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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Public policy in languages education"

1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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Дисертації з теми "Public policy in languages education"

1

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

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This paper is divided into four chapters. Chapter one presents an introduction and overview of the nature of the problem, its significance and implication for public policy, and a presentation of the research design and methodology. Chapter two reviews the historical and legal background of bilingual education policy. Chapter three presents a literature review of bilingual education policy making, and examines the impacts and effects of federal aid in practice. Chapter four provides a summary of survey findings and recommendations for reform of the funding criteria for Title VII ESEA bilingual education grants.
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2

Mitchell, Sara. "Exploring the Use of Procedural Policy Instruments in the Development and Implementation of French Second Language Policy in New Brunswick and Nova Scotia." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34216.

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From 2006-2008, both New Brunswick and Nova Scotia proposed changes to their French second language (FSL) policies and programs. In observing the cases, it becomes clear that government officials made use of policy instruments to both implement policy and navigated the policy process. This work builds off existing literature that seeks to understand the instrument selection process, as well as the impact of policy tools on the policy-making process and more specifically, on the actors involved directly and indirectly in it. Using a framework that incorporates components of Contextual Interaction Theory and elements of procedural policy instrument scholarship, the project endeavours to identify what instruments were used to develop and implement FSL policy in New Brunswick and Nova Scotia, as well as to comprehend why the tools were selected. The dissertation relies on document analysis and semi-structured interviews conducted with government officials and stakeholders to determine that instrument selection is based on the actors’ cognitions, motivations, and available/accessible resources. Furthermore, legitimacy plays an integral role in the selection of instruments. Government policymakers are faced with varying degrees of legitimacy, as expressed by actors indirectly involved in the policy process. Inevitably, these actors react to policy content and the policy process, which leads to sometimes contentious interactions. The current research expands on the educational policy literature by using a lens that accounts for the role of instruments in the policy process and provides a nuanced understanding of how the actors’ interactions shape and influence policy-making. It makes an original contribution to the policy instruments literature by developing a framework that accounts for the selection criteria used by both policymakers and stakeholders when choosing policy tools and resources. This dissertation contributes to the discipline of public administration and the field of public policy primarily by expounding the explanatory value of policy instruments regarding what they can tell us about the policy process, policy-making and policy outcomes. It does this by looking at how it is actors both directly and indirectly involved in the policy process interpret policy instruments and shows how government’s policy-making capacity is constrained not only by the resources available to it but by the resources accessible to actors indirectly involved in the policy process. Looking at the reciprocal nature of tool selection and tool implementation helps to explain policy-making and outcomes, as well as accounts for the roles of actors both proximately and peripherally involved in the process.
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3

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

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4

Asakura, Naomi. "Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2519.

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This thesis discusses the current Japanese language (nihongo) education for immigrant students at public schools in Japan and provides recommendations through the study of language policy and the comparison of bilingual education in the United States. The current situation of a decreasing birth rate and increasing aging population in Japan has led to the acceptance of more foreign workers. Due to this change, language education in Japan has increasing development. The focus of chapter 1 is on the theories of language policy. This paper particularly focuses on the ideas of Wright (2004), Neustupný (2006), Spolsky (2004), and Cooper (1989), and discusses similarities and differences between them. By applying these theories to language policy in Japan, chapter 1 shows how language policy changed throughout Japanese history. Chapter 2 discusses the current environment surrounding immigrant students. It includes a description not only of the expanding population of foreign students, but also the history of Japanese language education and the laws related to it. This chapter also presents the present movement of language policy in Japan and how the movement affects Japanese language education for language minority students. Chapter 3 compares bilingual education in the United States to bilingual education in Japan, and makes three suggestions to improve Japanese language education at public schools in Japan, particularly addressing the classification of language levels for immigrant students, teaching styles, and the limitation of qualified bilingual teachers.
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5

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

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6

Rissler, Grant Edward. "Advocate or Traditional Bureaucrat| Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." Thesis, Virginia Commonwealth University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10601528.

