Language Policy Research Articles

Learning to write Scots: a school ethnography of Scots literacy development

ABSTRACT Scots is one of three indigenous languages in Scotland, alongside English and Gaelic, spoken by 1.5 million people (National Records of Scotland 2011). Historically, Scots was excluded from formal education, but since the launch of a Scots qualification in 2014, the language is now taught in a growing number of schools. Findings from a school-university research partnership into the use of Scots show that lack of a standardised orthography, lack of exposure to written Scots, teacher attitudes, and lack of confidence in writing Scots are factors that influence Scots literacy development. This research was undertaken in 2018–2019, at Banff Academy in North-East Scotland, where Scots is spoken by approximately 50% of pupils. I used Participatory Action Research and Linguistic Ethnography (Creese 2010; Shaw, Copland, and Snell 2015) as a method and theoretical framework to explore attitudes towards Scots, set within a broader language policy framework. Data from ethnographic interviews with pupils, teachers and Scots language experts suggests that innovative pedagogical approaches can stimulate students to develop positive language attitudes and language awareness and that improving language attitudes can influence linguistic behaviours. These approaches to creative language teaching could be applicable in other regional or minority language contexts.

Intentionality and Adaptability in Family Language Policy

Abstract Heritage language maintenance is affected by many different factors. Particularly for families in subtractive bilingual environments, it is crucial to have a well-defined family language policy (FLP). Even with an established FLP, major disruptions and changes, as well as smaller shifts in families’ lives, can significantly affect children’s multilingual development and threaten heritage language maintenance. These shifts can be sudden or gradual. This study focuses on the importance of bringing the need for a FLP into multilingual families’ awareness and explores the challenges of sustaining it. More specifically, this study uses two parents’ reflections regarding their own families’ language policies to gain a better understanding of the challenges and to make recommendations to other families. It is guided by the following questions: To what extent are parents aware of their family’s multilingual habits and policies? How can parents support their children’s heritage language development in the face of significant disruptions or even subtle life changes? Two linguists raising multilingual children in different contexts agreed to become accountability partners to gain a better understanding of their own dynamic situations and support each other to become more intentional in their family multilingual development. Data were collected over a six-month period. Findings suggest that intentionality increased due to the accountability partnership. Furthermore, this study challenged several of the researchers’ assumptions, particularly regarding the amount of heritage language spoken, how transitions affect the family, what it takes for linguistic changes to occur, and the ease of tracking one’s own family’s linguistic habits. This study suggests that having a FLP is not sufficient, but that it requires periodic updating, and changes need to be implemented to match the evolving plan.

Language Policy and Assessment: Sociopolitical and Multilingual Perspectives from Elana Shohamy

Language Policy and Assessment: Sociopolitical and Multilingual Perspectives from Elana Shohamy

Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms

This phenomenological study explored how middle school teachers experience teaching racially/ethnically minoritized newcomer adolescent students in Arizona. Through a Critical Race Theory framework, this qualitative study used semi-structured interviews to illustrate how even the best intentions and asset-based approaches of six white middle school teachers may still perpetuate existing systems of oppression. Though most teachers emphasized student strengths, they also unintentionally promoted harmful ideology and reported feeling limited in how they could support students given federal, state, and local policies that segregate students through identification, placement, and accountability policies. Arizona, as the only state with restrictive language policies requiring English-only instruction, presented a unique context in how racially/ethnically minoritized newcomer immigrant students were educated and ultimately (mis)treated. Implications and recommendations for school psychologists to combat systemic inequities and further support teachers will be discussed. Impact Statement This qualitative study used a Critical Race Theory framework to examine how middle school teachers can inadvertently disserve racially/ethnically minoritized newcomer immigrant adolescents in Arizona. Despite asset-based perspectives, teachers may perpetuate raciolinguistic injustices as a result of hegemonic policy positioning English and whiteness as norms.

Language Policy and Practices in an Ethiopian University towards Multilingualism

The study explores an Ethiopian higher education institution’s language policy and practices, explicitly focusing on multilingualism. Thе rеsеarch highlights a discrеpancy between languagе policy and classroom rеalitiеs. Despite English being officially designated as the primary instructional medium of higher education institutions, the prevalent environment for teaching and learning is multilingual, incorporating Afaan Oromoo, Amharic, and other languages alongside English. This disparity challеngеs thе monolingual languagе еducation policy mandatеd by thе Ethiopian constitution. The study employs a mixed-methods approach to offer a comprehensive perspective on the issue, stressing the necessity for a more holistic understanding of the situation. Furthеrmorе, thе rеsеarch indicatеs that thе Ethiopian constitution lacks еxplicit provisions addressing multilingualism within highеr еducation institutions, rеvеaling a gap in thе lеgal framework. This misalignmеnt calls for potential policy adjustmеnts to bеttеr accommodatе thе multilingual nature of highеr еducation. Bеyond thе classroom, both instructors and studеnts frеquеntly usе Afaan Oromoo, Amharic, and othеr hеritagе languagеs in thеir intеractions, furthеr еmphasizing thе importancе of undеrstanding thеsе languagе dynamics in thе Ethiopian highеr еducation contеxt. Ovеrall, this study undеrscorеs thе nееd for a closеr еxamination of languagе practicеs and thеir implications, offеring insights into promoting morе inclusivе еducation and informеd languagе policiеs within Ethiopian highеr еducation institutions.

