Language Education Policy Research Articles

Development of International Chinese Language Education in Iran: An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context. By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran, this paper studies the future development of international Chinese language education in Iran.

Linguistic Pluralism and the Shaping of Identity: A Philosophical Examination of Language Policy in Ukrainian Higher Education

This comprehensive study explores the multifaceted nature of language policy in Ukrainian Higher Education Institutions (HEIs) against the backdrop of increasing globalization and a rising influx of international students. Employing a multi-level methodological approach, the paper analyzes the current state of language policy, emphasizing its role in academic performance, cultural identity, and international competitiveness. The study also investigates the impact of technology on the implementation of these policies, highlighting the potential for digital platforms to amplify or impede educational objectives. Data was collected from a diverse range of institutions and indicates significant room for improvement in existing policies. Recommendations are offered at multiple levels, focusing on enhancing the effectiveness, inclusivity, and cultural sensitivity of language policies. The findings underscore the necessity of an interdisciplinary approach to crafting a language policy that is both academically rigorous and culturally inclusive.

Social Transformation in English First Additional Language Teaching and Learning Classrooms: Multilingual Pedagogy

Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities. Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.

Attitudes of Kurdish university students towards the English language, English language education policies, and English language learning purposes

Similar to other parts of the world, Kurdish speakers of English have been subject to English fever. They have a strong desire to learn and speak English. An army of teachers is currently teaching Kurdish speakers to learn English. However, few of them acquire the required level of English when they move from high school level to university one. This might partly be associated with their attitudes towards not only the English language but the English language policies and practices that are currently adopted. Attitudes towards the English language have been extensively investigated both quantitatively and qualitatively in diversified educational and cultural contexts. Furthermore, a few studies have been conducted to investigate the attitudes of Kurdish students towards the English language, but their attitudes to English language education policies and English language learning purposes have yet remained unknown. Therefore, this study is anchored on investigating Kurdish undergraduate students’ attitudes towards the English language, English language education policies that are currently applied in Iraqi Kurdistan, and students’ purposes for learning English. It further concentrates on the effect of such variables as gender and year of study on attitudes. For this purpose, the study utilized a questionnaire consisting of 42 items on a 6-point Likert scale surveyed online on a sample of 154 students belonging to different ages, genders, years of study, and majors. The analysis of the data showed that Kurdish university students held neutral to mildly positive attitudes to the English language and English learning purposes. Nevertheless, they held slightly positive attitudes towards English language education policies. The study concludes that, although fundamental transformations have been achieved in the past two decades, the neutral attitudes show that efforts are yet to be made to satisfy students’ needs and desires, particularly with regard to the policies and practices that are currently adopted. This study, different from previous ones, reveals students’ attitudes towards English education policies whose findings are significant for English language education policymakers.

Austrian Language Policy on the rights to mother tongue education

Austrian Language Policy on the rights to mother tongue education The study focuses on Austria’s key language policies and legislations that have an impact on German as a state language as well as minority languages. The Federal Constitution of Austria contains the most important regulations protecting German and minority languages. The first three articles of Austria's Constitution are critical legislations for the protection of state and minority languages. The Austrian Federal Constitution requires ethnic communities to be protected and preserved. The study then goes on to explore the primary organisations and administrations responsible for the evolution of today's Austrian language policy. The system in Austria for safeguarding and promoting minority languages is typically well-developed. Austria has been an active participant in European programmes aimed at the protection of minorities. Ratification of the European Charter for Regional and Minority Languages is a critical step towards the European Union's integration. Austria signed and ratified the Charter in 1992 and 2001, respectively. Slovenians, Croats, Hungarians, Czechs, Slovaks, and Roma are the six indigenous ethnic minorities recognized in Austria. Austria issued its fifth evaluation report in 2023. This report was reviewed by the researcher using critical discursive analysis. Based on the facts gathered, Austria is a country that should be emulated in terms of minority safeguarding and protection; nonetheless, changes are needed in several areas. Keywords: language policy, language policy in education, minorities, minority rights, minority rights in Austria, Austrian language policy