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As recent immigrants seek a productive and dignified life in “new immigrant destinations” that have little historical experience with immigration, public education systems serve a key function in immigrant integration efforts. In a federal system increasingly focused on accountability, a crucial sub-set of education policy and local responsiveness to immigration is English language instruction and services for Limited English Proficient (LEP) students and parents.

In such contexts, the role that local bureaucrats play, and whether they actively represent the interests of the newfound diversity of community members, are crucial questions if strongly held American ideals of social equity and equal opportunity are to be upheld. This research asks broad questions at the intersection of bureaucratic power, representative bureaucracy and educational policy toward English language learners at the local level. Variations in how school systems in the political bellwether of Virginia responded to a recent policy shock - federal guidance released in January 2015 that reiterated local school system responsibility for providing equal educational access to LEP students and parents – form a unique window into local policy-making. Using a concurrent triangulation mixed methodology that consists of a state-wide survey and interviews with a sub-set of the Title III coordinators who supervise programs for English Language Learners, this research shows Title III coordinators to be unrepresentative in passive terms of the foreign born population but nevertheless to have a strong sense of advocating for English Language Learners. Findings suggest that public service motivation is the key explanatory factor in driving a sense of role advocacy and this in turn drives a greater range of action taking by the coordinator to benefit ELLs. Despite this link between role advocacy and coordinator action, role advocacy is not found to be significant in driving the likelihood or range of system level responsiveness to the letter. Instead, political and demographic factors increase the likelihood of system action but, counter to existing literature, more conservative localities are found to be more likely to have responded to the Dear Colleague Letter. This suggests that a previous reluctance to act in these places may have been dislodged by the letter and points to the importance of change over time in conceptualizing local responsiveness to immigrants.

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7

Rissler, Grant E. "Advocate or Traditional Bureaucrat: Understanding the Role of ESL Supervisors in Shaping Local Education Policy toward Immigrant Communities." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4970.

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As recent immigrants seek a productive and dignified life in “new immigrant destinations” that have little historical experience with immigration, public education systems serve a key function in immigrant integration efforts. In a federal system increasingly focused on accountability, a crucial sub-set of education policy and local responsiveness to immigration is English language instruction and services for Limited English Proficient (LEP) students and parents. In such contexts, the role that local bureaucrats play, and whether they actively represent the interests of the newfound diversity of community members, are crucial questions if strongly held American ideals of social equity and equal opportunity are to be upheld. This research asks broad questions at the intersection of bureaucratic power, representative bureaucracy and educational policy toward English language learners at the local level. Variations in how school systems in the political bellwether of Virginia responded to a recent policy shock - federal guidance released in January 2015 that reiterated local school system responsibility for providing equal educational access to LEP students and parents – form a unique window into local policy-making. Using a concurrent triangulation mixed methodology that consists of a state-wide survey and interviews with a sub-set of the Title III coordinators who supervise programs for English Language Learners, this research shows Title III coordinators to be unrepresentative in passive terms of the foreign born population but nevertheless to have a strong sense of advocating for English Language Learners. Findings suggest that public service motivation is the key explanatory factor in driving a sense of role advocacy and this in turn drives a greater range of action taking by the coordinator to benefit ELLs. Despite this link between role advocacy and coordinator action, role advocacy is not found to be significant in driving the likelihood or range of system level responsiveness to the letter. Instead, political and demographic factors increase the likelihood of system action but, counter to existing literature, more conservative localities are found to be more likely to have responded to the Dear Colleague Letter. This suggests that a previous reluctance to act in these places may have been dislodged by the letter and points to the importance of change over time in conceptualizing local responsiveness to immigrants.
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8

Soler, II Joseph Lewis. "SHAPING PUBLIC PERCEPTIONS OF FEDERAL EDUCATION POLICY: AN INTERACTIVE-HERMENEUTIC EXAMINATION OF ROD PAIGE'S SPEECHES IN SUPPORT OF NO CHILD LEFT BEHIND." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/94322.

