Foreign Language Policy Research Articles

Voices and Perspectives from Our Online Press on the State of English Language Teaching in Mexico

This documentary research on the discourse in electronic media surrounding the teaching and learning of English as a foreign language on the Mexico’s border describes the social framework and analyses various linguistic contexts to make provisional recommendations regarding foreign language policy in Mexico. The digital journalism selected issues an opinion on (1) the teaching of English as a language additional to Spanish in Mexico (English Language Teaching, ELT), and (2) Mexico’s position (at Federal and State level) implicit in their regional implementation of ELT. Thirteen articles from 12 regional, national, and international media sources were analysed using Guespin and Marcellesi’s (1986) and Arnoux and Bein’s (2015) theories, alongside Bardin’s (1996) content analysis method for linguistic contexts in border regions. Qualitative analysis techniques were employed to identify and categorize the positions on foreign language policy presented in the Mexican media. The authors conclude with recommendations for ELT policy, proposing actions for foreign language policy planning. We argue for raised teacher-training standards to improve foreign language learning in mainstream education and Private language schools, thus positioning the Universidad Autónoma de Baja California to take more agency in our regional support role to the Mexican Secretariate of Education

THE ROLES OF ENGLISH AND OTHER LANGUAGES IN UZBEKISTAN

This article addresses the importance of English, Russian and local languages in Uzbekistan based on the relevant literature. People`s attitudes towards English as a global language and foreign language policy as well as the role of British and American agencies in enhancing teaching and learning English will be discussed.Furthermore, the use of English outside of educational settings will be focused on.

THE ROLES OF ENGLISH AND OTHER LANGUAGES IN UZBEKISTAN

This article addresses the importance of English, Russian and local languages in Uzbekistan based on the relevant literature. People`s attitudes towards English as a global language and foreign language policy as well as the role of British and American agencies in enhancing teaching and learning English will be discussed.Furthermore, the use of English outside of educational settings will be focused on.

ОСНОВНІ НАПРЯМИ ОСВІТНЬОЇ ПОЛІТИКИ ЕСТОНІЇ

The purpose of the article is to analyze the main documents on the educational policy of the Republic of Estonia and their impact on foreign language training in this country. The main Estonian legislative documents in the field of education, such as the Education Act, the Higher Education Act, and legislative documents on foreign language policy, such as: Education Strategy 2021-2035 and the Estonian Language Development Plan 2021-2035. Their functioning and impact on professional foreign language training in the country are described. It is planned to switch to Estonian as the language of instruction in all educational institutions by 2030. A language inspectorate will be involved to monitor language learning and the language of instruction. By the end of school, students will be expected to reach the level of independent user of at least two foreign languages. Professional foreign language training (ESP) is limited to certain academic fields, and the number of specialized foreign language courses is constantly growing in line with the needs of the state. The qualification framework of Estonia is described. There are two types of higher education institutions in Estonia: universities and higher vocational education institutions. Methodology. Аnalysis is used to describe the impact of russification on the state of language policy in the historical context. During the Soviet era, repressions were used against Estonian education and language, and the Russian-speaking population was resettled to Estonian lands, just as it is now in the temporarily occupied Mariupol. The comparative method of research was used, which made it possible to identify the characteristic features of the formation of the education system in this country and to draw a comparison. On the basis of theoretical generalization, conclusions are drawn about the effectiveness and progressiveness of Estonian educational policy. Results. The analysis and systematization of information in this paper is the basis for further research in the field of comparative educational policy. It can be used to find possible ways to adapt some approaches of the Ukrainian educational space. Key words: education, training, Estonia, European integration, language teaching.

European foreign language policies, national language testing and ambivalence towards the introduction of the logics of standardisation

Educational policies and priorities shaped at the supranational level by European and global agencies and players impact the processes of national policymaking in complex ways. In this study, recontextualisations of European foreign language education and language assessment policies in the Greek policy and pedagogical contexts are examined. Specifically, the politics of foreign language education and assessment are explored with a focus on English language teaching in public schools and the expected introduction of the Greek National Certificate of Language Proficiency (known as KPG) which is a state-led testing system formed by adopting the six-level scale of the Common European Framework of Reference for languages. Drawing on Bernstein’s theory of symbolic control and pedagogic discourse, it is shown that extensive recontextualisations of European (and global) discourses on English language teaching and assessment in the Greek context project competency and outcome-based curricula and learning as the desirable pedagogic model. Furthermore, attempts to introduce certification procedures in public schools derive from market-driven discourses that sanction a standardised system of student performance while the implications of standardisation for schools, teachers and students alike are downplayed.