Determinants of English Language Proficiency: A Multifaceted Analysis

This study investigates the determinants of English language proficiency among students at Panyapiwat Institute of Management (PIM) in accordance with the Common European Framework of Reference for Languages (CEFR) standards. The determinant factors under examination encompass students' attitudes, prior English language knowledge, information-seeking behavior, satisfaction with English language learning, teachers' expertise, teacher readiness, teaching methodologies, familial support, environmental factors, and international exposure. Data were gathered through a survey administered to 469 PIM students, and the analysis employed Partial Least Squares Structural Equation Modelling. The findings revealed that five significant factors influence PIM students' English proficiency, namely their prior English language knowledge, inclination toward seeking knowledge, teachers' expertise, classroom environment, and practical language usage experiences. Additionally, the research demonstrated a noteworthy impact of students' Grade Point Average (GPA) and the time dedicated to learning English on their CEFR scores. This study contributes to the field by shedding light on the multifaceted factors influencing English language proficiency among PIM students, offering insights that can inform language education strategies and policies. It emphasizes the importance of prior knowledge, information-seeking behavior, teacher quality, classroom environment, and practical language application in enhancing English language skills. Doi: 10.28991/ESJ-2023-SIED2-020 Full Text: PDF

Education Policy and Politics of Education-Globalization and ELT Policy in Japa

In order to be more competitive in global job market, many countries, such as Japan, have adjusted the education policies for preparing capable talents for globalization. English Language Teaching (ELT) policy in Japan is used as an example of contemporary education policy to illustrate the influence of globalization in education field within a country. The aim of this essay is using the ELT policy in Japan as an example to critically analyze how globalization has influenced the development of current education policy. Positivism has been used to guide the policy-making process.

Education Policy and Politics of Education-- Globalization and ELT Policy in Japan

In order to be more competitive in global job market, many countries, such as Japan, have adjusted the education policies for preparing capable talents for globalization. English Language Teaching (ELT) policy in Japan is used as an example of contemporary education policy to illustrate the influence of globalization in education field within a country. The aim of this essay is using the ELT policy in Japan as an example to critically analyze how globalization has influenced the development of current education policy. Positivism has been used to guide the policy-making process.

Neutrality as an analytical lens on language curricula? A data-based conversation on policies, discourses and their sociohistorical origins in Switzerland and South Africa

In this article, we analyse language education policy in two officially multilingual countries, Switzerland and South Africa, where the role of English has evolved vis-à-vis local “national” languages since the 1990s. Our focus is on language policy as a manifestation of social struggles and, with a particular emphasis on English, we explore current policy documents in these two very different contexts. Using “neutrality” as an analytical lens, we show that language policy goes beyond curricula and in-/exclusion of languages, and instead neutralises societal ideas in line with the vision of a “successful” future at a given sociohistorical juncture. Finally, we reflect on neutrality as a component of language ideologies, whereby specific languages are authorised for contingent and changing political goals, leading to consequences such as in-/exclusion of certain languages in education policy and unequal distribution of knowledge, resources and authority.

‘Unspeaking the empire’: disentangling the colonial legacy of English education in Australia

ABSTRACT In post-invasion Australia, English has been a key instrument of colonisation. English education was tasked with producing subjects both loyal to the Australian nation and the British Empire with little recognition given to people from other languages and cultures, least of all First Peoples. Despite Australia now being considered a successful multicultural nation, it remains haunted by the ‘white possessive’ of the Frontier. In this essay we interrogate the tensions between language education policy, curriculum, and practice arising from Australia’s incapacity to come to terms with its colonial wounds: an incapacity starkly revealed by the failure of the 2023 ‘Voice’ to parliament referendum.

