Language Policy Research Articles

Mothers’ Education, Family Language Policy, and Hebrew Plural Formation among Bilingual and Monolingual Children

Mothers’ Education, Family Language Policy, and Hebrew Plural Formation among Bilingual and Monolingual Children

EMI programs in Azerbaijani Higher Education: analysis of macro, meso, and micro level agents’ perceptions of language policy and planning implementation

ABSTRACT Within the last decade, Azerbaijani universities’ upward implementation of English-medium instruction (EMI) policy has spread among most of the country's universities, public and private . Studies show that EMI programs in many universities worldwide are positioned as a language-planning tool to promote students’ mastery of English, which would open up new horizons and facilitate globalization. Considering that language planning and policy is an understudied topic in the Azerbaijani context and that there are practically no or few studies in this vein, it is hard to appraise EMI programs as a language planning tool in terms of this country. The paper reveals the key tendencies of the increasing number of EMI programs in Higher Educational Institutions in Azerbaijan. It examines the nature of EMI-related language policy and investigates how it is enacted in practice. We analyze EMI-related language policies and listen to the voices of the stakeholders at three levels, illustrating how macro (state/national), meso (university), and micro (staff) levels translate into one another. For this, we refer to a qualitative method of data collection that includes (1) a content analysis that studies four state policy documents at the macro level, (2), interviews administered to ten state representatives and policymakers at meso levels, and sixteen university professors at micro levels. The paper is a relevant contribution to understanding the language policy and planning (LPP) tendencies in the country using EMI as a key tool for globalization and internationalization.

The Impact of Kwazulu-Natal Provincial Language Policy on Sesotho Speakers at Nquthu

The Impact of Kwazulu-Natal Provincial Language Policy on Sesotho Speakers at Nquthu

Macro-level language policy and planning to promote and maintain English-taught programmes in Turkish higher education: a Process Tracing perspective

ABSTRACT This paper explores how higher education governance and macro-level (governmental) language policy and planning (LPP) impact (a) the growth and (b) sustainability of English-medium instruction (EMI) programmes in the Turkish higher education context, an Expanding Circle country (Kachru, 1985). We examine higher education policy documents and regulations and interview elite participants (N = 20), i.e. higher education administrative and governance staff who play significant roles in the decision-making processes of the universities. We make innovative use of a Process Tracing methodology to provide a broader perspective on the growth of EMI. We also examine the impact of macro-level LPP on the regulation and sustainability of EMI programmes. Regarding the growth of EMI programmes in Turkiye, we identify three significant milestones, namely the foundation of the Council of Higher Education, massification, and privatisation. While sustaining the quality and quantity of EMI programmes, higher education actors also implement some language policies. By employing Process Tracing, this study goes beyond simply identifying the relationship between policies and their impact: it sheds light on the causal mechanisms at play, revealing how adopting a ‘steering at a distance’ approach can have unintended consequences that fuel the growth of EMI programmes.

Family language policy and parental language ideologies among Chinese transnational families in multilingual Luxembourg

Family language policy and parental language ideologies among Chinese transnational families in multilingual Luxembourg

What are the languages in my school? Pre-service teachers’ decisions when designing ideal schools in the Basque context

ABSTRACT This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students’ home languages and the language policies they would establish in their ideal schools. For that purpose, pre-service teachers’ (N = 56) written reflective tasks were analyzed through thematic analysis. Findings show that these future teachers would ideally design Basque immersion schools, with an increase of English-medium class hours, and would include mainly hegemonic majority languages such as German and French as optional foreign languages. Students overall show multicultural awareness and would include students’ home languages in their schools, although the ways to do so are rather superficial. Concerning language policy, students show divergent views on the use of L1 or the exclusive use of the target language in language learning.

“I know this language, that language, and my language”

Abstract Adopting a longitudinal dynamic perspective on the field of Family Language Policy (FLP), combined with insights from language socialization, the current study explores five Iranian immigrant family members’ language ideologies, practices and policies and aims to unfold the processes through which the language ideologies and policies are instantiated and negotiated. Particular foci are the evolving nature of family language ideologies and practices, emphasizing the influence of children’s language ideologies and societal interactions. Through detailed analyses of multiparty family interactions, the study argues the significance of considering children’s language ideologies as integral to understanding of their language practices, moving beyond a simplistic attribution of actions to mere ‘agency’.

