Language Education Policy Research Articles

Linguistic diversity in transition: Shifting language orientations in the Swedish ECEC curricula

This article explores the dominant language orientations within the Swedish national curricula for early childhood education and care (ECEC), with a focus on multilingualism, an approach traditionally embraced in Sweden but recently under strain. Through documentary analysis of relevant policy documents over a period of 30 years, the research utilizes Ruíz’ (1984) analytical framework that identifies three orientations towards language in education policies: language-as-a-right, language-as-a-problem, and language-as-a-resource. The findings indicate first that language is seen as a positive resource, and multilingualism has been consistently embedded in curricular policy discourses even though there are shifts in the presence and emphasis of such discourses across time. Second, the differences in how much value is placed on diverse languages used in preschools, and their perceived associated functions, reflect changes in educational and social goals of ECEC. Finally, the findings identify a general shift in policies towards the prioritisation of competence development and Swedish language proficiency for future educational, social, and economic purposes. The article argues for a more comprehensive language policy approach and a policy orientation that helps preschool teachers to value and support multilingualism.

Disentangling the complexities of English language education policies in diverse contexts: A comparative study

This ecologically framed study highlights the complexities of English language education (ELE) policy making in Indonesia, Spain, and Thailand. The primary objectives are, first, to disentangle the complex influences that may have shaped the English language policies in the three contexts through an ecological lens, and second, to compare the crucial elements in their ELE policy making. Using an analytical model consisting of global, supranational, national, sub-national, and pedagogical influences, we conducted a thematic analysis on 18 documents selected for the purpose. The results identified both similarities and differences in the shaping influences of the ELE policies in the three contexts. This demonstrates that ELE policy is shaped by the nation’s unique characteristics. To improve the applicability of ELE policies, therefore, policymakers need to address the influences particular to the context and to be cautious when adopting or adapting policies deriving from other contexts, as there will never be a one-fit-for-all ELE policy.

Tantangan dan Peluang Pendidikan Bahasa Arab: Perspektif Global

Abstract: This research presents an in-depth analysis of challenges and opportunities in Arabic language education, with a focus on a global perspective. Arabic plays a crucial role on the international stage, serving not only as a religious language but also as a language of culture, science, and administration. However, Arabic language education in various countries faces several challenges that can impact the quality of learning and student comprehension. This literature review investigates some key challenges in Arabic language education, including non-aligned curricula, insufficient learning resources, and issues in developing Arabic language skills. Meanwhile, the research also highlights opportunities that can be utilized to enhance Arabic language education, such as the use of innovative educational technology, inter-institutional collaboration, and the promotion of cultural exchange programs. By analyzing various concepts and findings in related literature, this research provides profound insights into the global conditions of Arabic language education. By understanding the challenges faced and leveraging existing opportunities, effective strategies can be formulated to improve the quality of Arabic language education worldwide. This research is expected to contribute to the development of more holistic and sustainable Arabic language education policies, as well as motivate practical steps to enhance the teaching and learning of Arabic globally.

Beliefs & Investment of Undergraduate Students Learning Turkish as a Foreign Language

Considering the global and economic need for foreign language interactions, various educational institutes have incorporated foreign language teaching (FLT) into the curriculum. The languages offered include German, Arabic, Chinese, and Turkish (recently). To reconnoiter different aspects of Chinese language learning in Pakistan, research has been conducted in the context (see for example, Khan et al, 2023 and Aftab et al, 2022). However, the topical surge in learning Turkish as a foreign language (TFL) resulting from the cultural exchange programs, scholarship opportunities, Turkish dramas broadcast in Pakistan, and most significantly the strong Pak-Turk relationships have led education institutions to offer TFL at the undergraduate level. To explore the beliefs, imagined identity, and investment (Norton, 2001) of undergraduate students for TFL, a qualitative study was conducted. Since, the study probed into the beliefs, imagined identities, and investment of the students, narrative inquiries fit the objectives of the research. 4 participants volunteered to retell their experiences cogitating the temporality, sociality, and spatiality of the experience. The findings show that learners enrolled in the TFL course believed and imagined getting a better job and business opportunities, acting as a translator and diplomat with proficiency in foreign language. The learners imagined exploring educational opportunities for scholarships and higher studies in the future. Additionally, TFL learners foresee the Turkish language as a means of cultural and social identity, learning for tourism, and socialization with natives. The participants manifested these beliefs to invest in their imagined identities as TFL for professional identity, multilingual identity, and social identity. TFL beliefs and investment provide insights into learners’ perspectives and their future imagined identity in the broader scope of shifting foreign language education policy.

