English Language Policy Research Articles

Content Analysis of Language-Sensitive Recruitment Influenced by Corporate Language Policy Using Topic Modeling

Language-sensitive recruitment is a language management tool frequently used by corporate organizations. However, its relationship with corporate policy is lacking; hence, this study aims to consider language-sensitive job advertisements from a computational text analysis perspective and explore the match (or mismatch) between language-sensitive recruitment (English, Japanese, or bilingual) and corporate language policy. This study uses corpus methods combined with topic modeling and text analysis to investigate the influence of corporate language policy on the textual practice of language-sensitive recruitment in a Japanese multinational corporation (MNC). This study finds a considerable discrepancy between recruitment needs and corporate language policy. It also finds that bilinguals still play a key role in crossing language boundaries 10 years post-mandate of the English language policy in this Japanese MNC. The study contributes to business language by exploring an additional scenario for linking language competency with actual recruitment needs. Thus, this study sheds light on the implementation of language-sensitive recruitment in a multilingual corporate context, affecting the communication patterns and recruitment tactics.

A scoping review of genetics and genomics research ethics policies and guidelines for Africa

BackgroundGenetics and genomics research (GGR) is increasingly being conducted around the world; yet, researchers and research oversight entities in many countries have struggled with ethical challenges. A range of ethics and regulatory issues need to be addressed through comprehensive policy frameworks that integrate with local environments. While important efforts have been made to enhance understanding and awareness of ethical dimensions of GGR in Africa, including through the H3Africa initiative, there remains a need for in-depth policy review, at a country-level, to inform and stimulate local policy development and revision on the continent.MethodsTo identify and characterize existing ethics-related guidelines and laws applicable to GGR across much of Africa, we conducted a scoping review of English language policy documents identified through databases, repositories, and web searches. Thirty-six documents were included and coded using a framework that contained a range of themes across five analytical categories: (1) respect, (2) beneficence, (3) justice, (4) independent oversight, and (5) bans and prohibitions. Data analysis software (NVivo 12) was used to organize, code, and tabulate information according to document characteristics and topics. Illustrative examples of policy requirements were selected for inclusion.ResultsDocuments that met inclusion criteria spanned 20 years; published between 1996 and 2018, with the majority (58%) published after 2009. About two-thirds were denoted as “guidelines,” and slightly more than half were non-exclusive to GGR. Very few (six) country-level documents identified were specific to GGR. Requirements related to the principle of “respect” appeared most often across all documents, relative to other principles and processes. The most commonly stated ban was on reproductive cloning. Other prohibitions applied to germline editing, undue inducements in research, sample use for commercial purposes, employee mandatory DNA testing, fetal sex selection, stem cell use, eugenics, and research without public health benefits.ConclusionsEnforceable policies that are indispensable to the ethical conduct and review of GGR are either deficient or missing in many African countries. Existing international, GGR-specific ethics guidelines can be used to inform GGR policy development at a country-level, in conjunction with insight from country specific ethics committees and other local stakeholders.

English Language Policy in Relation to Teachers and Teacher Educators in Latvia: Insights from Activity Systems Analysis

The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.

КАК ПОВЫШИТЬ КАЧЕСТВО ПРЕПОДАВАНИЯ ПО АНГЛИЙСКИМ ОБРАЗОВАТЕЛЬНЫМ ПРОГРАММАМ В УНИВЕРСИТЕТЕ? ПРАКТИЧЕСКИЙ ПРИМЕР ИЗ ТУРЦИИ

