English Language Policy Research Articles

‘You can’t have a good integration when you don’t have a good communication’: English-language Learning Among Resettled Refugees in England

Abstract The research presented here is based on a large-scale, multi-methods study of refugees who have been resettled to the United Kingdom. We analyse quantitative data on language proficiency four or more years after resettlement to identify the key characteristics of those who are most likely to have low language proficiency and to be at risk of long-term dependency and exclusion. Qualitative interviews on experiences of language learning suggest that English-language policy and provision serve to exacerbate and compound the risk of social exclusion, rather than ameliorate the risk. Our findings draw attention to the lack of recognition and understanding of the diversity of resettled refugees and their differential capacities, needs and opportunities for learning. They also highlight the conflict between the policy goal of rapid entry into the labour market and the goal of language learning. These findings have clear implications for integration strategies and policy.

Towards Dehegemonizing the English Language: Perspectives of a “Center” ResearcherWorking in the Periphery

This article takes as its starting point the phrase “towards dehegemonizing the English language”, used in the rationale for this conference and workshop. The presentation draws on the insights of Southeast Asian scholars including Tupas (Unequal Englishes), Lorente (the grip of English and Philippine language policy), and Noor Azam (It’s not always English: Duelling aunties in Brunei Darussalam). Noting with approval these examples of ‘periphery’ scholars writing back and exploring the ways in which English has become an Asian language, I offer examples of mixed and unmixed language use in language and content classrooms for collaborative analysis with the audience, and other spoken, written and social media texts for comparison and contrast. These should enable us to explore: whether classroom language use reflects the world outside; whether we can move towards a more accommodating multilingual model; whether this can help us to view local and global languages as complimentary The conclusion suggests a reconceptualization of Applied Linguistics and supports the development of theories arising from Southeast Asian multilingual contexts.

English and French bilingual education and language policy in Cameroon: the bottom-up approach or the policy of no policy?

Cameroon, host to around 280 local languages, two European official languages (English and French) and Pidgin English, has been struggling since the 1960s to achieve official bilingualism for national unity and integration. This policy implies that each citizen should learn and use both official languages. The greatest means to implement this language policy has been formal education. However, the failure or mitigated results of the State’s initiatives to produce competent bilingual citizens led to a resurrection and fast dissemination of a defunct education programme launched by the State in 1963 and which consisted of a dual-medium (English and French) and dual-curriculum (British and French curricula) programme offered to a handful of selected Cameroonians. The many obstacles to this atypical and complex programme led the State to stopping the experiment. In 1989, an equivalent programme was launched in two private primary schools and, nowadays, dozens of such schools do the same nationwide without any official recognition. This study examines the State’s tolerance of this very demanding but rapidly spreading programme operating outside the country’s primary education curricula and pedagogical requirements, among other issues, but which seems so attractive to parents. This attractiveness comes from the fact that this dual-medium and dual-curriculum programme enables pupils to become competent bilinguals in English and French. However, because the programme entails extra burdens for parents and pupils, one of the findings this study arrives at is that the same degree of bilingualism could be obtained through a version of the content and language integrated learning (CLIL) approach.

Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions

Most of the research on language policies in educational institutions has hitherto focused on the creation, interpretation, or appropriation of language policies that govern language use in the classroom. Language policies, however, can be instantiated or implemented in out-of-classroom settings. Hence, the current study examines the impact of language policies, in terms of both beliefs and practices, as mechanisms of power in communication between staff members in official meetings taking place at higher education institutions in Saudi Arabia. An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings. The data also suggested that the majority of participants in the study believe that multilingual language policies (allowing the use of both Arabic and English) should be avoided in order to not exclude non-Arabic speaking staff members from participation in official dialogue. The study concludes with implications for language policy creation and implementation for out-of-classroom English use in EFL educational institutions.

