development of MIL communities and informed citizenry, this article presents the successful Imprensa Jovem (Youth Press) Educa tional Municipal Programme of the city of São Paulo, Brazil: the most populous city of South America, with 12 million inhabitants, marked by high levels of social inequality. Imprensa Jovem was one of the winners of UNESCO MIL Alliance Awards 2020. In the two decades, more than 25.000 teachers and 60.000 students were trained in MIL by the mu nicipal education system of São Paulo. It addresses MIL in Basic For mal Education Curriculum by allowing teachers and students to acquire competencies of both (Media and Information) through participatory processes, approaching different media languages; critical reading of media, TICs, and SDGs within school news agencies.
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Awang Habuan, Dayangku Alina. "Using Spolsky’ Model in Examining Malaysia’s National Language Policy." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 321–27. http://dx.doi.org/10.34050/els-jish.v1i3.5078.
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Malaysia gained its independence on 31 August 1957 after the British Empire have fully relinquished its colonisation on the land. As with any newly independent polity, one of the ways for Malaysia, a multi-ethnic country, tries to establish its national identity is by establishing a language policy. This paper will examine Malaysia’s language policy planning using Bernard Spolsky’s (2004) model proposed in his book ‘Language Policy’ published by Cambridge University Press in 2004. In the book, Spolsky (2004) theorised that there are four major motivations that influences the decision of a country’s language policy planning. These four major motivations are, the sociolinguistic situation of a country, a country’s national identity or ideology, the effects of English as the language of a wider communication, and minority linguistic rights. In the case of Malaysia, each of Spolsky’s (2004) four forces does seem to have an impact on Malaysia’s language policy planning and the forces are very intertwined with each other. Malay as the dominant ethnic group in a sense has influenced the language chosen as the national language. However, being a diverse country, this decision does pose an issue at creating a national identity among its people. At the same time, English being the past colonial language and at present, the language for wider communication has caused Malaysia’s medium of instruction in public education policy to be seen as oscillating back and forth between Malay and English. On the other hand, minority linguistic rights in Malaysia has a long way to go since only certain indigenous languages are taught as elective subjects in schools.
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Iftikhar Shafiq and Dr. Naima Saeed. "IMPACT OF MULTILINGUALISM ON THE EARLY CHILD DEVELOPMENT." Al-Burz 9, no. 1 (December 20, 2017): 142–52. http://dx.doi.org/10.54781/abz.v9i1.108.
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There is certainly found an instrumental role of primary language in early childhood development. The domains of child development and early learning are discussed in different terms and categorized in different ways in the various fields and disciplines that are involved in research, practice, and policy related to children from birth through age. The primary language has significant role for learning process in early childhood development. Keeping its importance, it is included in National Education Policy 2009. This is very general that many children speak a home language that differs from the language of instruction in education programs. Research confirms that children learn best in their mother tongue as a prelude to and complement of bilingual and multilingual education. Whether children successfully retain their mother tongue while acquiring additional languages depends on several interacting factors. This further help the students in early grades that students acquire much knowledge and easily learn in primary language. The most significant part of schooling is the early education or early development of child related to their social and educational problems ,the role of primary language cannot be ignored because such like Quetta city, the majority of the students learn education in their secondary language, the medium of instruction in private schools is mostly English and Urdu but in public school the Urdu is used commonly. However the large number of population lives in Quetta they speak their first language as Pashto, Balochi, Brahui, and Hazargi, but less number of students speak Urdu as first or primary language, not only in Quetta but also in all over the province the education system is not good enough to provide quality education to the students, the public and private schools are providing education in province but all of them lack the services
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Silvestri, Julia A., and Maria C. Hartman. "Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE." Education Sciences 12, no. 11 (October 31, 2022): 773. http://dx.doi.org/10.3390/educsci12110773.
