English Language Policy Research Articles

Language development vs language support: a critical discourse analysis of two Australian universities’ policies on student linguistic capabilities

ABSTRACT Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes, 59, 101156, https://doi.org/10.1016/j.jeap.2022.101156). Some universities have addressed the need to formalise language improvement by formulating English language policies. This article assesses the effectiveness of two Australian university English language policies – one focusing on language support, and the other focusing on language development. By synthesising the capability approach with critical discourse analysis (CDA), the article presents a qualitative evaluation of the linguistic capabilities and practical argumentation of these policies. The article argues that the development-focused policy appears more likely to maximise English improvement since its larger set of linguistic capabilities stands a greater chance of fostering freedom of choice, and its coherent practical argument could establish a clearer understanding among all policy stakeholders. The article considers the implications of this finding for university policy making.

Crossing the frontier from oral to written translanguaging for epistemic access in natural science

Background: South Africa’s Language-in-Education Policy (LiEP) provides for bi/multilingual education, but schools are only supported to choose monolingual English language policies from Grade 4 and ignore the learners’ home language or languages as resources for learning. Many teachers translanguage orally, using the learners’ home language and English to make learning more meaningful but seldom extend this to written translanguaging.Objectives: Research was conducted to document the process and effects of a teacher development project, translanguaging-for-learning (L4L) which supported teachers in developing translanguaging pedagogies to improve learner access to the curriculum and to develop academic bi-literacy.Method: This article focuses on the development of one senior phase (Grades 7–9) natural science teacher who participated in the L4L project. Data were collected following an ethnographic approach in workshops and classrooms through observation, interviews, photos, videos, and learners’ workbooks.Results: The research illustrates how with workshop engagement, mentoring support and the provision of multilingual dictionaries, a teacher’s bi/multilingual languaging skills were legitimised and mobilised to engage learners in knowledge construction, both orally and in writing. Classroom interaction shifted from being teacher-led to being more learner-centred and bilingual, providing opportunities for biliteracy, and identity affirmation.Conclusion: The findings illustrate improved learning opportunities through planned, systematic translanguaging pedagogies.Contribution: The research suggests a model for bi/multilingual education and teacher development that recognises African languages as important resources for learning to further linguistic equity, access, and social justice.

Iranian English language policy and learner’s identity formation: a reflective study

Iranian English language policy and learner’s identity formation: a reflective study

Contemporary translingual English language policy and practice in Indonesia

Contemporary translingual English language policy and practice in Indonesia

The national press & its framing of Singlish: print media as a language planning and policy tool

ABSTRACT This article explores a significant gap in research on Singlish by examining The Straits Times (ST) as a language planning and policy tool. Using representation theory, legitimisation theory, and framing, it analyzes ST’s media coverage of Singlish across two periods. The article demonstrates how ST has not merely reported on Singlish but has actively engaged in status planning by legitimizing Standard English and delegitimizing Singlish. It argues that while ST does not formulate Singapore’s English language policy, it plays a crucial role in shaping public attitudes and containing Singlish. By analyzing ST articles, the article reveals how Singlish was initially portrayed as a ‘bogeyman’ but later acknowledged for its identity functions, suggesting a shift in how Standard Singapore English and Singlish are perceived in different social contexts.

From Policy to Practice: How English Teachers Bridge the Gap in the Classroom

This article explores teachers' implementation of the English Language Policy in Indonesian schools, as it has changed significantly in the last decade. We conducted this study in four public schools in the town of Banjarnegara and one private school in the town of Wonosobo, Central Java Province, Indonesia. In this study, we employed a descriptive-qualitative method. The data were obtained through interviews. The study addresses three research questions, i.e. how is the school policy on English Language Teaching; how is the teachers’ planning on English Language Teaching; and how do the English teachers implement the policy and planning in their teaching. One school principal and five EFL teachers were interviewed for this purpose. The findings indicate that teachers’ attitudes towards English as a foreign language are influenced by their beliefs and government policy. Moreover, teachers use the curriculum to plan methodically, receive direction, and enhance their expertise. The Merdeka Curriculum allows teachers to use differentiated instructions and various approaches in learning activities, focusing on essential materials and creating a meaningful environment.

The Current Scenario of English in Education in Rojava: Policy, Implementation and Implications

Recent changes in English language education in Rojava have led to a need for understanding the challenges faced by teachers in Rojava’s universities. This qualitative study combines in-person and online interviews with four English teachers and an analysis of university documents to identify the key challenges in implementing English language policies in Rojava today. The study reveals significant obstacles, including financial constraints, overcrowded classrooms, and concerns about teacher quality. To address these challenges, the study suggests comprehensive training programs for English language teachers, improving their English communication skills, pedagogical training, and technology integration into English language classes. By tackling these issues, Rojava’s universities can improve their English language policies and overall English language education. Limitations and future research suggestions are discussed in the article.