English Language Policies in Korea and Globalization

English Language Policies in Korea and Globalization

Current English Language Policies In Saudi Arabian Higher Education English Departments: A Study Beyond The Domain Of The Classroom

Current English Language Policies In Saudi Arabian Higher Education English Departments: A Study Beyond The Domain Of The Classroom

International Arab Students Attitude towards Learning English

English is not more the language of few countries it has become an international phenomenon. Thats why many types of research all over the world are exploring the attitude of these non-native English learners towards it. The current study explores the attitude of Arab students (studding in Malaysia) towards learning English. This study adopted the methods of descriptive research design. In this approach, quantitative data from questionnaires of 49 respondents, Arab countries students studying at the University of Science Malaysia was collected. For data analysis, Pearson correlation and multiple recreations were conducted and it was found out that the Arab students with the attitude towards English had a significant correlation with English learning and importance and English language Policy of their country.

Ideological Dimensions of English Language Policy in South Korea

South Korea’s English language policies have addressed the acquisition of English as a foreign or additional language. This kind of language planning, known as acquisition planning, concerns how the language users will acquire the language (Cooper, 1989). Understanding language planning issues provides insights into language ideologies related to English, the discursive construction of English, and the assumptions about language education, namely how those in authority perceive English and manage the language behaviors of students and teachers. Specifically, this paper examines the Seventh National Curriculum, the Teaching English in English (TEE) policy, and the Seoul Metropolitan Office of Education’s implementation of TEE. A discourse analysis of these policy documents uncovers the ideologies underlying this kind of acquisition planning. The analysis is also complemented by participant observations and interviews with Korean English teachers at an English-training facility to gain their perspectives on TEE and the certification process. The findings shed light on the discourses of globalization and neoliberalism that fuel the study and teaching of English, serving both the state and the public’s perceived needs. Teachers also reveal their support of the TEE policy but suspect the policy and certificate serve to support economic and political agendas rather than improved English education.

Ideological Dimensions of English Language Policy in South Korea

Ideological Dimensions of English Language Policy in South Korea

English language policies in scientific journals: Signs of change in the field of economics

This article aims to shed light on the socio-politics of English in the academic context of scientific publishing. It aims to bring to light the assumptions underlying the English language policies of journals indexed in the Economics category of the Social Science Citation Index of the Web of Science. Using information on journal territory, publisher and publication language from the Journal of Citation Reports and the instructions for authors on the journals’ websites, the policies are classified with regard to English language variety, attitudes towards grammatical correctness, and readership constraints. The results indicate that English language policy can contribute to journal identity and is shaped by assumptions about readership, recognition of linguistic diversity among the contributing author base, and the publisher. The findings also suggest that journal English language policies are evolving in response to increased internationalisation in the contributor base.

Tracking Down Language-in-Education Planning (LiEP) in State Universities

This paper aims to track down the present status and practices in terms of effective development, implementation and maintenance of language-in-education policy and plan in Eastern Samar State University and Northwest Samar State University. A qualitative research design using phenomenological method was employed in this study to gather precise descriptive information concerning the practices based on the lived experiences of the participants in developing, implementing and maintaining effectively the English language policy. The participants for this study came from the group of administrators, curriculum planners, deans/program heads and teachers in Eastern Samar State University and Northwest Samar State University. Five (5) participants from every university were purposely identified. Hence, a total of 10 participants were interviewed in the two universities. The researchers used a semi-structured individual interview with the participants. Since this study was qualitative in nature, the researchers employed thematic analysis of the participants’ responses on the interview. The result of the interviews revealed that implicit English language policies implemented in the two universities are seen to be short-lived, optional, classroom- based, and teacher- initiated only. Further recommended that implementation of the English language policy particularly on full support of all faculty and personnel could best be resolved if the university adopts and maintains an institutionalized policy.