In Quest for Reliable English Language Testing Practices in Secondary Education

This paper reports on the current English language teaching context and reformed foreign language policies in the Republic of Serbia. Although the objectives, contents and outcomes formulated in national curricula for all educational levels have been designed in compliance with the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching, Assessment, there is not much evidence on the learning outcomes achieved by students at the end of secondary education. In other words, there are no standardized testing practices present in the secondary education system that would, on the one hand, objectively show to which extent the prescribed outcomes have been achieved, and, on the other, serve as a diagnostic tool that pinpoints which aspects in teaching, learning and assessment practices should be improved. This paper focuses on the issue of assessment and draws attention to the need to introduce reliable testing practices of foreign languages that would serve as the objective indicators of the outcomes achieved, which would, in turn, provide feedback on teaching and learning practices. Through the analysis of the results obtained from grammar, vocabulary and reading tests taken by a group of secondary school graduates, the most common errors have been detected and explained. The results show that the commonest errors result from the lack of understanding of the use of English in a context that demands more than just a straightforward application of rules as used in isolated sentences, and the most demanding reading tasks comprised inference and implication questions. This study aims to research the errors and, subsequently, to investigate the implications relevant in English language teaching and testing and point at the segments that need to be worked on more in English language classes.

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.

Multilingual Policies and Practices in Higher Education: A Nation-Wide Exploration in Colombia

In the last two decades, foreign language policies in Colombia have prioritized English across the education system, aiming for international competitiveness and educational quality. These policies have sparked concerns among educators, including language stratification, commodification of English for the privileged, adoption of foreign benchmarks, insufficient policy implementation, and limitations of the English-Spanish bilingual model compared to multilingual perspectives. Inspired by critical race theory and decoloniality, this qualitative study examines higher education policies in Colombia, focusing on how they address multilingualism and the country's sociocultural diversity. The study explores language policies related to student access, retention, and graduation; language requirements for faculty; and the promotion of various languages. Data collection involved a documentary analysis, interviews and surveys conducted across 16 universities from different regions of the country. Findings suggest the ongoing pervasiveness of English language-centered ideologies in most participating institutions, the invisibilities these ideologies and associated practices bring about in universities, and some emergent policies aiming at promoting multilingualism. The recommendations emanated from this study could resonate with universities both in Colombia and internationally, particularly those in similar contexts.

Perspectives and Trends in Foreign Language Policies in China: The Case of Portuguese

This case study aims to provide a review of language policies pertaining to foreign language teaching in China through the lens of China's geopolitical position and its self-perception as one of the leaders and most active actors in developing South-South cooperation. From an initial study of 127 academic materials, documents, and news articles containing explicit or implicit references to policies, initiatives, or proposals related to the development and planning of less commonly taught foreign languages —Portuguese among them— at the tertiary level, 35 sources were selected for further analysis of the relationship between foreign language education and China’s foreign policy. These sources shed light on the multifaceted nature of language policies in China, particularly in relation to foreign language teaching. Ultimately, this analysis seeks to identify patterns, developments, and implications for China's foreign language instruction approach.

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.

Multimodal Linguistic Landscape in Lombok: A Case Study of Product Branding

A study of writing a language in a public area is known as the linguistic landscape. This research aims to map language choices (monolingual, bilingual, and multilingual) on food products in Lombok and analyze the interconnections between the implementation of national, regional, and foreign language policies on food products in Lombok. The multimodal approach can describe more about the language landscape, including the meaning and function of public writing. This multimodal concept views signs as a form of visual communication that is definite and non-arbitrary. Micro, small, and medium enterprises (MSMEs) are explored as a case study in creative linguistic marketing about local interactions and global forces on the linguistic landscape. These MSMEs use various semiotic sources of regional languages, foreign languages, local wisdom, and inclusive spirit as an introduction and production process. Through linguistic analysis of landscapes, researchers examine systems of signs, images, and texts within a semiotic framework. The uniqueness of this study is what makes it unique to researchers because it has rich local meaning in context. This research describes not only MSMEs but also semiotic landscapes that contribute to understanding changes in sociolinguistic patterns and creativity in the branding of MSME products in the Lombok region.