In recent years, the rapid developments in science and technology, the widespread use of mass media, the increase in cultural and commercial relations have made the learning of foreign languages a necessity for communication among the nations of the world. The growth of EMI (English Medium Instruction) programs in Higher Education is evident all over the world. There are 100% EMI programs in an increasing number of higher education institutions in countries whose mother tongue is not English. There is a similar trend in Turkish Higher Education Institutions in terms of the importance given. However, starting education and training without providing the necessary infrastructure for universities to open EMI programs causes questioning of the quality in this field and the emergence of various problems. In this study, the efforts to become an international university by increasing the quality of EMI programs in a state university were examined with a case study pattern. Research data were obtained through focus group interviews, observations, and document reviews. The data were analysed using text analysis. Research findings were condensed into three themes, namely English Language Policy, Continuing Professional Development, The English Language Curriculum. The result of the study shows that any university in Turkey should firstly create the EMI policy in written form to reach the level of competition at the international level. In addition, the university should include this policy in its general strategy, prepare a curriculum for this purpose, and support its academic and administrative staff with continuous professional development.

Englishes in the Expanding Circle: Focus on Asia

In Kachrus original classification, the countries of the Expanding Circle were those where English was learned primarily as a foreign language in schools. English did not play an institutional role within the country. As such they were norm-dependent countries relying on exonormative native speaker standards as models and targets for learners of English. In recent years, however, the role(s) of English in many Expanding Circle countries of Asia - these include the economic powerhouses of China, Japan and South Korea - have increased exponentially both within the countries (as English becomes increasingly important as a language of education, for example) and between the countries as a lingua franca (English has been enshrined as the sole working language of the Association of Southeast Asian Nations (ASEAN), for example). The aim of this article is to describe how these roles of English in the Expanding Circle countries of Asia have developed. I shall focus on the role of English as a language of education in describing how the role of English has developed within countries and on the role of English as a lingua franca in describing how the role of English has developed between the Expanding Circle countries of Asia. I shall conclude by considering the implications of these developments for English language education pedagogy and policy.

TERTIARY LANGUAGE PLANNING AND CAREER DEVELOPMENT: CHALLENGES TO VIETNAMESE STUDENTS

Research in the field of English language education has shifted towards interrogating the real role of English in development across disciplines and countries. Vietnam English language policy, especially the National Foreign Languages Project (The NFL Project), have promoted English as a key success factor for Vietnamese students in the labour market as well as the well-being of the nation. This paper focuses on examining the notion of development which investigates the roles of English in Vietnamese tertiary students’ employability. The researchers conducted 527 surveys with tertiary students in four university in the North Vietnam. Moreover, five students and three EFL tertiary instructors from each institution were selected to participate in a follow-up semi-structured interview (N = 32). The results indicated students’ limited level of confidence in both their English skills as well as career-related skills performed in English. In other words, students showed their lack of sufficient English for employability purposes. Aligning the research results with the promising and well-intended agendas of ELP and The NFL Project illuminates a clear mismatch between English and employability. In reality, the relationship between English language education and career development is highly complex and contested, which may influence students’ full development in the long run. Towards the end, the paper offers suggestions for improving pedagogies, policies and practices to promote English as one of vital employability skills for multifaceted personal and national developments.

Problematizing EMI language policy in a transnational world

Language policies generally seek to establish, regulate, and conform linguistic practices – whether explicit or implicit – that occur within an ‘authorized’ domain. While there are multiple levels (societal, institutional, and interpersonal) at which such policies are enacted (Hornberger & Johnson, 2007), academic institutions are often significant policy arbiters as they serve as crucial switchboards (Blommaert, 2010; De Costa, 2010) that connect policies at the societal and interpersonal levels. In particular, English medium of instruction (EMI) policies that mandate English as the primary means of academic content delivery have played a pivotal role in enabling universities in countries such as Bangladesh (Rahman & Mehar Singh, 2019), China (e.g., Hu, 2009; Song, 2019; Zhang, 2018), Saudi Arabia (Barnawi, 2018; Phan & Barnawi, 2015), and Vietnam (Phan, 2018) to establish themselves on the world stage and engage with the global community. Even though several scholars (e.g., Coleman, 2006; Jenkins, 2019a; Knight, 2013, 2016; Macaro et al., 2018) have investigated EMI policies across different contexts, the following central question concerning these policies still persists: in what ways has the implementation of EMI policies transformed the higher education sector, and subsequently affected primary social actors, such as students, teachers, and administrators embedded within these shifting contexts? These concerns, we posit, are amplified by the transnational movements of people and institutions (Duff, 2015) and the ever-increasing speed and agility with which TESOL as a field has to respond to the shifting tides of globalization (Barnawi, 2020). Given this conspicuous gap in an ever-evolving English language policy landscape, we set out to critically review previous works that have examined the implementation of EMI policies within atransnational higher education(TNHE) context. TNHE is characterized by the transformation of higher education across the globe (Knight, 2013; Kosmützky & Putty, 2016) as Western-based universities export models – driven by a neoliberal agenda to maximize financial profit – through the establishment of overseas branch campuses. In reviewing works that examine TNHE, we aim to stimulate dialogue on this contemporary phenomenon.