Comparative pedagogies in mother tongue education: Türkiye and Indonesia

This study examines mother tongue education pedagogical discourses in Türkiye and Indonesia to address understudied language instruction policy dynamics and their practical implications in diverse educational settings. The study examined mother tongue education and its complex effects on cultural identity and educational outcomes in light of global and local linguistic landscapes. This study examined Turkish and Indonesian pedagogical discourses and classroom interactions in selected samples. Comparative written discourse analysis was performed on selected texts from Turkish and Indonesian 7th-grade secondary school textbooks. Classroom interaction was examined using in-class observations of 7th-grade secondary school students from both countries. The study used Teun van Dijk's Critical Discourse Analysis method for written discourse analysis and Flander's Interaction Analysis matrix for intra-class interaction patterns. The study compares written and oral secondary school pedagogical discourses in both countries using selected examples to determine their similarities and differences. This allows two large and powerful educational systems to benefit from each other. The study finds significant differences in mother tongue education program implementation and outcomes by comparing policy documents, teacher narratives, and classroom practices, highlighting the complex relationship between language policy, instructional methodology, and educational equity. The findings emphasize the need for context-sensitive language education policies that respect linguistic diversity and promote inclusive education. This research enhances mother tongue education research and provides actionable insights for educators, curriculum designers, and policymakers in Türkiye and Indonesia to promote reforms that consider learners' sociocultural and linguistic realities.

Влияние на езиковото обучение и многоезичните практики върху положителната идентификация с Европейския съюз в гимназиалния етап на средното образование в България

Abstract: The article analyzes the concept of European identity and presents a methodology for researching this complex social and cultural phenomenon through the prism of the educational language policy (policy of multilingualism) at the national and institutional level at the high school stage of secondary education in Bulgaria. Considering that the subjective attitudes and individuals’ attitudes in the process of identification with the European Union are studied, the Q-methodology is found to be extremely useful. This methodology is not new and has already been applied in many fields, but in the field of language learning and teaching it is about to gain momentum. In this sense, this research is innovative, especially as far as secondary education and in particular language education in the country is concerned. Keywords: European identity, identification with the EU, language learning, language policy, multilingualism, Q-methodology.

English medium instruction in multilingual contexts: Empirical evidence from Ethiopia

Language acquisition and learning literatures favour mother-tongue education policies, particularly in the early years of schooling. However, English Medium Instruction (EMI) remains a popular language policy position in multilingual contexts. This paper studies EMI transition policies using a longitudinal dataset from Ethiopia, by leveraging regional variation in education language policy reforms for causal identification. Employing a dynamic value-added model, this paper shows that students in schools using English as a medium of instruction have lower mathematics test scores (−0.25 standard deviations) compared to students in mother tongue education schools. Furthermore, English medium learners do not perform any better in their English test scores compared to mother tongue learners. These findings are in line with the international education literature on skill development, learning and second language acquisition. The main results support the prolonged utilisation of mother tongue instruction in primary education. These results are particularly relevant for policy makers in linguistically diverse contexts.

The impact of policy settings on language education in Australian schools: a comparative analysis of language enrolments and attrition in New South Wales and Victoria

ABSTRACT We explore the impact of language education policy on language enrolments and provision in primary and secondary government schools In Australia, specifically in New South Wales (NSW) and Victoria, which have strikingly different policy settings. NSW adopts a ‘weak but flexible’ policy, mandating a very limited minimum time allocation for language study but allowing multiple entry points at senior secondary level. Victoria adopts a ‘strong’ mandatory policy, requiring continuous commitment to language study. Using available data, the study first compares enrolment data trends overall before considering the most widely taught languages at primary and secondary level, with additional analysis of a single secondary student cohort. Amongst the findings, we observe a marked reversal of previously falling language enrolments over time in Victoria, with substantially higher numbers overall compared to NSW where numbers have instead fallen, thus seemingly attesting to the impact of effective mandatory policies. While neither policy setting seems impactful enough in attracting and sustaining language study through to senior secondary level, a seeming pattern of convergence at this level masks at least partly the effect of access to alternative learning mechanisms on enrolments, resulting in much more frequent completion of Year 12 language study in Victoria.

“Looking like a boarding school student”: the construction of unequal personhood in language policy in education

Abstract The purpose of this article is to analyze the construction of unequal personhood in the institutional logics for the implementation of English as a medium of instruction (EMI) policy. I build on the theories of figures of personhood and figured worlds to discuss how institutions (public schools) use multiple semiotic resources to characterize students’ diverse personality traits that reproduce neoliberal subjectivities shaping their EMI policies. The data for this article are drawn from ethnographic observations and interviews with the teachers from two Nepali public schools that have recently introduced a segregated EMI policy. The analysis of data shows that EMI schools use ‘śikṣita’, ‘sabhya’ and ‘yogya’ personality traits to justify the relevance of EMI policy to produce the educated person. The construction of such person types is shaped by sociocultural and political-economic ideologies and build unequal personhood, reinforcing neoliberal subjecthood and epistemic injustice. My recommendation is that we need to pay attention to examining how language policies in education construct unequal personhood by assigning, imposing, and imaging discriminatory personality traits which remain as the foundation of social injustice.