Kielimaisemat kielikoulutuspolitiikan kohteena ja tekijänä kieliparikouluissa

This chapter examines the relationship between language ideologies, language education policies and linguistic landscapes in education. Our context is co-located Swedish- and Finnish-medium schools that share the school building but function as separate and administratively monolingual units. Basic education in Finland is organized separately for both national languages and the separation has been considered crucial to shelter Swedish as a de facto minority language. Therefore, co-located schools have raised some critical voices but more recently also increasing interest as multilingual learning environments. In this chapter, we examine co-located schools with a focus on linguistic landscapes and how they enable and constrain multilingual social practices and language learning. We conclude that even if co-located schools provide a linguistically diverse learning environment, the utilization of these linguistic resources for the purposes of language learning requires long-term planning.

Noaiwia

This article focuses on the linguistic landscape of Noaiwia, one of thirteen villages located on Nguna Island off the north coast of Efate, Vanuatu. It contributes to the understanding of the linguistic landscape of a small village in a previously undocumented rural setting in the understudied islands of Southeast Asia and Oceania. Using a corpus of photographs and detailed qualitative interpretation of the visual and verbal signs found around the village, the analysis first highlights the near absence of the island’s indigenous language in the public space. An analysis of the signage found at the school further suggests the exclusive presence and high status of the English language. A contrastive analysis also shows a different linguistic landscape from the one found in Vanuatu’s capital city Port Vila. Finally, the article looks at the presence of the Chinese language on a water tank, a reflection of China’s 21st Century Maritime Silk Road programme in the Pacific. The results are discussed in relation to the status of indigenous languages and Bislama, the islands’ lingua franca, language policy in education in Vanuatu, and language ideology in a globalised world.

Navigating power in multilingual classrooms: teachers’ engagement with language education policies

ABSTRACT Multilingual learners represent a tremendously diverse group encompassing various languages, cultures, ethnicities, and nationalities. However, the current U.S. educational system tends to overlook the linguistic diversity multilingual learners bring to the table and label these students as deficient in English proficiency. The narrow viewpoint fails to recognise the richness and complexity of students’ multilingualism, dismissing the cultural and linguistic assets and unique perspectives they offer. Consequently, multilingual learners are often placed in remedial or segregated programmes, perpetuating a cycle of marginalisation and inhibiting their academic success and social growth. This study explores how teachers conceptualise the language proficiency of multilingual learners and make deliberate pedagogical adjustments in their language classrooms. Guided by Butler’s concept of performativity and the production of identity, the analysis highlights that teachers’ perception of multilingual learners’ language proficiency exhibits both counter-hegemonic perspectives and limitations. The findings also reveal that teachers’ critical understanding of multilingual learners’ identities informs their implementation of critical pedagogies in classrooms. By amplifying teachers’ voices and bringing their perspectives into public discourse, the study aims to contribute to future research and inform policy developments that support multilingual students in equitable ways.

Impact of Teaching Oral Communication Strategies to Engineering Students at a South-Western Nigerian University

This study sought to examine the impact of teaching oral communication strategies on a cohort of ESL learners studying at the engineering faculty of a university in Lagos State of Nigeria. A quasi-experimental design was adopted to identify the cause-and-effect relationship between the teaching of oral communication strategies and the participants’ use of those strategies. Hence, an English-speaking task was administered twice to a group of seven undergraduate engineering students who, through snowball sampling, were non-randomly chosen from the engineering faculty at the aforementioned university. In-between the two phases of the speaking task, a four-hour training session on the use of oral communication strategies was conducted. Data were then collected through the participants’ responses to the spoken task and were transcribed and coded according to Tarone’s communication taxonomy. Using an independent sample t-test to analyse the data, the findings revealed a statistically significant increase in the participants’ use of oral communication strategies after the training. This implies that teaching oral communication strategies is impactful in improving the participants’ English-speaking competence. The research is concluded with a recommendation for further studies with large samples for more generalisable findings. This research will inform language education policy makers of the need to heighten second language learners’ and teachers’ awareness of oral communication strategies use via their incorporation in the language curriculum.

Exploring locally developed ELT materials in the context of curriculum-based value education in China: challenges and solutions.