Is patient-centred care for women a priority for policy-makers? Content analysis of government policies

BackgroundConsiderable research shows that women experience gendered disparities in healthcare access and quality. Patient-centred care (PCC) could reduce inequities by addressing the patient’s clinical and personal needs. Healthcare policies can influence service delivery to optimise patient outcomes. This study assessed whether and how government policies recognise and promote PCC for women (PCCW).MethodsWe analysed the content of English-language policies published in Canada from 2010 to 2018 on depression and cardiac rehabilitation – conditions featuring known gendered inequities – that were identified on government websites. We extracted data and used summary statistics to enumerate mentions of PCC and women’s health.ResultsWe included 30 policies (20 depression, 10 cardiac rehabilitation). Of those, 20 (66.7%) included any content related to PCC (median 1.0, range 0.0 to 5.0), most often exchanging information (14, 46.7%) and making decisions (13, 43.3%). Less frequent domains were enabling self-management (8, 26.7%), addressing emotions (6, 20.0%) and fostering the relationship (4, 13.3%). No policies included content for the domain of managing uncertainty. A higher proportion of cardiac rehabilitation guidelines included PCC content. Among the 30 policies, 7 (23.3%) included content related to at least one women’s health domain (median 0.0, range 0.0 to 3.0). Most frequently included were social determinants of health (4, 13.3%). Fewer policies mentioned any issues to consider for women (2, 28.6%), issues specific to subgroups of women (2, 28.6%) or distinguished care for women from men (2, 28.6%). No policies included mention of abuse or violence, or discrimination or stigma. The policies largely pertained to depression. Despite mention of PCC or women’s health, policies offered brief, vague guidance on how to achieve PCCW; for example, “Patients value being involved in decision-making” and “Women want care that is collaborative, woman- and family-centered, and culturally sensitive.”ConclusionsDespite considerable evidence of need and international recommendations, most policies failed to recognise gendered disparities or promote PCC as a mitigating strategy. These identified gaps represent opportunities by which government policies could be developed or strengthened to support PCCW. Future research should investigate complementary strategies such as equipping policy-makers with the evidence and tools required to develop PCCW-informed policies.

The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis

ABSTRACT The Common European Framework of Reference for Languages (CEFR) has long been considered a global policy in language education. It has been borrowed and adopted by different polities across the world. However, it is still not clear why the CEFR, intended for European usage, has become a ubiquitous tool for overhauling the quality of teaching and learning English in many education contexts. In this paper, we examine the CEFR in Vietnam in order to gain an understanding about the underwritten socio-economic and political conditions, which induced the employment of this global language education framework. The paper proposes to consider the borrowing of the CEFR in Vietnam as a socially constituted phenomenon to elucidate the historical and social background of its local adoption. We argue that the Vietnamese authorities’ decision to adopt the CEFR can be explicated on the basis of at least three sociocultural conditions: (1) recent changes in English language policy; (2) need for concrete economic and political innovations, and current efforts to reform higher education; and (3) the current tendency for administrators to look outwards for solutions to domestic issues in contemporary Vietnam.