Launching TESOL Today: A New Hub for English Language Education Research

As an academician, I have always believed that I have to allocate time for editorial services to profession in the field of my work. That said, I attempted to launch a new journal in the field of English language education in Kurdistan with the help of a public university, but the attempts remained unsuccessful for a number of reasons. My driving interest of working for scientific journals pushed me to work as an editor and reviewer for a few journals over the past few years with the dream of learning how to become familiar with editorial services in the line of my work, and eventually launch a new journal in the field of English language education research. Over the past two decades, an increasing number of Kurdish scholars and researchers have turned their interest and attention into the English language education phenomenon, investigating its learning and teaching in the context of Kurdistan. However, researchers in the field of English language across the region did not have a venue to publish their research findings and contributions with journals specifically designed for the English language education research. The reason for this was that all the journals published by public and private universities publish broadly-defined subjects and disciplines in humanities and social sciences, leaving no specific rooms for English language research only. As such, the main driving force to launch TESOL Today came from the understanding that no journals in the field of TESOL and Applied Linguistics exist neither in Iraq nor in Kurdistan to date. However, it is worth mentioning that TESOL Today doesnot aim to remain within the context of Iraq and Kurdistan. Rather, the journal seeks to publish a wide range of perspectives on English language internationally. Based on this, TESOL Today covers a comprehensive range of topics within the field of English language teaching and learning including, English language planning and policy, innovative methods in English language teaching and learning, curriculum design and materials development, pragmatics instruction in ELT, and technology integration into English language classroom, to name a few. Responding to the rising scholarly interest in the field of English language, we are launching TESOL Today with the ambition to become a hub for TESOL and Applied Linguistics researchers across the globe. In other words, TESOL Today aims to become an international room for researchers of TESOL and Applied linguistics in the world. We also intend to be a teaching journal to less experienced researchers who work hard to get their research findings published. TESOL Today; therefore, encourages submissions of empirical and theoretical scholarship from younger and novice researchers that contribute to the professional knowledge base of TESOL, promoting a collaborative exchange of ideas that can inform and shape future practice and policy in English language education. The journal is committed to upholding rigorous academic standards while embracing innovative research that challenges traditional paradigms and promotes progressive teaching methods. While it is our hope that TESOL Today will be especially useful to younger scholars, we also encourage seasoned scholars to submit their research findings to TESOL Today. We intend to continue to serving as a prime venue for the development of English language research through publishing original contributions and exciting new research by figures in the field. As such, we humbly feel this journal will play a key part in the increasing academic respectability of researchers all over the world. In doing so, we are committed to bring this journal into a higher level of scholarship and get it indexed by international databases including Clarivate Analytics and Scopus. In our endeavor, we are fortunate to be supported by an editorial team of members across different countries who work hard in pursuit of the success of TESOL Today. We work together closely to enrich the journal and shape its development, engagement and its future. However, we continue to strive for adding new members to our board. In closing, then, we extend our sincere invitation to TESOL and Applied Linguistics researchers across varying geographical areas around the globe to join us and submit their research and shape TESOL Today into a path-breaking academic journal by addressing different critical questions in the field of TESOL and Applied Linguistics.

English Language Policy in Cyprus under the British Empire Period and it is Impact on Current Sustainable Education Policies

In this research, the foreign language education policy of Cyprus, which was under British rule between 1878 and 1960, with a special reference to the English Language and its reflection on the present day were examined. The study on the period in question is based on a qualitative analysis of British archival documents and domestic sources. As the history of Cyprus, it is still possible to see especially traces of the education policy formulated by the British who ruled the island in the 19th and 20th centuries. In the early years, relatively minor attempts at colonialism were made compared to other British colonies, as the British gave the colonies the autonomy to govern their own languages and educational systems. The influence of the colonial power’s language, particularly in the Cypriot education system, started to be noticed after the 1930s when the political agenda changed and the British attitude changed. As a result, during the colonial period of the United Kingdom in Cyprus, the British tried to bring the education of the society, which was obtained as a result of education, to a common point by gathering it in a central structure.