Avrupa Eğitim Programları ve Dil Gelişim Dosyası Türkiye Uygulaması

Abstract European relations with Turkey, which began with the application of the Republic of Turkey for membership in the European Community and continued with the acquisition of candidacy status, gained a new dimension with the Copenhagen summit on December 12, 2002. Fifteen member states of the European Community have decided that Turkey can start candidacy negotiations in December 2005 if it can prove that it meets the political and economic criteria for integration with Europe, according to development reports. With the positive outcome of this development, Turkey is expected to become a member state of the European Community, and the Turkish language will be one of the most widely spoken European languages according to the population ratio. The legal status, financial and administrative autonomy of the Turkish National Agency were approved by the Turkish Grand National Assembly in July 2003. The learning of Turkish by Europeans as a foreign language of Turkish began with the establishment of commercial and political relations with the Ottoman Empire, and Turkology departments were opened in many universities. In the near future, commercial and political relations between Europe and Turkey are expected to increase with the accession negotiations Dec. Programs such as Leonardo, Socrates and Lingua, which are carried out within the European Community, offering educational, participant and instructor exchange, language learning opportunities, have been carried out in recent years within the framework of projects, especially with the participation of member and candidate countries. Turkey has also participated in these programs and has established a Socrates Commission. The aim of the foreign language policy adopted and proposed by the Council of Europe is to protect and develop linguistic and cultural diversity as a source of mutual wealth and to facilitate interpersonal relations, international flow and exchange of ideas. Dec.1. The aim of the foreign language policy adopted and proposed by the Council of Europe is to protect and develop language and cultural diversity as a source Dec. In this context, the Turkish language will also be a cultural richness and diversity for Europe, and it is expected that teaching and learning it as a foreign language will also be a factor that helps Turks to express themselves better in relations with Europeans. Key Words: European Union, Turkey, European Educational Programs, Language Development File

The Situation, Policies, and Development of Foreign Language Education in Contemporary China

Foreign language education is an important part of Chinese education, but the overall foreign language education in China is still relatively underdeveloped. Foreign language education and policies in contemporary China are closely related to China’s political, economic, and social development. The contemporary Chinese foreign language education and policies, since the establishment of New China in 1949, can be divided into four periods. The first period is a period of domination by the Russian language (1949–1956), the second period is a period of exploration and transformation (1956–1966), the third period is a period of interruption (1966–1978), and the fourth period is a period of development and improvement (1978 to present). Understanding foreign language education and policies in contemporary Chinese universities can contribute to the future development of foreign language education and policies in China.

Perceptions of Non-English Major Students on English Proficiency Standards and CEFR-V in Tertiary Education in Vietnam

Vietnam’s education system has made significant efforts to enhance foreign language proficiency, particularly in English, across all levels of training. In recent years, although many educational policies and projects, typically National Foreign Language Project have been promulgated and widely applied, there are still gaps and limitations. One of them is the lack of research on the beliefs and understanding of students who are most deeply affected by the English graduation standard policies. This paper aims to examine non-English major undergraduates’ understanding of the CEFR-V (a Vietnamese version of the Common European Framework of Reference for Languages) and their beliefs about the current implementation of the English proficiency standards to university students in Vietnam. The study collected data from 122 students from a large university in Vietnam. Descriptive statistics indicate that while the participants possess sufficiently positive beliefs about the implementation of the national proficiency standards for undergraduate students, there are still concerns about standardization and differentiation. Additionally, the students are found to have limited knowledge and low usage of the CEFR-V. Thereby, some suggestions were made to improve the foreign language policy and optimize students' learning outcomes.

The Development and Enlightenment of Foreign Language Education Policy of Early 16 Years After the Founding of the People's Republic of China

Since the founding of China in 1949, policies in foreign languages have undergone earth-shaking changes, as well as continuous innovation and development. Until the Cultural Revolution happened in 1966, foreign language education suffered a lot of trauma, and foreign language education policy also stopped. Based on the previous studies of foreign language education policies in this period, this paper expounds on the development and changes in foreign language education policies in the past 16 years through the historical context. It found that people also play an enlightening role in the formulation of foreign language education policies in terms of politics, compulsory education and the international environment. The change and improvement of foreign language education policy during this period can be divided into two stages: the period of 1949-1957 when Russian was the main language, supplemented by English, and the period of 1958-1965 when English was the main language, and the period of Russian development. People can have a clearer understanding of the changes in education in foreign language policies.

