Language Policy Research Articles

A Forty-Year Systematic Review of World Englishes: Implications for Teaching, Learning, and Language Policy

A Forty-Year Systematic Review of World Englishes: Implications for Teaching, Learning, and Language Policy

Welcoming Writers, Welcoming Instructors

Canadian scholars increasingly recognize the importance of diverse and inclusive writing pedagogies to welcome students of various races, languages, orientations, genders, and abilities. Yet, if instructors do not feel welcomed into using the tools of antiracist and decolonial writing pedagogies, they often will not use them, and many feel very new to the task. Using microlevel language policies (in both direct and indirect ways) can be a helpful way to integrate these pedagogies into writing instruction effectively; they can help instructors to both signal and live out their commitments to inclusive writing pedagogies. In this paper, I will use analytic and reflective methodologies to explore my assignment of an argumentative paragraph and the processes around it to demonstrate some simple, effective ways writing instructors can integrate antiracist and decolonial writing pedagogies into their teaching. Ultimately, I demonstrate that multimodal assignments can encourage linguistic, digital, and textual diversity in student writing and are thus vital to inclusive pedagogy.

Multilingual Tallinn: People and Languages in the Urban Space

Multilingualism in post-Soviet countries where as a result of the Soviet time migration and Russification, Russian speakers still constitute a significant part of population, presents an interesting case for analysis. Estonia, being officially a monolingual country with quite strict language policy, is extremely linguistically diverse in terms of actual everyday communication, with both Russian and English playing a significant role. Moreover, as Estonia attracts many foreign visitors, expats, and refugees, other languages, including Ukrainian, also become more and more noticeable in both visual and acoustic form in public spaces. However, spatial distribution of different languages in urban landscapes varies significantly, and by analyzing it one can reveal not only the patterns of language use but also power relations between different linguistic, ethnic, and social groups. The paper reports on preliminary results of a study conducted in Tallinn in 2022–2023 and focused on collecting and comparing data on both linguistic landscapes and soundscapes in several locations in the city. The study shows a mismatch between visual linguistic representation and actual linguistic diversity and tries to contemplate it in a broader historical context of multilingualism and language contacts in the Baltic region.

Pergeseran dan Pemertahanan Bahasa Daerah Pengrajin Kayu di Kabupaten Tegal

This research examines the maintenance and shift of Javanese and other regional languages among wood craftsmen in Tegal Regency, Indonesia. Regional languages are integral to cultural identity, and their retention or shift reflects broader social and cultural dynamics. Using a qualitative case study approach, data was collected through observation, interviews, questionnaires, and documentation. The study employs thematic analysis to provide an in-depth understanding of language use patterns. Findings reveal a linguistic dualism in the community. While Indonesian dominates formal situations, reflecting adaptation to broader communication needs, Javanese and other regional languages prevail in daily interactions, indicating the continuity of local cultural traditions. This language shift and maintenance are influenced by social context, education, and work environment factors. The study contributes to our understanding of language ecology in multilingual Indonesian contexts, drawing on Fishman's domain analysis. It highlights how communities navigate between national and regional languages, adapting to different communication needs while preserving cultural identity. These findings have implications for language policy and cultural preservation efforts in Indonesia, particularly in balancing national unity with linguistic diversity.