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Анотація:
Urban Education
Ph.D.
An analysis of President George W. Bush's first Secretary of Education Rod Paige's speeches in 2001 explains the way in which the Bush Administration articulated its educational policy agenda. Literature on No Child Left Behind tends to focus on the specifics of whether the law helps children learn better or worse without recognizing or engaging with the broader policy agenda. This study attempts to bridge connections between No Child Left Behind and the broader Bush Administration ideology. A major connection this work highlights is between welfare policy and education, and by doing so utilizing George Lakoff's theory of moral politics examines highlights an overarching philosophy of governance, which shapes educational policy, perhaps even without regard to classroom outcomes. This analysis utilizes an interactive-hermeneutic model to crunch the text of Rod Paige's speeches. By coding and explaining major themes from the speeches, analyzing the language and rhetorical choices against itself and then comparing it to extant research on education policy and welfare rhetoric, this study provides a different way to examine political maneuvering on educational policy, which positions politics and language at the center of educational policy rather than efficacy and policy. This analysis finds by applying Lakoff's theory and work that Rod Paige's rhetoric, on behalf of the George W. Bush administration, is about reducing Federal responsibility for social problems and reducing the government's role overall. This is a "slippery slope policy" aimed at eliminating public responsibility for schools and privatizing education in service to the goal of creating an "ownership society" of privatized services and personal responsibility for success.
Temple University--Theses
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9

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

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10

Habbash, Manssour Mohammed Ras'an. "Status change of English and its role in shaping public education language policy and practice in Saudi Arabia : a postmodernist critical perspective." Thesis, University of Exeter, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549314.

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Книги з теми "Public policy in languages education"

1

Vanuatu. Office of the Ombudsman. Public report on the breach of Article 64 of the constitution by the Ministry and Department of Education. Port Vila, Vanuatu: Office of the Ombudsman, 2005.

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2

McAndrew, Marie. The integration of ethnic minority students: Fifteen years after Bill 101 : some issues confronting Montreal's French language public schools. Toronto: Robert F. Harney Professorship and Program in Ethnic, Immigration and Pluralism Studies, University of Toronto, 1993.

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3

Education, New York (State) Legislature Assembly Standing Committee on. Educational needs of English language learners, limited English proficient students and state and federal policies affecting this student population: Public hearing. [Albany, N.Y.]: Associated Reporters Int'l., Inc., 2007.

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4

Black-Branch, Jonathan L. Comprendre la Charte canadienne des droits et libertés: Guide à l'intention des enseignants et enseignantes et des administrations scolaires. Toronto: Association canadienne d'éducation, 1995.

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5

Altermatt, Bernhard. La politique du bilinguisme dans le Canton de Fribourg/Freiburg (1945-2000): Entre innovation et improvisation. Fribourg: Chaire d'histoire contemporaine de l'université de Fribourg (Suisse), 2007.

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6

Altermatt, Bernhard. La politique du bilinguisme dans le canton de Fribourg / Freiburg (1945 - 2000). Fribourg: Universite de Fribourg Chair d'histoire contemporaine, 2003.

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7

Williams, Harold M. Public policy and arts education. Los Angeles: J. Paul Getty Trust, 1993.

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8

Lasswell, Harold Dwight. Legal education and public policy. New Brunswick, N.J: Transaction Publishers, 2012.

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9

1926-, Gallagher James John, and National Association for Gifted Children (U.S.), eds. Public policy in gifted education. Thousand Oaks, Calif: Corwin Press, 2004.

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10

Open conversations: Public learning in libraries and museums. Santa Barbara, Calif: Libraries Unlimited, 2011.

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Частини книг з теми "Public policy in languages education"

1

Reverdito, Guido, and Sarah K. St. John. "Breaking the Language Barriers: Free Movement and Language Learning in the European Community." In Education and Public Policy in the European Union, 111–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04230-1_6.