Innovative Approaches to English Language Teaching in Indonesian Public Islamic Schools: Insights and Challenges

Background: In Indonesia's public Islamic secondary schools, English Language Policy and Planning (ELPP) faces challenges such as resource limitations, a lack of qualified educators, and a non-standardized curriculum. However, despite these challenges, compared to ASEAN peers like the Philippines, Indonesia's approach lacks focus on student-centered learning, underscoring the need for enhanced ELPP strategies. Methodology: Four English language teachers and one headmaster participated as respondents in this research to provide comprehensive data findings. Data were collected through interviews conducted over the course of one month, employing guided questions. Subsequently, descriptive analysis was utilized to analyze the data. Findings: English's mandatory integration in secondary education, especially in Madrasah Tsanawiyah, highlights its crucial academic role. Analyzing educational policies and curricular shifts, from competency-based to the Merdeka curriculum, showcases Indonesia's deliberate push for English proficiency. Interviews stress the Merdeka Curriculum's CEFR alignment, prioritizing student empowerment through learner-centered methods and technology. Despite efforts, challenges remain in public Islamic schools, with teachers advocating for supportive environments due to limited exposure and resources. Conclusion: The complex nature of these challenges necessitates the cooperation of politicians, educators, and administrators to establish an atmosphere that promotes successful English language acquisition while also honoring Indonesia's distinct cultural and linguistic diversity. Originality: This study uniquely explores ELPP in Indonesia's public Islamic secondary schools, highlighting the balance between English proficiency and cultural preservation, offering fresh insights into the ELPP discourse in a multicultural and multilingual context.

A Bilingual Longitudinal Analysis of Privacy Policies Measuring the Impacts of the GDPR and the CCPA/CPRA

Privacy policies are the main mechanism for websites to describe their practices in collecting and processing visitors' personal data. Their format and content are subject to legal requirements that have changed due to recent new privacy regulations including the General Data Protection Regulation (GDPR), California Consumer Privacy Act (CCPA), and California Privacy Rights Act (CPRA). Studying how privacy policies are adapted to such regulatory change can help identify shortcomings in implementing the law and inform future legislatory initiatives. Existing work in this area mostly studied effects of the GDPR on privacy policies or the "Do Not Sell My Personal Information" link mandated by the CCPA. Methodologically, insights were mainly drawn from English-language privacy policies using keyword-based analyses or machine learning classifiers. In this work, we address this research gap and conduct a bilingual study of privacy policies in English and German that investigates the effects of the GDPR and CCPA/CPRA on privacy policy content, using established methods from corpus linguistics that are language-independent and do not rely on keyword lists or classifiers that may date quickly. We find that, unlike for the GDPR, the CCPA's requirements were not yet widely implemented when it first became enforceable but only with its amendment, the CPRA. Before that, websites used more than 60 variants of the "Do Not Sell" link instead of the mandated wording and did not prominently reference individual rights granted by the CCPA/CPRA. While companies outside California and the US did adapt their disclosures to the CCPA/CPRA, this was limited to English-language policies and did not spill over to policies in German. For GDPR enforcement, we find websites to increasingly rely on legitimate interests to justify data collection, raising concerns whether individuals' interests in the privacy of their personal information are still sufficiently considered.

Ali Jalalian Daghigh, Jariah Mohd Jan, & Sheena Kaur (eds.): neoliberalism of English language policy in the Global South

Ali Jalalian Daghigh, Jariah Mohd Jan, & Sheena Kaur (eds.): neoliberalism of English language policy in the Global South

English language policy in Algeria: Perspectives of university teachers and students

This study explores the implications of the current foreign language policy in Algeria by holding evidence from the Algerian government practices and the Algerians’ beliefs and views. The study also responds to the call of Maraf and Osam (2022a) to study neoliberalism as a possible outcome of the English wave in Algeria and considers further implications of linguistic imperialism as an additional outcome. To do so, the study follows a concurrent mixed methods research design that relies on the contribution of 200 Algerian university students who participated in a questionnaire (amongst 20 who participated in semi-structured interviews) who are affiliated with sixty-four Algerian universities, and 20 university teachers through semi-structured interviews. The study concludes that English is a tool leading to neoliberalism in Algeria and that English poses a threat of unnoticed linguistic imperialism that is already visible in the practices of certain youth groups. These conclusions are a roadmap for future problems similar to shadow education and language shift.

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.

The Policy Implementation of English for Academic Purposes Teaching at Mongolian National University of Education

Professional English training differs from general English training in that it is learning-centered, content-based, and aimed at developing competencies. By developing the skills that can be transformed and applied anywhere through learning-centered training, non-language professional English training meets the needs of society. However, in order to work in organizations and companies that are recognized worldwide in their profession, there is a lack of knowledge of English, the language of global business communication, and it is not enough to train good personnel in their profession alone, and it is a pressing issue to improve professional English training to meet the needs of today's society. This research article aims to analyze the policy and implementation of our government's professional English language policy until 2015, and to determine the current status of non-professional English language training at MSU. The results of the study show that the policy adopted by the Mongolian government on English language training is sufficient, but its implementation is not sufficient.