TEACHERS’ AND STUDENTS’ BELIEFS ABOUT TRANSLANGUAGING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Background and Purpose: In recent years, there has been increased attention to translanguaging in educational research, particularly in higher education. The successful implementation of translanguaging practices depends on various factors, including the attitudes and beliefs of both teachers and students. However, there has been limited systematic review on this issue. This study aims to examine and synthesize existing literature on teachers’ and students’ beliefs regarding translanguaging practices in higher education contexts. Methodology: A systematic review was conducted, following PRISMA guideline. Research databases including Web of Science, Scopus, and ERIC were searched with specific search terms ‘perception OR belief AND translanguaging’, resulting in the retrieval of 469 articles. Based on inclusion and exclusion criteria, 28 articles were selected for ultimate thematic analysis. Findings: The analysis revealed that teachers’ and students’ beliefs regarding translanguaging were significantly shaped by their pre-existing values and knowledge, institutions’ policies, as well as the nature of courses or curricula. Despite the evident benefits of translanguaging pedagogy highlighted in the reviewed studies, teachers encountered challenges in its implementation. The study identified four primary areas of support needed for the implementation of translanguaging, encompassing teacher training, adjusting curriculum and assessment, fostering collaboration, and developing language policy. Contributions: This systematic review provides a comprehensive overview of the attitudes, perceptions, and experiences of both teachers and students in implementing translanguaging practices in higher education. The study contributes to advancing knowledge and understanding of translanguaging in higher education, with implications for both theory and practice in this area. Keywords: Higher education, students’ beliefs, systematic review, teachers’ beliefs, translanguaging. Cite as: Wang, J., Hanafi Zaid, Y., Ibrahim, N. A., & Haladin, N. B. (2024). Teachers’ and students’ beliefs about translanguaging in higher education: A systematic review. Journal of Nusantara Studies, 9(2), 402-419. http://dx.doi.org/10.24200/jonus.vol9iss2pp402-419

АНГЛІЙСЬКА МОВА В ПУБЛІЧНОМУ УПРАВЛІННІ: СВІТОВА ПРАКТИКА ТА КРОКИ ДО ЄВРОПЕЙСЬКОЇ ІНТЕГРАЦІЇ

The demand for English proficiency is increasing substantially all over the world as the language dominates every walk of life. It has remained one of the working languages of the EU and the Council of Europe, which gives it even greater significance. The purpose of the article is to analyze the experience of incorporating English into the sphere of public administration of foreign countries and review the initiatives directed to supporting the promotion of English as a communication tool of public officials. The article discusses the requirements for English proficiency in the countries’ civil service systems as well as the attempts made to improve English fluency of public officials. It has been discovered that when appointing civil servants, most national governments in Europe require proficiency only in the official (state or national) language, which reflects the EU language policy of multilingualism and multiculturalism. It is highlighted that Poland, Slovakia and Slovenia appear to be the only countries within the EU that oblige their civil servants at the official level to present a certificate or otherwise prove language fluency. The work in the EU bodies presupposes knowledge of one of the working languages of the EU. Asian countries (China, South Korea, Indonesia, Malaysia, etc.) tend to set the knowledge of English for public officials as a prerequisite for appointment more often. Research has demonstrated that the Ukrainian government has made attempts to improve the level of the English language among civil servants since its European integration aspirations, by cooperating with national and international organizations, arranging workshops, professional development courses in English, providing opportunities for joining self-study courses and platforms. Nonetheless, more measures must be taken to motivate, stimulate and encourage the development of civil servants’ English skills.

‘Parallax language planning and policy’ as a theory for navigating (con)(diver)gent interpretations of English Medium Instruction (EMI)

ABSTRACT This article introduces the theory of ‘Parallax language planning and policy’ which refers to the processes and the outcomes of reconciling various political and ideological variances by incorporating the fragments of different progressive discourses into synthetic language planning and policy. ‘Parallax’ captures the ‘changing’ nature of our interpretations of a phenomenon within a particular language planning and policy depending on our political, ideological and epistemological positions. ‘Parallax language planning and policy’ attests to the possibility of developing language plannings and policies that do not neatly fit into one particular position but rather interweave interpretations from various positions despite their contradictory natures. ‘Parallax language planning and policy’ understands that English Medium Instruction (EMI) is a contested terrain where the onto-epistemological, personal, pedagogical and political are interlocked, and it, thus, addresses the political construction of these differences (how they are rationalised, developed and disseminated) in policy defining, framing and making rather than the differences between various ideologies per se. This article draws on government policy initiatives, statistical reports, stakeholders’ interviews/speeches, scholars’ perspectives, news articles and social media posts to operationalise ‘Parallax language planning and policy’ as an analytical lens to examine the range of rationales, (im)possibilities, mechanisms and limitations to the sustainability of EMI in Moroccan higher education.