Investigation of the Linguistic Landscape of Local People at ‘’Pantura”

Indonesia, with about 700 regional languages, is considered one of the most linguistically diverse countries in the world. The imposition of a national language and the global dominance of English constitute a danger to multilingualism. This article explores the utilization and manipulation of language in Cirebon by applying social semiotics in linguistic landscape studies. We juxtapose the conventional signage seen on government buildings with that of private enterprises, such as restaurants and retail. The national/regional language policy acknowledges the existence of tensions between macro and micro language policies, which pertain to the rights of private and individual language choice. The conflicts are analyzed. The investigation uncovers a clear and discernible arrangement in the linguistic environment, where public signs prominently showcase Indonesian, Javanese, and English languages, while personal signs exhibit Indonesian, English, as well as other foreign languages such as Korean, Japanese, and Mandarin. The research indicates that language choices are not random, emphasizing that the linguistic environment is a powerful instrument for rejuvenating endangered local languages, such as Javanese.

Heydar Aliyev's Language Policy and the Phenomenon of Identity

Identity is reflected as a multifaceted topic in scientific and psychological research of the last decade. The problem of identity formation is the main problem of human development in society. Language is one of the ethnic markers, and it is it that makes it possible for an individual to identify himself with a particular ethnic community. The presented article talks about the language policy implemented by the Heydar Aliyev and his services in this field. In this field, Heydar Aliyev made exceptional contributions to the acquisition of the state language status of the Azerbaijani language, both during the Soviet period and during the restoration of independence. Also, the Azerbaijani ideology of the national leader and the phenomenon of the national language that underlies it, along with such factors as national consciousness, national identity, and the national state, constitute the formation of the people. One of the most important indicators of Heydar Aliyev's ideology is Azerbaijanism and it is the national ideology of the state and the people.

Perspectives of University Academics on Language Attitudes and Beliefs: A Mix Method Approach

This research aims to investigate the language attitudes and linguistic beliefs among private University academics in Lahore. It delves into the intricate interplay between Pakistan's national and its official language, investigating their influence on the perspectives of private University teachers’ language attitudes and beliefs in Lahore. Employing Spolsky's national language policy theory (2004), the study focuses on female English academics working in private Universities. Based on the observation that the majority of the faculty members of the English department are females, the research sample includes 50 female English academics working in eight private Universities in Lahore. Considering the complexity of the field of language beliefs and the linguistic diversity in Lahore, a mixed-method research (MMR) approach has been employed. The research uses an explanatory sequential approach; the quantitative data collection through an online survey was followed by short interviews of 10 randomly selected participants. A descriptive approach has been used to analyze the quantitative and the qualitative data side-by-side; the quantitative data has been analyzed using bar graphs that were obtained from Google Forms, whereas the qualitative data has been analyzed by manual thematic analysis. The findings of the study reveal slight signs of linguistic biases towards the three prevalent languages in Lahore i.e.: Urdu, English, and Punjabi. Future researchers can benefit from this research to study the language attitudes and language beliefs among either Urdu or English academics working in government Universities. Comparative analysis between the current and future research endeavors promises to enrich this field further.

Our gateway is your gatekeeper: benefits and constraints of EMI for different participants in Japanese ELF contexts

Abstract This paper explores the interconnectedness of gatekeeper and gateway roles the same English-medium instruction (EMI) policy plays for different student populations at different times. The research site is located in an EMI programme at a Japanese university, where, for international students, EMI opens a gateway to the university, Japanese ability not being required at the entry point, whereas the same policy plays a gatekeeping role for Japanese students, a high English proficiency level based on native English speaker (NES) norms being required. However, for international students with plans to work for Japanese companies after graduation, their low Japanese ability starts playing a gatekeeping role for their future career, contrary to the situation at the outset. In contrast, Japanese students, who initially struggle to get used to EMI, after a few years, become empowered by their ability to use English as a lingua franca (ELF), which becomes a gateway to new career opportunities. Thus, the same EMI policy could play opposing roles for different student populations at different times, a gateway turning gatekeeper for one group, while for another, the initial gatekeeper turning gateway after some time. The exploration is mostly based on our interview data with EMI graduates at both undergraduate and graduate levels. Implications for language policy will also be discussed.