Experiences and practices of English as a lingua franca communication in the international university: An integrative view of student voices

Abstract Students’ experiences and practices regarding English as a lingua franca (ELF) have been central to the discussion in research on intercultural communication in academia as it provides the basis for English language policy and practices in the international university. To date, however, few previous studies have explored diverse factors for perceptions of ELF communication with a single framework. To fill this gap, this study provides the integrative research model for perceptions and behaviours regarding ELF communication in the international university context, using Theory of Planned Behaviour. It further explores the effect of those factors on actual intentions to engage in ELF communication. Data were collected from 232 questionnaires and seven interviews on the offshore campus of a Hong Kong university in mainland China. Findings showed that factors such as acceptance, social expectations, the sense of control over linguistic knowledge for intercultural communication, and self-esteem had significant effects on intentions. The study concluded that ELF speakers’ decision-making process to engage in ELF communication is not simply based on individual behaviour, but on social performance in academic communities of practice. This study suggests academic and educational implications for incorporating the ELF perspective into English language policy and practices in the international university.

Factors Impacting the Sustainable Development of English Language Policy in Bangladesh: A Review

Factors Impacting the Sustainable Development of English Language Policy in Bangladesh: A Review

Korean Pre-Service English Teachers’ Attitudes toward English as an Academic Lingua Franca

In the current literature, Korean pre-service English teachers’ attitudes toward English as an academic lingua franca (ELFA), have been underexplored even though they are considered an influential group in terms of social acquisition of English in South Korea. This paper is to explore pre-service English teachers’ attitudes and behavioral intentions regarding the use of English as a lingua franca in the South Korean academic setting. A survey method was used to collect data from 65 pre-service English teachers in a comprehensive university in Seoul. The results showed that the participants showed high intrinsic motivation but displayed relatively lower extrinsic motivation. In addition, it was found that they had ideologies of native English (NE) and provided relatively positive behavioral attitudes and intentions regarding the use of ELFA. Further analysis revealed a strong correlation between intrinsic motivation and ideologies of NE. This result indicates that despite their open-mindedness to ELFA, they still considered the native speaker model to be a norm of learning English. The findings of this study would shed light on the English language policy of higher education institutions in South Korea.

Effects of PWIM in the ESL Classroom: Vocabulary Knowledge Development Among Primary Malaysian Learners

The present quasi-experimental study examined the impact of pictures, via a modified version of Emily Calhoun’s (1999) Picture Word Inductive Model (PWIM), on the English vocabulary acquisition of Malaysian Year 1 pupils in a rural national primary school. Meara and Buxton’s (1987) Yes-No Recognition Test (YNRT) was adapted and further tested for reliability to measure the recall and retention of subjects’ vocabulary size. A total of 60 subjects participated in the research, comprising two intact classes; one class formed the Experimental group and the other formed the Control group. The former underwent the intervention while the latter received typical classroom instruction. Results gleaned from independent samples t-tests revealed superior vocabulary scores at the posttest and delayed posttest levels by the Experimental group, denoting greater vocabulary knowledge recall and retention that reflects the effectiveness of the intervention in enhancing vocabulary acquisition among young Malaysian learners. This study and its findings are of significance to English language teachers, curriculum designers, policy makers, and scholars engaged in ESL/EFL research. It is also noteworthy that there exists a paucity with regards to in-depth research on the use of images for language learning among young learners, particularly within the Malaysian context. Keywords: picture s; PWIM; vocabulary recall and retention; young learners; Malaysia

Implications of English as an International Language for Language Pedagogy

The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.

The Teaching of English in Indonesian Primary Schools: a Response to the New Policy

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English.
 Keyword; Indonesian primary school, teacher, new policy.