‘Global without Borders’: language policy and the concerted cultivation of multilingualism

ABSTRACT Shifts toward an interconnected global economy have raised concerns among middle- and upper-middle-class parents about the role of multilingualism and multiculturalism in child-rearing. Affluent parents have been previously recognized as ‘cultivating’ childhood experiences to promote competitiveness in the professional sphere (Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press. ). The cultivation of multiple languages and a multicultural stance has, as the global economy has broadened, become part of ‘good parenting’ for many. Against this background, this qualitative study uses a language policy theory (Spolsky, B. (2007). Towards a theory of language policy. 22 (1), https://repository.upenn.edu/wpel/vol22/iss1/1) to examine beliefs, practices, and behaviors of parents of children enrolled in an early childhood program at a private international school in Hong Kong. The findings show how the focal parents created and enacted their own language policy based on their beliefs about languages, the practices they carried out, and their management of their children’s multilingualism, even during the COVID-19 pandemic. This study highlights contemporary tensions between ideologies and practices of language in present-day multilingual and multicultural school settings; in addition, it expands the existing research on language policy and parental engagement by providing a nuanced analysis of how social actors devise ways to manage and support the complex process of language learning, even under dire conditions.

Identity and cultural expression in Nigerian hip hop

This paper explores the profound influence of vernacular language on the construction of identity and ideology within Nigerian hip hop music. By analyzing the lyrics of prominent Nigerian hip hop artists, the study highlights how artists like Olamide, 9ice, and Tuface utilize Nigerian Pidgin and local dialects such as Yoruba to forge a distinct cultural and national identity. These artists not only celebrate their linguistic heritage but also leverage it as a form of resistance against linguistic and cultural imperialism, promoting a nationalist ideology that resonates deeply with their local audience. The paper argues that the incorporation of vernacular language in Nigerian hip hop goes beyond mere artistic choice; it serves as a critical tool for social and political commentary. This linguistic strategy enables artists to address and critique socio-economic inequalities and political issues, making hip hop a voice for the marginalized. Moreover, the study sheds light on how the use of local dialects and pidgin enhances the accessibility and relatability of the music, thereby strengthening the bond between artists and their audiences. This exploration into the intersection of language, identity, and ideology in Nigerian hip hop not only enriches our understanding of the genre's cultural significance but also underscores the dynamic role of language in shaping artistic and social landscapes. The paper contributes to broader discourses on language policy, cultural expression, and identity politics within the global context of hip hop.

When the second language becomes the first: family language policies in Polish return migrant families from English-speaking countries

ABSTRACT The study focuses on Polish families returning from migration to English-speaking countries and their family language policies in a language-shift situation. It aims to discover what language(s) parents and children associate their identities with and how they navigate through their development. The data for the project comes from content analysis of 4 interviews with selected families. The results show a discrepancy between parental ideologies and their adolescent children’s linguistic identities. While parents aim to maintain and develop the heritage language, Polish, abroad and on return, the children’s primary identity is associated with English, which causes their difficulties in reintegration into the Polish school environment on return. Additionally, the age of return matters: young adolescents (aged 10-15) continue to seek ties with English-speaking communities and plan to return to the country of their childhood while younger children (their siblings) who returned at the time of onset of Polish school time managed to adapt to the new situation. The study’s findings should be relevant to parents, teachers and psychologists who wish to aid the children in developing harmonious bilingualism.

Educational language policy for refugee-background students in the spotlight

This article maps the differences between the European Union’s Framework of Human Rights and state-based legal mindsets (ideologies) of language policy and planning in education. Based on the analysis of the documents released by the European Commission, the Council of Ministers and the European Council in the course of the constituting of multilingual perspective and taking the experience of its local implementation into account, this article examines common cross-state indicators in order to compare multilingual responsibility of public education policies for refugee-background students (RBSs). It concludes that the assessment of multilingual possibilities in education was not complete and impartial on the level of the European Union and for a selected jurisdiction – namely, Poland. Current regional legal regulations fail to equitably address the needs of RBSs, and national-based attention eliminated the question of newcomers’ rights in education. Moreover, as highlighted for current policy-making in the European Union, there is a gap between current legal intention and political views produced by EU institutions – for example, The Commission Action Plan on the Integration of Third-Country Nationals.