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The movement towards inclusive public education for deaf and hard of hearing children (DHH) has steadily gathered momentum during the last fifty years. Both within the United States and abroad, inclusive public education has been facilitated through legislative action with varied results. Varied interpretation of inclusion policy, notably the “Least Restrictive Environment” (LRE) clause of the Individuals with Disabilities Education Act in the United States, an emphasis on assimilation, and a default preference for auditory-oral communication have often resulted in isolating and inaccessible experiences for DHH students in the mainstream. The purpose of this article is to review theory and research on effective practices in inclusion for DHH students. The research is summarized with respect to accessibility, social-emotional considerations, and language policy. It is often asserted that communication access and cultural identity are major factors that impact the successful inclusion of these students with bicultural identity related to greater wellbeing. Deaf schools may be the LRE placement option for some students and source of resource and support for DHH students and educators in all settings. The authors suggest that a shift towards a more inclusive experience in mainstream settings is emerging through the use of Universal Design for Learning (UDL), classroom technology, and culturally responsive education that integrates sign language and Deaf culture to foster bicultural identities. Strategies for effective inclusion include co-enrollment, deaf awareness programming, and consistent policy that equalizes the status of sign languages. Future research is recommended in effective practices in auditory and visual accommodations, integration of technology in K-12 classrooms, and the relation of policy to practice in inclusive education for DHH students.
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SKHAIRI, Abdelmajid. "PUBLIC EDUCATION AND LANGUAGE WAR IN MOROCCO PROBLEMATIC AND STAKES." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 134–48. http://dx.doi.org/10.47832/2717-8293.7-3.13.
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The public debate on the language of instruction in public education in Morocco was characterized by intellectual and political confrontations that affected the linguistic issue, identity, public education crisis and other issues. It has concentrated on two main streams, one of which fiercely defends the policy of Arabization, and another believes that this policy, in particular ,is first and foremost responsible for the failure of the educational system and the deterioration of its quality. These political and ideological confrontations are a continuation of a long-standing struggle between conflicting choices in the field of linguistic politics, which have extensions and roots in the field of the general ideological struggle between the approaches and trends that used to enter battles over the nature of Social projects, and to determine the type of cultural references that are assigned to . This study attempts to help the reader learn more about "language war" by retrieving the most important arguments that were faced , and clarifying the ideological and political stakes involved in the raging debates about linguistic policy and managing its current crisis in Moroccan public education.
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Okwudilichukwu Ugwu, Eucharia. "Language policy and planning in Nigeria." Language Problems and Language Planning 44, no. 1 (July 1, 2020): 1–19. http://dx.doi.org/10.1075/lplp.00053.okw.
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Abstract Language planning and policy has been a recurring topic among Nigerian educators. Although the Nigerian National Policy on Education stipulates multilingual education, such provision has remained an object of criticism, rejection, and is therefore not implemented. While some of the issues often raised as hindering its implementation are well-founded, there is also a lack of political will to champion the course of language planning and policy implementation. Meanwhile the government’s intention has been to make the policy receive public acceptance; yet, it has failed to address some of the recurring problems that hinder the achievement of such goal, to the detriment of both the educational and public sectors. This article looks at the dynamics of language planning and policy in Nigeria and why the government must match her rhetoric with action by paying attention to the major issues that hinder the realisation of multilingual education in the country to enhance development.
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Van Huy, Nguyen, M. Obaidul Hamid, and Peter Renshaw. "Language education policy enactment and individual agency." Language Problems and Language Planning 40, no. 1 (May 9, 2016): 69–84. http://dx.doi.org/10.1075/lplp.40.1.04van.
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This article explores language planning and policy from the perspective of individual agency and its embodiments in the process of implementing an English language education policy ensemble at a public university in Vietnam. The policy exemplifies the influence of globalized standards on local language education systems. It aims to build a national framework in Vietnam based on a Western model known as the Common European Framework of Reference (CEFR) which is expected to serve as a platform for reforming curriculum design, course materials development, and testing and assessment. Drawn from a set of data obtained through in-depth interviews with university administrators, the findings highlight the conflicting policy positions taken up by teacher-cum-administrators engaged in the policy enactment process. The paper argues that a critical barrier to CEFR enactment lies in the constraints and demotivation within each participant, particularly of those involved at a higher level of decision-making process in the institution. It is important, therefore, to deal with these conflicts at the level of macro policy planning to neutralize the paradox of policy enactment at the local site.
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Orazi, Laura. "Ukrainian language policy in the 1920s and after 1991: Development stages and present trends." Ukrainska mova, no. 2 (2022): 3–22. http://dx.doi.org/10.15407/ukrmova2022.02.003.