The development of locally developed English language teaching (ELT) materials is believed to be conducive to meeting the requirements of local language education policies and practices, and to enhance learners' agency. In China, in order to implement national educational policy of curriculum-based value education, many locally developed ELT materials have been recently developed. However, there is a paucity of empirical research concerning the actual effects of such materials in practice. This study presents an empirical study of a recently developed set of teaching materials in the context of curriculum-based value education by adopting an approach consisting of questionnaires and interviews to examine the attitudes and experiences of users of these materials. The findings revealed a range of challenges in the use of these materials, including issues related to language and content of the materials, the integration of ideological and value elements, and the development of multi-dimensional teaching materials. The article then proposes possible solutions from the perspectives of optimizing the writing community, carefully selecting teaching materials, innovating the integration of ideological and political elements, and improving the development of multi-dimensional teaching materials. A framework for the evaluation of locally developed ELT materials is also proposed, with the intention of offering a useful benchmark for enhancing the development of such materials.

Intermediate Phase learner performance in English: A quantitative analysis

Background: According to the Progress in International Reading Literacy Study (PIRLS, 2006 with 87%, 2011 with 82%, 2016 with 78%, 2021 with 81%), an international reading comprehension assessment conducted at the Grade 4 level, South African learners perform very poorly in reading comprehension, even when reading in their African home languages.Objectives: To analyse learner performance in the Intermediate Phase (IP) focusing on English First Additional Language (EFAL) before and after the implementation of the Primary School Reading Improvement Programme (PSRIP) in Johannesburg West (JW) district. The study aims to analyse EFAL learning gains obtained during the pilot phase of the PSRIP in JW district.Method: Quantitative data (learner performance in EFAL) was collected from South Africa-School Administration and Management System (SA-SAMS) in six schools in JW. Learner performance marks from Term 1 before PSRIP was implemented and from Term 4 after PSRIP implementation were analysed quantitatively using System Analysis Program Development (SAP) data and analytics solutions.Results: Learner performance analysis based on the DBE pass rates indicates positive outcomes, learner performance increased in 3 out of 6 schools; however, based on the PSRIP pass rates, only 2 out of 6 schools managed to get 90% of their learners obtaining at least 50% in EFAL after PSRIP was introduced.Conclusion: Implementation of PSRIP affected learner performance positively; however, more support is needed to meet the PSRIP targets.Contribution: Based on these findings, there is a need to further investigate how (if at all) the PSRIP strategies can be used in other languages that are taught at IP level. Study results will inform language in education policies. Furthermore, the Department of Basic Education’s reading campaigns may adopt the benefits of the PSRIP in improving literacy development in other South African languages including the indigenous languages.

Developing intercultural competence in adult language learning through the multiliteracies approach

Intercultural communication plays a key role in our complex societies, where migratory flows remain consistent. An approach based on multiliteracies could help these citizens to integrate in a new territory. This study seeks to evaluate and synthesise the literature focusing on the pedagogy of multiliteracies to develop intercultural competence in adult language learning. A mixed-methods systematic review was conducted following the PRISMA protocol. Web of Science, Scopus and ERIC were searched from their inception up to January 2022. Critical appraisal was performed using the Mixed-Methods Appraisal Tool and the results were presented as a narrative synthesis. The results indicate that only nine qualitative studies were eligible for consideration in this systematic review. Moreover, a wide variety of didactic tools were employed to foster intercultural competence through a pedagogy of multiliteracies. However, at-risk-of-exclusion learners were misrepresented. Hence, future lines of research could include learners such as migrants in their study designs, as well as learners’ and educators’ perceptions. Educational language policies still need to consider the situation of present-day societies along with the promising approach of multiliteracies with regard to intercultural competence in adult language learning.