Family Language Policies for Maintaining Arabic as a Home Language in Italy: The AHLI Project

The AHLI Project, focusing on Arabic as a Home Language in Italy, explores family language policies among Arabic-speaking communities. Employing an interdisciplinary approach and a mixed-method design, the research reveals a complex linguistic spectrum. It uncovers the dynamic interplay between language maintenance and shift, the desire to transmit Arabic, attitudes, and family choices. While highlighting the significant presence of Arabic in linguistic repertoires, disparities between practices and beliefs emerge. The findings bear theoretical and practical implications for promoting democratic plurilingual education and guiding language policy actions at both micro and macro levels.

Language Barriers in School Health: Addressing Health Equity in the U.S. Educational System.

Federal law requires school health leaders to ensure meaningful access to language resources to promote optimal health and education outcomes. This paper aims to inform all stakeholders, including decision-makers, about the importance of developing language access plans and policies. Multiple sources and legal guidelines provide a comprehensive overview of the issue. Including an examination of current practices and challenges that school nurses encounter, specifically regarding language resources, guidance is offered to elucidate meaningful language access policies that ensure equitable access to school health services. Supporting meaningful language access includes providing school nurses with qualified interpretation and translation services to care for those who do not speak, read, or write in English or have limitations with the English language. Additionally, local and state agencies may implement language access services requirements and enforce compliance with a language access plan to meet federal funding requirements.

Multilingualism and English: how does L1 affect language attitudes at a trilingual university?

ABSTRACT This study investigates attitudes towards multilingualism and the role of English at the trilingual Free University of Bozen-Bolzano in South Tyrol, Italy. South Tyrol is unusual in that the local minority language, German, holds significant international prestige. This study thus contributes to the literature by filling a gap in studies examining multilingual contexts where the minority language is an important international language beyond the local setting. The research investigates results of a questionnaire yielding 1538 responses administered to students, academic staff and administrative staff, considering in particular how respondents’ L1 influences their responses. The analysis reveals widespread support for English and multilingualism at unibz, consistent with the institution’s longstanding multilingual policy. However, significant differences in support for English are observed across language groups, particularly among speakers of local minority languages, who exhibit comparatively lower levels of support, highlighting a nuanced relationship between language identity and perceptions of language policy. The exception was for responses to questionnaire items addressing multilingualism holistically, which did not vary in a statistically significant way according to the first language. This study contributes to the understanding of language attitudes in multilingual contexts, considering both attitudes to an individual language and to multilingual policies as a whole.

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 anglicization of science in China

Abstract The preeminence of English as the lingua franca in global science has led to English-dominant publication practices, even in non-English-speaking countries. We examine the complex dynamics of language use in scientific publications in China, a major contributor to global scientific output, and the tensions between English and the native language. By analyzing 2,209,987 multilingual publications from 183,457 projects funded by the National Natural Science Foundation of China, we reveal a strong preference for English as the publication language in China, with 66.2% of publications in English versus 33.8% in Chinese. Key projects and natural sciences and engineering projects favor English more; regional projects and social sciences projects use Chinese more. However, English has a growing prevalence over the years across all research fields, project types, and publication venues. There is a negative correlation between the shares of English usage in journals and conference proceedings. We find only a minor overlap between English and Chinese-language publications, indicating unique contributions rather than repetitive content. However, Chinese-language publications are more likely to be similar to English-language publications. For highly similar cross-language publication pairs, the Chinese version tends to be published earlier. The findings underscore the risk of underestimating China’s scientific output by only counting English-language publications. We highlight the importance of creating a comprehensive multilingual database and the significant role of non-English-language research in global scientific discourse. Keywords: multilingual publishing; scientific communication; language policy; academic multilingualism; bibliometrics; quantitative analysis.

Engagement of Alija Isakovic on Reaffirmation of Bosnian Language Through „Variants on Correctional Exam“ and Dictionary of Characteristic Lexicography in Bosnian Language

This paper discusses Alija Isakovic's commitment and contributions to the processes of reaffirmation Bosnian language within Serbo-Croatian linguistic unitarism in the second half of the 20th century. We have shown the historical context of the language policy and Isakovic's significant work for the selected theme. The focus of this paper is on the sociolinguistic text "Varijante na popravnom ispitu" and the lexicographic work Rječnik karakteristične leksike u bosanskome jeziku, which represents a kind of struggle for the specificity of the Bosnian variant and characteristic lexicon of Bosnian language in that linguistic norm. The results of Isakovic's work are noticeable in the Yugoslav period (partial change in the field of official language policy), but it's also noticeable in period of state independence when language policy was created based on Isaković's concepts.