On Language Policy in the Education of Young People in Multinational States

This article presents theoretical aspects of language policy in the education of young people in multinational states, drawing on the experience of the Republic of Moldova. An emphasis is placed on the interaction between language and state education policy, clarifying the legal framework in the multinational state in question. The opprtunities different ethnic groups, which historically live on the territory of the Republic of Moldova, have with regard to studying their mother tongue in the country‘s schools are outlined. In order to look for opportunities to implement a language policy in accordance with the new educational realities in European countries, a study is organized in the Republic of Moldova, and part of the results are presented in the article. The obtained empirical data on attitudes to language learning expressed by students of various ethnic origins give reason to conceptualize the idea of implementing multilingual learning models in the educational system of the Republic of Moldova. These results provide important guidelines about continuing studies in this direction and about developing language policies in the field of education.

The multilingual university: language ideology, hidden policies and language practices in Malawian universities

ABSTRACT Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current monolingual language policy and practices in higher education in the country. The paper draws on a 4-month ethnography carried out in eight Malawian universities. Findings indicate that the language ‘rules’ imposed by staff are highly variable and that diverse language ‘policies’ are implemented and enforced by staff, some of whom operate strictly monolingual approaches while others adopt multilingual approaches. Staff display a range of attitudes towards multilingualism, influenced by competing pressures of ensuring students comprehend the subject matter while also seeking to improve their English skills against the broader backdrop of language practices and expectations in the country.

‘When I see them - I think it’s me:’ multilingual teaching staff’s agency enactment in a linguistically and culturally diverse classroom

ABSTRACT Purpose This study aimed to explore why and how the teachers' personal funds of knowledge and identity are connected to their classroom beliefs, knowledge, and practices. Design/methodology/approach The study lasted one academic year (October 2021 - July 2022). We used multiple data sources, including semi-structured individual interviews and focused group discussions with the teaching staff, monthly classroom observations, a teacher's reflective journal, and documents. By applying the thematic analysis, we identified the following three themes: (1) Teachers' personal life experience as a basis for their language education policy; (2) Collective agency in enacting language education policy, and (3) Teachers as models of their funds of knowledge and identity. Findings We found that the teachers, as a collective, implemented linguistically and culturally responsive teaching on the concrete and symbolic levels. Their personal immigration history was a motivating force for establishing language education policy while working with immigrant children. Originality/value The significance of this study is in its provision of insights into the role of the life experience of multilingual, multicultural teaching staff in shaping language education policy. In addition, the study highlights a significant role of teachers as collective agents who model their funds of knowledge and identity and by doing so, empower young children.

The advantages and disadvantages of language policies in Asian countries and regions and their impact on English education in China

Asian countries show diversity in language policy, with each country having its own unique language policy reflecting its historical, cultural and social background. This paper utilizes the systematic review methodology, discusses the advantages and disadvantages of language policies in some Asian countries and analyses the impact of these policies on English education in China. Firstly, through comparative research, this paper reviews the language policies of major Asian countries, including the setting of official languages and the protection of linguistic diversity in language education policies. Secondly, it summarizes the advantages of Asian countries' language policies, such as promoting national unity and protecting local languages and cultures. At the same time, it also analyses the shortcomings, such as language discrimination, cultural conflict and other problems. Finally, the paper discusses the influence of language policies in Asian countries on English education in China, including the impact on the enlightenment of the development of English education. The purpose of this paper is to provide a reference for understanding the language policies of Asian countries and to provide heuristics for the reform of English education in China.

Exploring the Impact of Pedagogical Challenges in Multiculturally History Classrooms in 2022/23: A Teaching and Learning Perspective in Botswana Secondary Schools

Botswana is a multicultural state and like other culturally diverse nations, it faces challenges ofdiversity and inclusivity in education. In Botswana, English is the official language and Setswana is a national language and the education system recognizes these two as languages of instruction. This is a challenge as there are other ethnic groups in Botswana whose languages are neither English nor Setswana. In schools, this has proven to be a problem as there are diverse students for whom Setswana is not their mother tongue and they do not grasp concepts easily. Chebanne and Moumakwa (2012) observed that the San remain illiterate and marginalized because of the current state of education in Botswana where the Education Language Policy is monolingual. The San have been left out of the education system since their indigenous language is not incorporated into the national curriculum. This poses a problem for History in that its subject matter deals with indigenous people and it will be difficult for teachers to teach students who feel their ethnic groups are marginalized.