Multiliteracies and multilingualism in adult migrants

The communication paradigm has been restructured by globalisation and digitalisation, affecting the way we learn and adjusting language and literacy education. As adult migrants in urban contexts become socialised in learning environments with higher cultural complexity, a dynamic and flexible multiliterate and multilingual learning environment is needed in host countries to meet different needs. Of particular interest to the implementation of multimodal literacies is the consideration of recent advances in multilingualism proposed by the London Group mandate, which merges multilingualism and literacy. The aim of this study was to empirically investigate the interrelation of multiliteracy and multilingualism by conducting a systematic review that would shed light on how to grant ideological and implementational programmes for multilingual language education policy and practice in multiliteracy contexts. The study followed the PRISMA protocol to answer three research questions: RQ1: Has previous research incorporated multilingualism / plurilingualism into multiliteracy models for studies with adult migrants? RQ2: What research methods have been used for studies with adult migrants? RQ3: What is the quality of the research methods? Our results show that multilingualism is embedded in the various models of multiliteracy. However, the epistemological tradition in the field of multilingualism does not seem to have had a significant impact on the implementation of new educational programmes that meet the needs of adult migrants. We also found that quantitative research has rarely been used, and that there is a need to raise quality standards of research in this sub-discipline by reducing bias in the processes of designing, conducting and reporting research.

Crossing the linguistic causeway: Ethnonational differences on soundscape attributes in Bahasa Melayu

Despite being neighbouring countries and sharing the language of Bahasa Melayu (ISO 639-3: ▪), cultural and language education policy differences between Singapore and Malaysia led to differences in the translation of the “annoying” perceived affective quality (PAQ) attribute from English (ISO 639-3: ▪) to ▪. This study expands upon the translation of the PAQ attributes from ▪ to ▪ in Stage 1 of the Soundscapes Attributes Translation Project (SATP) initiative, and presents the findings of Stage 2 listening tests that investigated ethnonational differences in the translated ▪ PAQ attributes and explored their circumplexity. A cross-cultural listening test was conducted with 100 ▪ speakers from Malaysia and Singapore using the common SATP protocol. The analysis revealed that Malaysian participants from non-native ethnicities (▪) showed PAQ perceptions more similar to Singapore (▪) participants than native ethnic Malays (▪) in Malaysia. Differences between Singapore and Malaysian groups were primarily observed in stimuli related to water features, reflecting cultural and geographical variations. Besides variations in water source-dominant stimuli perception, disparities between ▪ and ▪ could be mainly attributed to ▪ scores. The findings also suggest that the adoption of region-specific translations, such as ▪ in Singapore and ▪ in Malaysia, adequately addressed differences in the ▪ attribute, since significant differences were observed in one or fewer stimuli across ethnonational groups. The circumplexity analysis indicated that the quasi-circumplex model better fit the data compared to the assumed equal angle quasi-circumplex model in ISO/TS 12913-3, although deviations were observed possibly due to respondents' unfamiliarity with the United Kingdom-centric context of the stimulus dataset. Furthermore, the alignment between Stage 2 listening tests and quantitative evaluation of attributes in Stage 1 revealed biases in the ▪–▪ dimension across ethnonational groups. This study provides insights into the perception of PAQ attributes in cross-cultural and cross-national contexts, facilitating the culturally appropriate adoption of translated PAQ attributes in soundscape evaluation.

Settler-Colonialism, Israelisation and Learning Hebrew in School from an Early Age: Attitudes of Indigenous Palestinian-Arab Parents in Israel

Considering the current policy and the reality of the Israeli-Palestinian conflict, teaching modern Hebrew from an early age to Palestinian-Arab pupils in Israel is a breakthrough in the Palestinian-Arab language education policy. It has far-reaching educational, cultural, political, and ideological consequences. The creation of modern Hebrew was central to the Zionist settler project in Palestine. Hebrew language education among Palestinian-Arab pupils has undergone radical changes regarding when and why they should begin learning the language. These topics have not been treated sufficiently in the existing literature. This paper will examine the perceptions of the parents of young Palestinian-Arab pupils regarding learning Hebrew from kindergarten onwards. Using a semi-structured interview protocol carried out via Zoom, eighteen parents were interviewed about various issues related to learning Hebrew from an early age, and the arising results were subsequently analysed. The issues concerned pedagogical, social, economic, political, and ideological factors influencing the parents’ perceptions of the topic under analysis: a) a need — integrating into Israeli society; b) a difficulty — Hebrew as a burden on the learner; and c) impingement — maintenance of, and threats to Palestinian-Arab identities.