The competing role of English and Chinese in the ‘practiced’ language policies for international medical students in a Chinese hospital

ABSTRACT Informed by the theoretical concepts of ‘practiced’ language policy and space, the study investigates the language practices of English-medium Bachelor of Medicine and Bachelor of Surgery (MBBS) programs for international students, focusing on the interactional norms of language choice in a Chinese hospital where international students are interned. In accordance with the tenets of Interactional Sociolinguistics, data were gathered through observation, audio recordings, and interviews with 15 international medical students and clinical supervisors over the course of one year. The study found that three mediums of interaction were adopted across different spaces in the hospital: an English monolingual medium, a Chinese monolingual medium, and an English and Chinese bilingual medium. The findings suggest that ‘practiced’ language policies are never static or prescribed, but rather constructed in relation to personhood, type of activity and place in multiple social spaces. The study offers implications for international medical education and the promotion of an inclusive language environment.

Decolonizing Cameroon’s language policies: a critical assessment

Abstract Due to its colonial history and prevalent multilingualism, Cameroon is a country where language policies have profoundly impacted socioeconomic and political life. Cameroon has 273 local languages and two official languages, English and French. The two official languages have been a crystallization point for discontent and civil unrest, leading to secessionist sentiments and violence. In this paper, we assess Cameroon’s language policies, firstly by providing a brief historical and legal overview based in the literature. We then present a new decolonial analytical framework, building on but extending existing theoretical frameworks. Our new analysis shows that a transition to using indigenous languages in formal education and other domains is not necessary at present. However, we argue that such a transition will become unavoidable in future. We show that it will be practically possible to use a limited number of indigenous languages as mediums of instruction, building on existing bilingualisms in the country. We believe these languages should be chosen using rational criteria and we introduce an approximate assessment of which languages are easy to learn and teach, and for speakers of which other languages. The transition we foresee requires planning and preparation. A different approach to Cameroon’s languages may help in building national unity and healing national wounds in the areas of sociolinguistic power-sharing and interregional cohabitation. We expect that our approach also holds benefits for other African countries.

CONTINUITY IN THE DISCOURSE ON THE PROMOTION OF THE ENGLISH LANGUAGE FROM THE 19TH CENTURY UNTIL NOW

The article compares the documents defi ning the priorities of the UK language policy in relation to the English language. The study is relevant for understanding the prerequisites and principles of language planning. The object of the study is the offi cial discourse that substantiates the spread and promotion of the English language. Research methods include conceptual-textual analysis, retrospective-diachronic and comparative methods. The key document that recorded the essence of the language policy of the British Empire was the “Minute on education in India”, prepared by Thomas Babington Macaulay in 1835. Macaulay carried out political technological manage-ment of the process of spreading the English language, which was called upon to enlighten the Asians. In 2010, the report “English Next India” by David Graddol was published, which made the case for maintaining the position of the English language training industry. A comparative analysis shows signifi cant strategic continuity between these documents, which is also confi rmed in the actions of the British Council as a conductor of British language policy abroad. Both works make the case for the importance of English in the Indian educational system. Macaulay argues that English should become the main language of education in India as it provides access to information and educa-tion and facilitates economic linkages. Graddol, in turn, emphasizes that introducing English into every classroom and every home in India will signifi cantly improve the country’s prospects in all areas. In 2008, Gordon Brown, then Prime Minister of Great Britain, expressed his commitment to spreading the English language around the world, which he believed could boost the UK economy by billions of pounds. As part of this strategy, the British Council launched a program to recruit “master trainers” to improve the skills of 750,000 English teachers. However, despite British commercial interest in the Indian and other English language markets, there are concerns about the mono-lingual paradigm promoted by proponents of English-medium education. This paradigm may lead to restrictions on the use of national and minority languages and potentially have a negative impact on multilingual education