Attitudes of English Language Teachers towards Code-switching (CS) in Pakistani Classrooms: A Review of five selected Articles

Nowadays, the most widely used language in academic settings is English because in the last few years there has been an immense increase in English Language Teaching at all dimensions in Pakistan. Fundamental reason for this review study is to add to the perspective of code-switching to have positive effects on teaching. This study also investigates language choice and use, and reasons of code-switching by the English Language Teachers. To achieve the aims of this study, descriptive qualitative research methodology was adopted and all the five articles were selected through random sampling technique. In the selected articles, qualitative and quantitative methodologies were used in which interviews; semi-structured interviews, questionnaire and observations were utilized as tools for data collection from the teachers of English Language. Samples of selected articles being reviewed, consisted of English Language Teachers at university level. This review study has also a limitation because only five (05) selected articles were reviewed. Therefore, the findings are not generalizable. After reviewing the articles it has come to notice that most of the Pakistani experts/teachers are in the favor of meaningful use of code-switching but some of the experts/teachers asserted that CS in L2 learning settings is not so far a useful strategy. The findings of this review study can prove to be helpful for both English Language teachers and language policy makers to utilize code-switching as a useful teaching methodology in Pakistani context.

English learners’ appropriation of English language policy at a U.S. university

ABSTRACT Employing an ethnographic design, this study analyzes three undergraduate English learners’ (ELs) appropriation of language policy at a U.S. university. In this study, ELs refers to bi/multilingual students with U.S. K-12 schooling who do not meet their university’s language proficiency requirements, and who are subsequently classified as ELs and non-citizens by their university. Policy appropriation informed how ELs perceived themselves and how they repositioned themselves in relation to the policy. Their self-perception informed them of the types of capital they needed to achieve their goals, thereby largely shaping their appropriation of EL policy. This study draws attention to the ways bi/multilinguals appropriate language policy, navigate their immigrant identities, and seek to acquire capital in their efforts to succeed at a university. It also informs what it means to be a citizen of the United States and what role language policy plays in citizenship in higher education settings.

Changes in English language policy in Kim Jong-un's North Korea: A prelude to reconciliation? – CORRIGENDUM

Changes in English language policy in Kim Jong-un's North Korea: A prelude to reconciliation? – CORRIGENDUM

Problematising the English-only policy in EAP: a mixed-methods investigation of Chinese international students’ perspectives of academic language policy

ABSTRACT Up to date, there is scarce quantitative literature accounting for the interrelationships of the components (policies, beliefs, and practices) of academic language policy. This paper reports findings from a mixed-methods study of the enactment of academic English language policy by focusing on international students’ perceptions of the classroom language policy (English-only) in three Canadian EAP programmes. With corroborative findings, this study identifies general trends in students’ perceptions and beliefs towards the implementation of classroom language policy as well as factors that contribute to students’ ambivalence and varied perspectives. Major findings reveal the tensions and conflicts between top-down language requirements/expectations and the actual language use/choice in the EAP classroom. Discussions of the findings suggest that, despite the increasing awareness of the homogenising effects of internationalisation as embodied in the monolingual orientation in classroom language policy, the linguistic and cultural differences which mark the Chinese students’ identities and holistic linguistic repertoires seem to remain othered and their language needs marginalised by the hosting communities. This empirical study may deepen current understandings of the interrelationships between language choice and language beliefs and provide implications for language policy making in alignment with internationalisation of higher education.

Changes in English language policy in Kim Jong-un's North Korea

One of the most important components of a country's language policy is its planning on foreign languages and its decisions regarding which foreign language(s) to choose and teach to its people in the nation's school system (Cenoz & Gorter, 2012). The government generally makes a selection among the candidate languages on the basis of the languages' perceived economic and socio-political value inside and outside the country. However, the socio-economic power and prestige of languages are variable and bound to change over time (Wright, 2004). For this reason, changes are almost always observed in any country's foreign language policy.