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This article is an attempt to offer a survey of the language policy adopted in Soviet Ukraine in the 1920s and in contemporary Ukraine after 1991 highlighting the crucial notion of language as a national treasure for Ukrainian identity. First of all, the Romantic or German model of ‘nation’ is discussed. The paper also deals with the main premises, choices, and outcomes of the ‘Ukraini zation’ language policy of the 1920s: although the Bolsheviks considered language as a mere tool, noteworthy results were achieved in education, print media, and, to a lesser extent, among the officials. After 1991, Ukrainian language policy faced the complexity of a formal definition of the status of the Ukrainian and Russian languages, as well as a need for the reaffirmation of the state language (Ukrainian) in the spheres previously dominated by the Russian language. The 2012 lan guage law represented a new form of Russification, whereas the 2019 language law focused more on the needs of the Ukrainian society, and promoted a new ‘Ukrainization’ in the spheres of public administration, media, and science. Keywords: language policy, Ukraine, 1920s, independence, identity
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Koichumanova, Nurgul, and Zamira Abdukarimova. "SEARCH FOR BEST PRACTICES IN MULTILINGUAL EDUCATION (DEVELOPMENT OF MULTILINGUAL HIGHER EDUCATION INSTITUTIONS)." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 31–37. http://dx.doi.org/10.17015/aas.2019.193.03.
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Despite the fact that in 2008 in the Kyrgyz Republic was adopted the Concept of multilingual and multicultural education, in 2014 was adopted the National Program for the Development of the State Language and improving the language policy in the Kyrgyz Republic for 2014-2020, there are currently no cardinal changes in expanding the spheres of use of the state language, primarily in public administration, paperwork and professional communication, as well as in higher education. Kyrgyz language insufficiently applied in the fields of economics, education, science and in the training of specialists.
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Correa, Doris, and Adriana González. "English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies." education policy analysis archives 24 (August 1, 2016): 83. http://dx.doi.org/10.14507/epaa.24.2459.
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In an effort to become more competitive in the global market, Colombia, as many other Latin American countries, has declared English the dominant foreign language to be taught in schools and universities across the country. To support this measure, in the last 16 years, the government, through its National Ministry of Education, has launched a series of programs such as National Program of Bilingualism 2004-2019; the Program for Strengthening the Development of Competences in Foreign Languages; The National English Program: Colombia Very Well 2015-2025; and most recently, Bilingual Colombia 2014-2018. Results from studies conducted by local researchers across the country suggest that the regulation has posed a series of challenges for public primary school teachers, which these programs have not been able to address. These challenges can be divided into two categories: professional and work related. The purpose of this article is twofold: First, the article intends to provide a critical overview of the four programs that the Colombian government has launched since 2004. Second, the article aims to present some conclusions and recommendations for language policy design and implementation in Colombia.
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Ojwang, Frank. "Social injustice in learning of the second language among immigrant children in Finland: conventional narratives and perceptions." EUREKA: Social and Humanities, no. 5 (September 30, 2021): 82–100. http://dx.doi.org/10.21303/2504-5571.2021.002063.
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This is a comparative ethnographic research, comparing the primary school level migrant learners’ performance in the learning of the national language of the host countries in Finland and Tanzania. A response from nine teachers, drawn from Tanzanian International Schools, attended by expats’ children, was collected through structured interviews. Additionally, two In-Depth Interviews, targeting Tanzanian Swahili teachers at the international schools, was conducted using the narration approach. The study uses MAXQDA to comparatively analyze the findings of fourteen research articles on immigrant pupils’ learning challenges of the Finnish language as a second language in Finland, and gathered information from this study’s survey is used to analyze the use of Kiswahili as a second language in Tanzania. The research focuses on a comparative analysis of the learning and use of official languages of the host countries as second languages, used in facilitating learning among primary school learners. In Finland, the official language analyzed is Finnish, whereas in Tanzania, the official language analyzed is Kiswahili. The International schools in Tanzania offer Kiswahili lessons to all learners in primary school as guided by national education policy, whereas all public and international schools in Finland offer Finnish lessons for all learners under the education policy. The responses in both Finland and Tanzania are deconstructed qualitatively to illuminate the similarities and differences between European migrant learners and African migrant learners using a second language for learning, and to further deconstruct the nuanced epistemological injustice against minorities. The theories in this research are derived using the grounded theory approach.