Language ideologies and heritage language maintenance among Egyptian Nubian families: a comparative study of urban and rural families

ABSTRACT This article explores language ideologies in urban and rural Nubian families in Egypt toward Arabic, English, and Nubian, analysing how these families’ different language ideologies could influence heritage language maintenance. Data were collected through semi-structured interviews and observations with three urban and three rural families in Egypt, and qualitative content analysis was conducted to compare differences in parents’ ideologies between rural and urban Nubian families. The survey results show that parents from urban and rural families greatly emphasise Arabic learning. Parents in urban families are more willing to invest in their children's foreign language education. In contrast, parents in rural families consider Nubian to be of great significance for their children's education, which leads parents to prioritise having their children speak Nubian as the main language at home. They strongly recognise the value of the Nubian language in ethnic identity and cultural inheritance. The results suggest that parents’ language ideologies and heritage language maintenance in urban and rural Nubian families may be affected by macro factors (e.g. national language policy, socio-cultural environment) and micro factors (e.g. parents’ education level, family economic level).

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

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

Bilingual Education in China: Current Issues, Problem, and a Proposal for Change

Bilingualism is an important feature which may affect language learning and language instruction. The bilingual education has become an important and widely used teaching model in Chinese students’ English education. The purpose of this paper is to explore bilingual education issues and practices in China. This paper first introduces the background of Chinese language policies and then examines bilingual education policies and practices in China. It then analyzes issues exist in Chinese bilingual education. Through exploring and analyzing significances and issues exist in Chinese bilingual education, this paper reviews teaching strategies of effective bilingual education and provides practical suggestions and recommendations for Chinese bilingual education.

Exploring views on praxis possibilities of multilingualism in university literacy pedagogies

Background: South African literacy-as-social-practice theoreticians, language-in-education experts, educational linguists, and language policies advocate multilingual pedagogies to acknowledge and cater to diverse multilingual learners’ literacy development. Universities purport multilingualism to provide for the multilingual norm, students’ literacy, and educational development, as scholarship shows that multilingualism benefits academia and literacy education. Yet, these universities remain locations for monolingual and epistemological biases. Concerns about such praxis pretensions in pluralistic literacy education and the failures in literacy-as-social-practice strategies have been raised. However, the perceptions of lecturers and students on their role in implementing desirable praxis in multilingual literacy education are under-researched.Objectives: This qualitative study explores lecturers’ and students’ perceptions and their impact on practising linguistic plurality in literacy for educational development schemes.Method: The research uses in-depth individual and focus-group interviews with four lecturers and four first-year undergraduate students at a selected linguistically diverse university. An interpretivist paradigm was applied consisting of participants’ subjective experiences as members of a higher education institution (HEI).Results: Findings reveal that lecturers have difficulty coping with multiple languages due to inadequate training and misconceptions about multilingualism, and monolingual pedagogy perceptions carried over from their institutions whose culture denies students’ linguistic plurality.Conclusion: The study demonstrates the importance of shifts in epistemological orientation and adequate training, focused on multilingualism, to develop versatile and agile lecturers equipped for multilingual universities.Contribution: This research contributes to understanding the complex implementation problems regarding multilingual literacy education and possible solutions. It postulates new ways of forging multilingual literacy practices to erase praxis morbidity.

Who is the language policy for? Translation discrepancies and their implications to (dis)trust

This paper investigates the impact of language policy translation as a discursive action on historical and political mechanisms of trust within the context of Indigenous language revitalization in Taiwan. Combining a critical discourse studies approach and translation theories, we examine the translation discrepancies between the Chinese source text and the English translation of Tawain’s Indigenous Language Development Act (2017). We focus on the analysis of the interpersonal meanings conveyed by two Chinese modal verbs (ying/應 and de/得), aiming to elucidate how Taiwan’s Government positions itself within both language versions. The findings suggest that the government constructs itself as more actively responsible for the Indigenous language development in the English version. This strategic move reflects the government’s commitment to enhancing Taiwan’s international reputation as the English version is meant for global audiences. Considering language policy is inherently ideological with the government’s political intentions, we discuss the implication of distrust created by the translation discrepancy. This study highlights that language policy translation can be recontextualized to suit a government’s political agendas and ideological appropriations.