The Spread of English in ASEAN: Policies and Issues

The ASEAN region is home to great ethnic, cultural, political and economic diversity and linguistically, represents a region where both Outer and Expanding Circle varieties of English are spoken. English is designated as the sole working language of the ASEAN region but in reality, it has a different status and performs very different roles in each ASEAN member state. This article first provides an overview of the spread of English in Southeast Asia. It then looks at English language policies in each of the Outer and Expanding Circle ASEAN countries, and discusses issues including models and norms of spoken English and intelligibility concerns. The article concludes by emphasizing that global–local tensions in the use of English in each of the ASEAN contexts should be taken into consideration. There is also the need to strike a balance between the existing tensions in order for the region to compete in the globally connected landscape of the 21st century.

Investigating English Language Policies in Saudi Higher Education English Departments: Staff Members' Beliefs

The area of language policy and planning in educational settings has been attracting increasing attention in recent years. This study reports on an investigation into the beliefs of Saudi Arabian higher education department members concerning English Language Policies (henceforth ELPs). The focus was on their beliefs about ELPs outside the domain of the classroom and at department level. In these departments, English is normally used in a variety of department communication situations. The subject of how ELPs should be shaped and practised from staff members' perspectives has not yet been addressed in the literature. A mixed-method approach to data collection was adopted for this study. A total of 216 members of English departments from different regions (northern, southern, middle, western and eastern regions) and of different ranks (teaching assistants, lecturers, assistant professors, associate professors and full professors), specialities and genders participated in the study. An online survey comprising a background section and eight questions was provided, and 208 participants responded to it. Semi-structured interviews were conducted with seven male chairmen and one female vice chair. The findings of the study suggest that members of English departments have strong beliefs about ELPs and that they perceive such policies to be important and would therefore prefer them to be made explicit and official. It was also found that members favour a systematic department policy making process rather than adopting already designed policies from other parties (in other words, they prefer micro-level processing of ELPs). The implications of the findings for other departments and institutions are presented in this paper, as well as the limitations of the current study and recommendations for future research.

The Effectiveness of Using Pictemp (Picture Template) to Aid Year 3 Vocabulary Skill in Malaysia

Malaysian Government English Language Policy had clearly stated; English Language must be taught to all Malaysian student as a second language. The action research aimed to study the extent to which using the PicTemp (picture template) method is effective in improving the vocabulary among Year 3 pupils. The research participants comprised 10 low achievers Year 3 pupils from primary school located in Sepang and Putrajaya, Malaysia. The study involved the use of two different teaching methods, which were the traditional method and PicTemp methods. The instruments for the study consisted of Test 1 and Test 2, an interview schedule as well as journal entries. The results of the study showed that the PicTemp method was effective in helping Year 3 pupils develop their vocabulary. Although the results were positive, the study also finds that PicTemp method to be exhausting for young learners. Hence the study suggests that the application of this method could be on weekly basis.

Developing a Higher Order Thinking Skills Module for Weak ESL Learners

The problem of mastering English does not involve students alone. The English language teachers, policy makers and curriculum developers are also affected. Thus, teachers have resorted to using higher order thinking skills (HOT) as a means to teach writing to weak ESL learners. The study aimed at developing and validating a higher order thinking skills module for teaching writing to weak ESL learners. It employed a qualitative research paradigm using documents analysis, interviews, observations and validation form. It was conducted in two phases. The first phase was completed with needs analysis specifically identifying problems teachers faced in teaching writing using higher order thinking skills in six selected secondary schools. The ADDIE model approach was used by the ESL teachers and experts in HOTs to create the module content. In the second phase, the teachers were observed ten times to investigate the effectiveness of using the HOTs module developed for teaching writing. The findings revealed that the HOTs module served as a guideline for the teachers in applying and integrating thinking skills in the process of teaching writing. These findings were used to guide decisions on implementing the appropriate teaching pedagogy to apply HOTS for teaching writing.

Exploring Saudi English Departments’ Beliefs on Language Use at Department Level: When and Why?