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Bocale, Paola. "Changes and Developments in the Linguistic Landscape of Present-Day Crimea." In Le lingue slave tra struttura e uso, 63–77. Florence: Firenze University Press, 2016. http://dx.doi.org/10.36253/978-88-6453-328-5.04.

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Following Crimea’s incorporation into Russia in March 2014, the Crimean parliament adopted a new constitution granting official status to Russian, Ukrainian and Crimean Tatar. Despite the official multi-ethnicity and multilingualism of Crimea now constitutionally acknowledged, however, there is reason to believe that the formally proclaimed equality of the three languages has not translated into equality in practice. Among the areas where the inequality in language promotion and support is most noticeable, language education policy and language use in public place play a special role.
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Al-Bakri, Sawsan, and Salah Troudi. "Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman." In Critical Issues in Teaching English and Language Education, 11–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_2.

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4

Yamazaki, Keiichi, and Mauricio Bugarin. "Brazilian Workers in Japan and Public Policies for Promoting Their Social Integration with a Focus on Basic Education for Children." In Brazil—Japan Cooperation: From Complementarity to Shared Value, 141–76. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4029-3_6.

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AbstractThe main objective of this research is to find an efficient way to improve the educational environment for the children of Brazilian residents in Japan. The secondary objective is to identify a better way to improve the social and economic positions of these residents through further integration into Japanese society. We believe that the potential for them to become a vital bridge between the two countries in the near future is significant, but that potential is not yet being tapped sufficiently. Therefore, the goal of this analysis is more than simply improving working and living conditions, but of promoting career development in Japanese society. To that end, educational background is highly important, especially education and acquisition of the Japanese language beginning in primary school is of utmost importance. For this reason, our paper focuses on the basic education (especially Japanese language education) of Brazilian children in Japan. We conclude that the style of “afterschool” is most efficient as well as socially equitable. We propose a public policy to be adopted by the Japanese government to induce Brazilian families to adopt the hybrid afterschool education system.
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Dodds, Anneliese. "Education Policy." In Comparative Public Policy, 135–59. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-28489-1_7.

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Ho, Lok Sang. "Education Policy." In Principles of Public Policy Practice, 143–51. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1575-3_14.

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McVicar, Malcolm. "Education Policy: Education as a Business?" In Public Policy under Thatcher, 131–44. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20855-5_10.

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Gunter, Helen M. "Depoliticisation and education policy." In Challenges for Public Education, 87–100. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Local/global issues in education: Routledge, 2018. http://dx.doi.org/10.4324/9780429436765-7.

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Finkelstein, Neal D. "Transparency in Education Policy." In Transparency in Public Policy, 33–51. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1057/9780333977583_3.

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Malandrino, Anna. "Migrant Language Policy Processes, Change, and Outputs." In Migrant Languages in Education, 125–52. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15794-3_6.

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Тези доповідей конференцій з теми "Public policy in languages education"

1

Shubani, Maletsatsi, and Lydia Mavuru. "ENGLISH SECOND LANGUAGE LEARNERS’ CHALLENGES IN COMPREHENDING PHYSICAL SCIENCES CONCEPTS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end073.