English as a subtle technology of distraction in postcolonial contexts: undoing linguistic colonialism by linguistic coloniality

ABSTRACT This paper discusses how the political interplay between English-in-society and English-in-education policy in the Global South(s) facilitates what I term ‘English as a subtle technology of policy distraction’ in postcolonial spheres that were colonised by languages other than English. ‘English as a subtle technology of policy distraction’ is conceptualised and operationalised as a theoretical and analytical framework through which current issues in language planning and policy within postcolonial contexts where colonial languages such as French, Spanish, Russian and German, etc function as the first or second language are framed, justified, enacted, contested and critically examined. I unpack how the state, politicians, officials and stakeholders make use of the political instrumentalization of English to assign credibility to their discourses that overshadow the core issues and root causes of the crises in the Moroccan education sector such as contract teachers, lack of infrastructure, classroom crowdedness and successive unsuccessful reforms. Political instrumentalization enables scholars to deconstruct the process of gaining access to the political implications of a technical subject (language in education) and its intersection with wider social problems (coloniality, dependency, insufficient quality of education …) which previously had not been treated politically.

Construction of equity in Ecuadorian higher education policy documents

AbstractEquity is considered a key element to ensure universal access to high‐quality education and equal treatment in the higher education system. This study investigates the construction of equity in Ecuadorian higher education through two sets of policy documents—higher education and language policies, both relevant in considering the direction and structure of the higher education sector. The coherence or deficiencies in the construction of equity are important for this concept to be exercised and properly enacted. To this end, five national policy documents related to higher education were selected to be analyzed through a critical discourse analysis lens to determine whether the policy documents are framed with a limited or more expansive interpretation in relation to theoretical elements of equity. Critical discourse analysis was chosen as the main analysis tool since it permits the identification and critical examination of similarities and differences in two or more sets of documents. The study identifies autonomy, identity, and equality as prevalent elements of equity in the general laws regulating higher education and the national educational plan, whereas the language policy documents are more focused on competitiveness and aspects of globalization. In conclusion, this study highlights the importance of coherence in policy documents to achieve more equitable practices.

“Walking on eggshells”: music educator perceptions of agency in times of surveillance and divisive concept laws

Legislation in the United States has increasingly led to limitations on what and how educators are able to teach in the classroom. These measures, often deemed divisive concept laws, can lead to a host of challenges for music educators, impacting student/teacher relationships, repertoire selection, pedagogical practices, and student and teacher safety and mental health, among other concerns. Furthermore, constriction of content can frame the music educator as a deliverer of curriculum wherein the educator may feel stripped of their professional agency. The purpose of this study was to explore how, if at all, music educators from four states considering or actively enacting divisive concept laws achieved agency in their unique contexts. Data included semi-structured interviews with eight music educators. Findings suggest that stakeholders responded to policies in varying ways, the language of policies played a significant role in how policies were understood and enacted, and participants found divisive concept laws as particularly challenging in the midst of broader deprofessionalization of teaching.

Clearing a Path for Renewal and Growth

The spring 2024 issue of GATESOL Journal invites readers to consider how they traverse the path of multilingual learner education. The articles in the issue trace the historical policies that have led to the current state of education for multilingual learners, provide a checkpoint for evaluating assessment, create a plan for visualizing the destination, and explore artificial intelligence tools to help navigate the road ahead. This issue will highlight how language educators can work with and for their students to cultivate language across contexts through interrogating assessment results, reflecting on the trajectory of language policy, envisioning the future, and harnessing technology tools.

Tracing the History: Language Education Policy and Emergent Bilingual Learners in the United States

Since the passage of the 1968 Bilingual Education Act, the meaning, function, and connotation of bilingual education in the United States have undergone significant changes. In this article, the author outlines the evolution of U.S. language education policies for emergent bilingual learners since the 19th century. In particular, the article demonstrates the major waves and shifts of language education policies that either support or oppress the linguistic rights of language minoritized students, and captures how the changing social, political, and economic climate has shaped the nation’s response to language diversity. Importantly, reviewing the historical evolution of language policies not only echoes the importance of policy decisions in impacting bilingual students’ educational trajectories, but also informs future policy decisions in order to disrupt deficit positioning of bilingual communities.

An Enquiry into the Nigerianism in Nigerian English

This study seeks to examine the Nigerianism in Nigerian English in order to gain a better understanding of the English language in Nigeria. Specifically, it will investigate how Nigerian English has developed and what aspects of Nigerian language and culture have influenced it. In doing so, it will provide insight on the role of Nigerian English in the larger Nigerian context, as well as the broader international context. It will also review the sociolinguistic features of the Nigerian varieties of English in the area of phonology. The findings of this research are expected to provide a deeper understanding of the English language in Nigeria and its functionality within the Nigerian context. It is hoped that the results of this study can be used to inform and guide the development of future language policies in Nigeria. This study will also provide a valuable contribution to the existing body of research into the development of English and language in general.