Legitimation of Linguistic Hegemony Through Language in Education Policy in Nepal: A Critical Discourse Analysis

The constitutional provision of equal right to all languages as a medium of instruction claims that linguistic justice over all the languages has been maintained in Nepalese Education system. However, this 'positive self-representation' of the constitution and the government seem to implicitly marginalize the 'other languages' through legitimation of domination of powerful languages such as, English and Nepali. Based on this issue, this paper critically analyzes the discourse of Language in Education Policy (a part of National Education Policy 2019) in order to examine how hegemony of dominant languages such as, English and Nepali over other minority languages is legitimized through language in Education Policy in the context of Nepal. Critically analyzing the discourse of language in education policy of Nepal through the lens of ideology, power and double voicedness, the paper reveals that even though Nepalese language in education policy seems to adopt mother tongue-based multilingual education policy, hegemony of two dominant languages (English and Nepali) is still prevalent. The hegemony of these dominant languages is legitimized, reinforced and maintained by the nation through language in education policies.

Revisiting the Use of English as the Language of Instruction in Tanzanian Secondary Schools

There are various challenges facing the use of English as the language of instruction policy in Tanzania secondary schools. These include low levels of English among teachers, a lack of qualified teachers, and a lack of guidelines about how to teach in English. The challenges negatively affect the learning of content subjects as well as the learning of the English language itself. This article examines English as the language of instruction policy in secondary schools by reviewing theoretical bases for adopting an additional language as a language of instruction and education approaches in which subject contents are taught using English as the medium of instruction. The paper discusses the weaknesses of the current practice and recommends refocusing English as the language of instruction policy by highlighting its implicit goal of improving language skills through the integrated content and language learning approach.

Hegemony of English Language: An Analysis of Advertisement Strategies Adopted by Private Schools of Nepal

Using Fairclough's (1992) three-dimensional framework (i.e., discourse, text, and social practice), this paper critically examines the linguistic and pictorial discourse of private school advertisement strategies, particularly those for new admissions initiatives, to better understand how the English language functions and how it predominates Nepali and other languages in the context of Nepal. The pictures of advertising in English for 'new admission open' published by private schools were collected as research data and, then, critically analyzed the pictorial and linguistic discourse represented by them. This critical discourse analysis reveals that although Nepalese language policy in education prioritizes multilingual education, all private schools solely offer instruction in English as a second language. Most parents and children are drawn to English-speaking schools due to the influence of the language and the appealing marketing tactics utilized by private schools. Language prejudice and racial inequity are brought about by the idea that English is a superior language. The idea that English is a better language generates prejudice towards other languages and social injustice and the identity of Nepali and other local languages is being undermined by the dominance of English in schools.

Research and Analysis of Factors Influencing the Passing Rate of CET-4 in Local Universities

With the rapid development of social information and economic globalization, English has become widely prevalent worldwide. As a "global language," English significantly influences language teaching policies and practices globally, particularly in China, where a national College English Test Band-4 has been established. Since its inception, the College English Test Band-4 has evolved into one of the most crucial assessments for evaluating college students’ foreign language proficiency. Recently, a growing number of local university students in China are grappling with the challenge of failing to pass this exam. Therefore, this study examines the influencing factors on the passing rate of the College English Test Band-4, based on surveys conducted among undergraduate students in 2020 and 2021 at Hulunbuir College. The paper employs cross-analysis and regression tests to analyze the factors affecting the passing rate of CET-4 among local undergraduate college students, drawing relevant conclusions. Additionally, the study proposes suggestions for English learning strategies tailored to the needs of local undergraduate college students. Factors such as gender, English scores in the college entrance examination, and daily English learning methods are identified as having a significant impact on the passing rate of CET-4.

Pre-service Teachers' Language Ideologies of Dual Language Bilingual Education Program : A Discourse in Language Education Policy

Dual language bilingual education programs have been applied in Indonesia for a long time, especially in Islamic boarding schools. Drawing to classroom language policy, this paper aims to explore language ideologies of pre-service English teachers in implementation of dual language bilingual education (DLBE) program in the classroom and to what extent do their language ideologies affect their DLBE implementation before and after-class reflection. This article uses an ethnography case study in describing and exploring individual phenomena to find out the natural data from individual daily activity. Interview and observation will be used as a data collection. The participants of this study are four pre-service English teachers represented in different race, native-language and gender categories. The focus use in this study on DLBE when students learn more than one language. Languages are separate and distinct when bilingual speakers are compared to monolingual speakers. Therefore, different language ideologies of pre-service teachers which are influenced by race, gender, and native language will affect the implementation of DLBE itself.

Introduction

The International Journal of Literacy, Culture, and Language Education (IJLCLE) is an open-source, peer-reviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-, inter-, and transdisciplinary perspectives. Its mission is to promote the academic exchange of ideas and dissemination of research among scholars and researchers from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy, and culture in education. Theoretical and conceptual studies, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues, and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE is researchers, scholars, educators, and graduate students from around the world.