The (In) famous English Language Policy in Pesantren: What We Already Know and What Remains Unknown

The development of English language instruction ought to align to a well-established educational system that aims to produce students with proficient English language skills. Pesantren, which are educational a institutions that are well-known for their capacity to provide high-quality English language instruction, serve as an illuminating study in this context. This study investigates the goals, practical implementations, and challenges associated with English language instruction in pesantren. In this study, researchers used triangulation to boost the validity and reliability of the findings in investigating English language instruction in pesantren. By combining several data sources, such as document analysis and a semi-structured interview, researchers may construct a cohesive and comprehensive picture of the research subject. Additionally, it investigates the intricate relationship between the various factors that influence students' command of the English language. English language teaching and learning in pesantren operate in a multifaced practices, with each component fulfilling specific roles and functions that are tightly aligned with the overarching goal of English learning. Since each component fulfills a different set of roles and functions, students are able to not only acquire the necessary linguistic competence but also develop effective communication skills, which enables them to flourish in the interconnected and globalized world of today. The interdependence of all facets of teaching English as a foreign language is painstakingly orchestrated, and institutional conditions provide a stable and dependable foundation for this. This study sheds light on the complexities of English language instruction in pesantren and emphasizes the importance of continuous reflection on the purpose of English by examining these key aspects.

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.

Individual-Based Model use in Marine Policy

ABSTRACT Individual-based models (IBMs) are increasingly used in marine conservation research, making this is an ideal time to assess IBM use in marine policy. IBMs can contribute important information to marine management and policy questions, as they offer complex methods of understanding ecosystems and animal behaviour, by allowing for heterogeneity in both individuals and environments. A review of 108 international peer-review publications utilizing marine IBMs was conducted using Web of Science (WoS). It was determined that 55% of the WoS articles claimed that the IBMs were relevant or important to marine conservation policy or management. A relevant English-language policy document was located for 83% of the IBMs, but only 32% were cited, while 85% of the same policy documents cited a different, non-IBM, modelling method. A separate survey of 175 policy documents from the Government of Canada was conducted. Of the 60 that contained citations, zero documents cited an IBM, while 75% cited a different modelling method. Of 407 webpages reviewed from the National Oceanic and Atmospheric Administration, the New Zealand Department of Conservation, and the UK Government website, only 4% referenced IBMs. This research demonstrates that, despite claims of usefulness by researchers, IBMs are not used to inform policy, while other model methods are commonly cited. Modellers should not assume that their model will inherently be useful for policy and should instead ensure that they are: 1) addressing a policy need; and 2) making the information accessible to policymakers by crafting a communication plan and/or joining a relevant boundary organization.

Implementation of New English Language Policy in Saudi Context: Perceptions, Challenges, and Remedies

With the advent of Saudi Vision 2030 implementation, the internationalization of the Saudi education system has invigorated significant alterations in teaching and learning practices specifically concerning English language teaching. Since the beginning of 2021, under the new language policy, English has been taught from Grade 1. The aim is to meet the persisting global educational, job, business, and linkage challenges by educating and training the youth in English as the focal tool for future advancement. However, the realization of these objectives depends on various sociocultural factors. The perceptions of the important stakeholders such as teachers, the suitability of the EFL curriculum, and the professional training of EFL teachers can perform a pivotal role in achieving or undermining these goals. Also, teaching practices in real contexts can pose multiple unforeseen challenges and hurdles. This research intended to explore the perceptions of EFL teachers in introducing English as early as grade 1, their practices, and the practical challenges this new policy poses in its effective implementation. To achieve the said objectives, a tailored-made questionnaire comprising quantitative and qualitative items was administered. The detailed analysis highlighted many aspects of concern such as the lack of professional training for EFL teachers, unsuitable and incompatible curriculum, neglection of communicative skills, etc.

A socio‐historical analysis of English in Libya

AbstractPolitical instability has been a mainstay in Libya since the Italian occupation in 1911. In the intervening years, the shifting political landscape has had an undeniable influence on the presence of English in the country. In this paper, I argue that Libya presents an ideal case study for Kachru's Concentric Circles of English, where ‘linguistic ammunition’ (Kachru, 1986: 121) is used to manipulate and control the masses and spread anti‐Western sentiment in this expanding circle country. To provide a much‐needed socio‐historical context for a country whose English language and linguistic history remains understudied (Hillman et al., 2020), this paper touches on key events in Libya's political history that have influenced the status of English and language use; from the Italian colonization, to Qaddafi's decade‐long ban of English, to the 2011 Revolution, and beyond. This paper is divided into six sections: (1) critical approaches to language policy (Tollefson, 1991) and Foucault's governmentality approach (1991); (2) demographic and geographic description of Libya; (3) historical and political overview; (4) educational language policy and the development of the education system; (5) English language policy in Libya (the ban on use of English in 1986 following the 1969 coup that brought Qaddafi to power and the reintroduction of English in the mid‐1990s); and will conclude with (6) English language in post‐Qaddafi Libya. Understanding these key moments in Libyan political history will provide the context needed to understand how a generation of Libyans found themselves without the linguistic skills necessary to compete in the global economy.