Specifics of Russia’s Contemporary Language Policy in the Near Abroad

The article is devoted to the study of the current state of Russia’s foreign language policy in the near abroad. The authors define Russia’s language policy abroad, identify its internal and external factors, analyze its effectiveness, and determine the specifics and peculiarities of its development in the post-Soviet space and its influence on the quality and effectiveness of integration processes in the Eurasian region. In the context of the analysis of Russian language policy in the near abroad, the authors consider the problems of preservation and promotion of the Russian language in the international space, the main among which are the following: the reduction of the geography of use of the Russian language and changes in its status in the near abroad and far abroad countries. In the concluding part of the article, the authors propose ways and solutions to strengthen the effectiveness of Russia’s language policy in both global and regional dimensions.

Implementation of mobile learning strategies and their effect on English Language Teaching (ELT)

Introduction: Mobile learning strategies are related to remote learning because they motivate learners to use technological devices such as computers, tablets or smartphones for academic purposes. As a result, greater indexes of compromise, learning, and development of communicative competencies in a foreign language are generated. Objective: This study explores how to boost the level of English proficiency among professors by implementing m-learning strategies as a response to the university’s foreign language policy. Methodology: The study was based on action research with data collection instruments such as an entry test, forums, perception surveys, and students’ learning products. Results and discussion: m-learning strategies were used to foster the attainment of academic goals by participants and to enrich their professional growth as teachers and students. Furthermore, they were prompted to update and incorporate technological resources while the didactic teaching process. Conclusions: participants developed a metacognitive process when using m-learning strategies so that they could make autonomous learning decisions and enhance their pedagogical practice.

Гадаад хэлний бодлого, стандарт, хэрэгжилтийн асуудалд

Knowledge and competence of foreign languages has become one of the requirements for professionals and labor forces in various fields not only in Mongolia but also in many countries around the world. In this regard, each country has developed and successfully implemented foreign languages policies and standards. Therefore, in this study, we aim to analyze the current state of language policy implemented by European countries, foreign language policy of the USA, and the implementation of foreign language policy and standard in our country.

LEARNERS ’ FOREIGN LANGUAGE PREFERENCES IN THE CURRICULUM: ANALYSIS OF FOREIGN LANGUAGE POLICY IMPLEMENTATION IN ZIMBABWE’ UNIVERSITIES

The purpose of this study was to establish university students’ foreign language preferences. It was motivated by the observation that, in Zimbabwe learners’ foreign language preferences are not included in the curriculum. This study was guided by the pragmatist philosophy which sought what works in a given context. The research design was a linear combination of document analysis, survey and focus group discussions. Data was collected from a stratified sample of 279 adult learners at a university of technology in Zimbabwe. The study found that, Zimbabwe school curriculum is limited by the foreign language policy to offer the following foreign languages: English, French, Portuguese and Chinese mandarin. Learners’ foreign language preferences include Japanese and Chinese to facilitate trade and commerce. Zimbabwe imports computers and vehicles under the “Look East policy.” These technical appliances bring with them repair and maintenance manuals which are in Japanese or Chinese. Consumers who are illiterate in such foreign languages operate and repair them on a trial and error and trial and success basis. The utility value of foreign goods dictates the need for foreign languages in the school curriculum from primary school. Schools limit their foreign languages because there is not compulsory policy. They have no teachers for other foreign languages besides English. The study encourages foreign bilateral relations for the promotion of language teachers’ from Zimbabwe to learn foreign languages and how to teach it within the appropriate context. Foreign embassies canthe teaching of foreign languages by supplying videos which can be played and discussed in the context of the foreign culture. The few lecturers and teachers of foreign languages can be sponsored to write or translate stories from Zimbabwe’s context into any foreign language that they are competent in to enhance the utility value for foreign languages in Zimbabwe.

Bridging Language Policy and English Language Teaching in the Chinese Context:

With the increasing role of English as a global language, teaching and learning of that language have become a focal point of instruction around the world. Against this background, China has followed the global trend of implementing various language-related policies and practice decisions. This conceptual paper first provides a brief historical overview of language policy in the Chinese context. Given the importance of compulsory education and tertiary education in China, this article links the previous language policy to the recent development of the Double Reduction policy and English as a medium of instruction in relation to English language teaching (ELT). This paper also discusses the culture, ideology, and identity issues involved in ELT in China. It ends by arguing the importance of reflecting on the current situation of language policy and ELT in the Chinese context against the backdrop of globalization. It also suggests that foreign language policy and ELT practice decisions, in China and other countries, should be guided and informed by more robust empirical teaching and research results.