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"Physical Sciences is a complex subject with many abstract concepts. This complexity is magnified by the learners’ lack of the linguistic capacity to comprehend the concepts and engage actively in the teaching and learning process. Previous studies have alluded to the fact that science is a language on its own, which therefore makes it even more difficult for learners whose home language is different from the medium of learning and teaching. Previous research indicated that learners who are English second language speakers perform poorly in Physical Sciences because the majority of learners particularly from townships and rural areas are only exposed to English in the classroom, and once they get out of the classroom, they start communicating in their home languages. It is against this background that the current study sought to determine challenges English second language speakers face in comprehending Physical Sciences concepts. In a quantitative and qualitative methodology, five grade 12 Physical Sciences teachers and 51 learners in their Physical Sciences classrooms were randomly selected from public schools in Johannesburg. To establish English second language learners’ challenges in comprehending Physical Sciences concepts, a questionnaire was administered to the selected learners. The teachers were interviewed using a structured interview schedule to explore how they assisted English second language learners to overcome language challenges when learning Physical Sciences. Quantitative data was analysed and descriptive statistics were obtained and a regression analysis was done to find the correlation between these learners’ marks in the subject English First Additional Language and their Physical Sciences marks. Qualitative data from teachers’ interviews were analysed using content analysis. Findings from the learner questionnaire showed that 78% of the learners indicated that language plays an important role in them understanding high school Physical Sciences concepts and as such they failed to meaningfully understand the Physical Sciences terminologies and jargon used for each specific topic. They also indicated that they perform badly in Physical Sciences assessments as they struggle to engage in meaningful classroom discussions due to their poor proficiency in English, the medium of instruction. The analysis showed a positive correlation between learners marks in English as a subject and their Physical Sciences marks. Amongst others teachers indicated that they mostly used code switching as a strategy to assist learners understand concepts. The findings have implications on South African education policy makers to consider the use of home languages in teaching and learning."
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ZHANG, YINGYING. "STUDY ON THE MECHANISM AND DILEMMA OF COMMUNITY PROMOTING EMPLOYMENT ENTREPRENEURSHIP OF COLLEGE STUDENTS." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35728.

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The employment of college students has been a serious social problem in recent years, and it is also the focus of concern of tens of millions of families and countries. The long-term employment policy of our country has been dominated by market distribution to give full play to the role of government macro-control. Past studies have also focused on macro-system, middle-family and micro-individual aspects, but there are few studies on the community with public characteristics between the state and individuals. In June 2020, the notice on guiding and encouraging college graduates to urban and rural community employment entrepreneurship provides us with new ideas to think about college students' employment entrepreneurship from a community perspective. The public nature of the community determines that the community has a natural advantage in solving public affairs. This paper will start with this characteristic of the community and study the mechanism of promoting the employment and entrepreneurship of college students. This paper provides a new idea for the research of college students' employment entrepreneurship.
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3

Noguchi, Mary Goebel. "The Shifting Sub-Text of Japanese Gendered Language." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-2.

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Sociolinguists (Holmes 2008; Meyerhof 2006) assists to describe the Japanese language a having gender exclusive elements. Personal pronouns, sentence-ending particles and lexicon used exclusively by one gender have been cataloged in English by researchers such as Ide (1979), Shibamoto (1985) and McGloin (1991). While there has been some research showing that Japanese women’s language use today is much more diverse than these earlier descriptions suggested (e.g. studies in Okamoto and Smith 2004) and that some young Japanese girls use masculine pronouns to refer to themselves (Miyazaki 2010), prescriptive rules for Japanese use still maintain gender-exclusive elements. In addition, characters in movie and TV dramas not only adhere to but also popularize these norms (Nakamura 2012). Thus, Japanese etiquette and media ‘texts’ promote the perpetuation of gender-exclusive language use, particularly by females. However, in the past three decades, Japanese society has made significant shifts towards gender equality in legal code, the workplace and education. The researcher therefore decided to investigate how Japanese women use and view their language in the context of these changes. Data comes from three focus groups. The first was conducted in 2013 and was composed of older women members of a university human rights research group focused on gender issues. The other two were conducted in 2013 and 2019, and were composed of female university students who went through the Japanese school system after the Japan Teachers’ Union adopted a policy of gender equality, thus expressing interest in gender issues. The goal was to determine whether Japanese women’s language use is shifting over time. The participants’ feelings about these norms were also explored - especially whether or not they feel that the norms constrain their ability to express themselves fully. Although the new norms are not yet evident in most public contexts, the language use and views of the participants in this study represent the sub-text of this shift in Japanese usage.
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Mustafina, Jamila, Camila Gataullina, Inna Sheglova, Askar Hayrullin, and Gulnara Ganieva. "EDUCATIONAL POLICY TOWARDS REGIONAL LANGUAGES IN A GLOBALIZED WORLD." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0656.

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Lin, Huijuan. "Public Policy for Private Higher Education in China." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.17.