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B. Avsar, Rojhat. "“Financialization” of public discourse: the case of AIG." On the Horizon 22, no. 4 (September 23, 2014): 239–44. http://dx.doi.org/10.1108/oth-07-2014-0023.
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Purpose – The purpose of this paper is to demonstrate a particular shift in the language used in economic policy debates since the late 1970s. We call this phenomenon the “financialization of public discourse”, which refers to the use of particular metaphors and linguistic styles that are friendly to the economic interest of the financial industry. Design/methodology/approach – We used a rhetorical analysis to discover and analyze the specific cases which exemplify what we call the financialization of public discourse. A case study, the USA Treasury’s justification for its AIG policy, is used to strengthen the thesis of the paper. Findings – As the AIG case helps demonstrate, the language of finance limits the policy conversation and disguises the fact that the government’s role in this case is not different than its overall collective risk management function. Research limitations/implications – We assume that framing of economic events helps shape public perceptions of the desirability of various policies. This prediction, although reasonable, should be supported with more direct evidence. Practical implications – This paper intends to articulate a vital risk management role that the government plays in the economy. Specifically, the government is strongly suited to spreading the consequences of aggregate risk over time and thereby insulating the individuals from drastic fluctuations in their welfare. Our approach could potentially inform an array of public policies. Originality/value – The rhetorical strategies that policy makers use to justify their policy positions and their consequences have been certainly under-researched, particularly in economics. This paper intends to fill this gap in the literature.
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Pinto, Susana, and Maria Helena Araújo e Sá. "Language education policy in Portuguese public universities: the voices of institutional stakeholders." Current Issues in Language Planning 20, no. 2 (May 2, 2018): 140–59. http://dx.doi.org/10.1080/14664208.2018.1468962.
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Unger, Johann W. "Legitimating inaction: Differing identity constructions of the Scots language." European Journal of Cultural Studies 13, no. 1 (January 29, 2010): 99–117. http://dx.doi.org/10.1177/1367549409352968.
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The Scots language plays a key role in the political and cultural landscape of contemporary Scotland. From a discourse-historical perspective, this article explores how language ideologies about the Scots language are realized linguistically in a so-called ‘languages strategy’ drafted by the Scottish Executive, and in focus groups consisting of Scottish people. This article shows that although the decline of Scots is said to be a ‘tragedy’, focus group participants seem to reject the notion of Scots as a viable, contemporary language that can be used across a wide range of registers. The policy document also seems to construct Scots in very positive terms, but is shown to be unhelpful or potentially even damaging in the process of changing public attitudes to Scots.
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Bronteng, Joyce Esi, Ilene R. Berson, and Michael J. Berson. "Public perception of early childhood language policy in Ghana: an exploratory study." Early Years 39, no. 3 (June 18, 2019): 310–25. http://dx.doi.org/10.1080/09575146.2019.1631759.
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Šabec, Nada. "The Role of English in Shaping the Linguistic Landscape in Slovenia." ELOPE: English Language Overseas Perspectives and Enquiries 19, no. 2 (December 31, 2022): 15–33. http://dx.doi.org/10.4312/elope.19.2.15-33.
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The issue of visible written language used in Slovene public spaces is addressed. This is rapidly changing under the influence of English as the lingua franca of today. The names of stores, restaurants and other establishments as well as graffiti and other signs in Maribor, Slovenia’s second largest city, are examined. Four different locations are compared: the old city center, the city’s largest shopping mall, the Drava riverfront, and the student campus. Differences and similarities with regard to the ratio of different languages used are discussed in light of Slovenia’s language policy. They are also analysed from the linguistic perspective, focusing on lexical, syntactic and orthographic aspects. It is suggested that Slovenia should invest more effort both in the actual implementation of its language policy and language planning so as to guarantee that Slovene retains its status as official and state language not only de jure but also de facto.
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Price, Gareth. "English for all? Neoliberalism, globalization, and language policy in Taiwan." Language in Society 43, no. 5 (October 28, 2014): 567–89. http://dx.doi.org/10.1017/s0047404514000566.