In Saudi Arabia, staff members in higher educational English departments communicate with one another and with students outside the domain of the classroom on a daily basis using English (L2) and/or Arabic (L1) languages in different departmental encounters. The existence of English Language Policies (henceforth ELPs) in Saudi English departments is expected because of the nature of the work and the likelihood of the presence of non-Arabic-speaking members. The literature does not offer any account of the existing beliefs of staff members in Saudi English departments regarding the reasons for the timing and contexts in which English and/or Arabic should be used. This serves as the purpose of the current study. This study adopted a mixed method approach. The total number of participants comprised 216 staff members affiliated to the Saudi higher educational English departments. They were of different specialties, ranks, genders, ages, and from different regions. A total of 208 participants responded to an online survey, which was composed of a background section and five questions. Furthermore, semi-structured interviews comprising two questions were conducted with eight interviewees (seven male department chairpersons and one female vice chair). The main conclusions of the study include that majority of staff members prefer to use English on every possible occasion. However, they also believe Arabic should not be banned from use at department level. Other findings, implications, and recommendations for future research are provided.

Gender Differences in Beliefs about English Language Policies (ELPs): The Case of Saudi Higher Education English Departments

Review of literature suggests that issues in English language policies (ELPs) in higher education foreign language department levels have not been addressed, and the relationship between beliefs about general notions of ELPs and gender has been disregarded. The current study investigates gender-related differences in beliefs on five main notions of ELPs among staff members in Saudi Arabian English departments. An online survey was administered to staff members in different Saudi English departments from different regions in Saudi Arabia. Five general statements on ELPs were included in the survey and were responded to by male (n = 67) and female (n = 143) staff members (total = 210). Pearson’s chi-square test of independence and the calculated percentages of responses were used to analyze gender differences. No statistically significant differences were found between male and female participants, with the exception of one statement. Both genders had generally similar beliefs on ELPs. Moreover, the female staff had slightly stronger beliefs than the male staff, and males showed more hesitation than females did when deciding on ELP matters. The study also discusses the implications of the findings and provided recommendations for future research.

English, super‐diversity, and identity in the State of Qatar

AbstractThis article provides a contemporary profile of English, or Englishes thereof, in the State of Qatar, a tiny country undergoing tremendous socio‐cultural transformations. The historical background section contextualizes Qatar's contemporary linguistic ‘super‐diversity’ as a continuity of mobility, integration, and exchange with various communities within and beyond the shores of the Arab/Persian Gulf for centuries. We describe Qatar's present‐day sociolinguistic situation, English language policy initiatives and reforms in the educational context, and take a critical stance toward the common homogenizing view of English and Arabic language in the region, one that precludes a nuanced understanding in terms of wider cultural and linguistic processes taking place and shaping identities in Qatar today.

무슬림 여성 이민자들을 이등 시민으로 낙인 찍는 영어 정책 : 영국 신문기사 비판적 담론분석

무슬림 여성 이민자들을 이등 시민으로 낙인 찍는 영어 정책 : 영국 신문기사 비판적 담론분석

Indigenous Students Learning English in Higher Education: What Are the Challenges?

The increasing enforcement of English language policies in higher education represents a significant challenge for indigenous students entering Colombian universities. Researchers in this study worked on a sociolinguistic profile of over 300 indigenous students at Universidad de Antioquia and, from a critical decolonial perspective, aimed to understand the multiple views and challenges these students face in relation to their identities, languages, academic literacies, and the most recent institutional language policy that requires them to learn English to earn their university degrees. Data collection methods included several institutional databases, a survey, interviews, and conversation circles. Results from this study suggest that more equitable pedagogical principles coupled with a more sensitive and effective appropriation and implementation of this type of reform in higher education institutions are both necessary. These measures would prevent that learning English for indigenous students becomes an obstacle to complete their tertiary education in conditions of justice, respect, and a real validation of their ancestral languages, cultures, and knowledge.