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Ruiz, Maria, Noemi Zabaleta, and Unai Elorza. "DECISION MAKING THROUGH SIMULATION IN PUBLIC POLICY MANAGEMENT FIELD." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0911.

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Rahayu, Restu. "Public Open Space Policy in Kaohsiung Taiwan." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.52.

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Mulyadi, Asal Wahyuni Erlin, Bevaola Kusumasari, and Yeremias T. Keban. "Policy of Inclusive Education for Education for All in Indonesia." In International Conference on Public Policy, Social Computing and Development 2017 (ICOPOSDev 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icoposdev-17.2018.9.

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Kaewmanee, Pongsathon, and Teresa Carvalho. "THE PUBLIC POLICY PROCESS IN UNIVERSITY INTERNATIONALIZATION: A LITERATURE REVIEW." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2160.

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Haryono, Bambang Santoso. "Implementation of Remuneration Policy in Higher Education." In Proceedings of the Annual International Conference of Business and Public Administration (AICoBPA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aicobpa-18.2019.17.

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Звіти організацій з теми "Public policy in languages education"

1

Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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2

MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Fernandez, Raquel, and Richard Rogerson. Income Distribution, Communities and the Quality of Public Education: A Policy Analysis. Cambridge, MA: National Bureau of Economic Research, September 1992. http://dx.doi.org/10.3386/w4158.

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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Andrabi, Tahir, Natalie Bau, Jishnu Das, Naureen Karachiwalla, and Asim I. Khwaja. Crowding in Private Quality: The Equilibrium Effects of Public Spending in Education. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/124.

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We estimate the equilibrium effects of a public school grant program administered through school councils in Pakistani villages with multiple public and private schools and clearly defined catchment boundaries. The program was randomized at the village-level, allowing us to estimate its causal impact on the market. Four years after the start of the program, test scores were 0.2 sd higher in public schools. We find evidence of an education multiplier: test scores in private schools were also 0.2 sd higher in treated markets. Consistent with standard models of product differentiation, the education multiplier is greater for those private schools that faced a greater threat to their market power. Accounting for private sector responses increases the program’s cost effectiveness by 85 percent and affects how a policymaker would target spending. Given that markets with several public and private schools are now pervasive in low- and middle-income countries, prudent policy requires us to account for private sector responses to public policy, both in their design and in their evaluation.
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Herrin, Alejandro N., and Marilou P. Costello. Sources of future population growth in the Philippines and implications for public policy. Population Council, 1996. http://dx.doi.org/10.31899/pgy1996.1004.

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Rapid population growth, poor and uneven economic performance, and slow progress in health and education are interrelated phenomena. However, while there is strong support for public policies aimed at economic recovery and human resource development in the Philippines, there is still a lack of consensus on the need for public policy to moderate population growth and on the role of a government-sponsored family planning program in overall population and development activities. This paper examines alternative population projections and analyzes the contribution to future population growth of unwanted fertility, high desired family size, and population momentum. The aims are to highlight the multiple policy responses that are needed to moderate rapid population growth and to clarify a number of factors that have prevented the development of a consensus on Philippine population policy.
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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.

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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Kaleagasi, Bartu, Sean McCarthy, and Peter Beaumont. Geospatial Public Policy: Global Best Practices for Harnessing the Potential of Satellite Technologies and Applications. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004484.

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This publication presents six case studies of public policies that promote the development and use of geospatial technologies and applications, which can be categorized in five layers: institutions, tools, data, skills and industry. The evolution of these technologies and applications over the past decade has been driven by the understanding that where people and things are located is central to smart decision making. As a result of low-cost launch vehicles, increasing numbers of satellites in orbit, new sensor technologies, machine learning algorithms, advances in cloud computing, and the emergence of other technologies such as drones and high-altitude platforms, the geospatial economy is now expanding into many new geographies and sectors. This expansion calls for the development of innovative applications that benefit government in areas such as agriculture, environment, energy, aviation, maritime, transport, health, education, business, and society.
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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.
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