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AbstractThis article examines the nexus of neoliberalism, globalization, and the spread of English, using English-language education (ELE) policies in Taiwan between 2000 and 2008 as a case study. Data from ethnographic work, including interviews with school principals and education managers, is contextualized using recent theoretical innovations in the sociolinguistics of globalization and language and neoliberalism. Neoliberalism venerates the ideals of ‘choice’, ‘competition’, and the ‘free market’. For students and parents, English proficiency is less a ‘choice’ than a necessity for success in education and employment. ‘English for all’ policies are thus imperatives rather than opportunities when individuals, schools, and regions are put into deleterious ‘competition’ with each other in public education, and when public education is pressured by a parallel ‘free’ market private education sector. The structural function of English as a valued capital is examined alongside language ideologies regarding the ‘earlier-the-better’ argument for L2 acquisition and the idealization of the native-speaking teacher. (Taiwan, neoliberalism, globalization, English, sociolinguistics, language policy)*
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KOSTENKO, YULIA V. "LANGUAGE POLICY OF UKRAINE IN THE SOUTH AND EAST OF THE COUNTRY AS A METHOD OF ETHNOCRACY." CASPIAN REGION: Politics, Economics, Culture 65, no. 4 (2020): 58–65. http://dx.doi.org/10.21672/1818-510x-2020-65-4-058-065.
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The author characterizes the language policy of post-Maidan Ukraine (2014-2020) in the South and East of the country as a method of consolidating ethnocracy in the process of nation-building. An assessment of the state and trends in the historiography of the problem is given. Ethnodemographic changes in the structure of the population, as well as public opinion in the South and East of Ukraine over the period from 1989 to 2020 were revealed. The intentions of the language policy of Ukraine are revealed. The ineffectiveness of international influence to ensure compliance with democratic norms of language policy is noted. Russian Russian language policy is defined as the destruction of institutions of Russian-language education and mass media in the Russian language, the weakening of Russian ethnic identity, carried out by the state authorities of Ukraine. An important factor in de-Russification is the armed conflict in the Donbas, which has become a catalyst for the transition to ethnocracy in Ukraine. At the same time, the unrecognized states in Donbass maintain the equality of languages on their territory. It is concluded that the dual (mixed) identity of residents of the South and East of the country is preserved at the regional and local levels. At the same time, the Russian-speaking community in the South and East of the country remains politically weak and disorganized, and is subject to targeted discrimination. The political consequences of forced ukrainization, as well as resistance to ethnocracy in public opinion and voting in elections, are determined.
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Momtselidze, Giorgi. "General Education Policy in Minority Schools in Georgia." Acta Educationis Generalis 10, no. 3 (December 1, 2020): 165–74. http://dx.doi.org/10.2478/atd-2020-0028.
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Abstract Introduction: The historical conditions that have developed over the centuries, as well as the migration processes of the 19th and 20th centuries, have determined the multi-ethnic composition of the country’s population. Georgia, as a post-Soviet country, has been transitioning from totalitarianism to democracy for the last few years. The country is in the process of developing into an open, civil society; the modern concept of human-free development, the new principles and values of a civil society and the priorities of public consent placed the problem of ensuring the creation of tolerance in the foreground. Therefore, it is important to define the place and role of national minorities in modern social life. The aim of the article is to determine the problems of non-Georgian general education schools in the educational space of Georgia and develop the necessary recommendations for the solution of these problems. The object of the study is non-Georgian-language public schools in the territory of Georgia, where the teaching and learning processes of the representatives of national minorities is underway. Purpose: The study will discuss the current situation in non-Georgian language general education schools. We will present the recommendations that we think will have a positive impact on the development of non-Georgian language educational institutions in the current education reform. Methods: The article examines the situation in the state regarding the issue of general education of national minorities, international experiences, problems and the means of solving them. Through surveys, in-depth interviews, focus group, data collection, organisation, analysis and synthesis, attention was paid to three problematic issues. These were as follows: 1. low motivation of the students in non-Georgian language schools; 2. low level of knowledge of the state language among the students; 3. textbook availability in non-Georgian language schools of Georgia. Conclusion: A content analysis was used to draw common conclusions. From the in-depth study of the materials, specific recommendations have been made regarding the effectiveness. The policies that were implemented in relation to the national goals of general education in national minorities are less result-oriented and need to be improved.