The Historical Sources of Language Policy

The Historical Sources of Language Policy

Superdiversity, fluidity and flexibility: translanguaging practices and grassroots multilingualism in an international trade hub in China

ABSTRACT Drawing upon a sociolinguistic ethnography of a global market town in Yiwu, China, this study seeks to add theoretical depth and empirical breadth to the notions of translanguaging and grassroots multilingualism in ‘globalisation from below’. The data shows that superdiversity, fluidity and flexibility are key features of language practices in the business community, where private traders discarded the boundaries between different languages and deployed various linguistic features as translanguaging practices for the purposes of networking, meaning-making and bringing in more business. By valuing the functionality of languages and embracing a ‘non-standard’ language ideology, the traders resisted the linguistic ‘rule’ and ‘norm’ imposed by the mainstream society and in the meanwhile, articulating the value of grassroots multilingualism in the localised context. More importantly, the translangugaing practices were multisemiotic, multisensory and multimodal in nature, which helped traders overcome the negative effective of language superdiversity and contributed to their confident conclusion of ‘no communication problem’ in the market. Implications for language policy making and community-based training are discussed at the end of the article.

Agency through conversational alignment in transnational families: shaping family language policy

Agency through conversational alignment in transnational families: shaping family language policy

The Impact of Native Language on English Pronunciation among TESL Undergraduates

In today's globalized world, being fluent in English, including speaking and pronunciation, is crucial, it is frequently a need for academic and professional success in addition to being a great asset. As an English Language teacher, clarity in pronunciation is the utmost importance. However, a lot of the TESL undergraduate students faced trouble in pronouncing English words properly. The influence of the first language (L1) is a profound reason of the inaccuracies in pronouncing English words among undergraduates. This research examines the relationship between the native language and English pronunciation among TESL. This study, conducted through interviews with seven participants, explores the impact of cultural factors, cognates, phonological, and intonation patterns on pronunciation. Thematic analysis reveals the nuanced influences of the participants' native languages on their English articulation. Additionally, the research investigates strategies for improving pronunciation, including individualized plans and peer learning. This research explored both positive and negative aspects of language transfer among participants from diverse linguistic backgrounds. The findings revealed nuanced insights into the impact of native languages on English pronunciation. The findings contributed valuable insights to the understanding of language transfer effects and offer practical recommendations for enhancing English language teaching and learning in TESL programs. Beyond educational implications, this study sheds light on linguistic diversity and has the potential to influence language policies in Malaysia.

Academic Performance Among the Disadvantaged Remote Dweller Learners: A Question of English as a Medium of Instruction

This study explored how English as a medium of instruction can impact students’ academic performance using the qualitative methodology so as to gain insights and explore the depth and richness of data on the phenomenon under study. Through the analysis of interviews, observations, and document reviews, three predominant themes were determined; use of mother tongue during lessons, low self-esteem on the part of students, and detachment from communities of origin. The paper recommends the need for a review of the language policies to solve communication problems that are visible in Botswana’s education system, especially among dwellers of remote rural areas.

Teachers implementing Zimbabwean sign language regulatory frameworks for deaf learners in special schools

Effective implementation of sign language-based instruction is crucial for providing quality education to Deaf learners at special schools. Teachers experienced challenges to effectively implement sign language policies for the Deaf learners in Zimbabwean special schools. However, this study explores how teachers implement sign language regulatory frameworks for Deaf Learners in special schools. Drawing on qualitative data from teachers, headmasters, school inspectors, and psychologists. The findings revealed critical gaps in the in-service training and professional development opportunities available to teachers serving Deaf students. Despite teachers reporting difficulties with sign language fluency and inadequate understanding of Deaf culture and pedagogy, the study found a disconnect between teachers' expressed needs and the perspectives of district-level officials, who often did not perceive additional training as necessary. This study further highlights the heavy reliance on support from external donor organizations and NGOs to provide teachers with limited sign language workshops and resources. This overreliance on precarious external funding sources compromises the sustainability and scalability of professional development initiatives. The study's implications call for a comprehensive, government-led strategy to ensure all teachers in Deaf schools receive robust, long-term training in sign language, Deaf education methodologies, and Deaf cultural competence. Strengthening the capacity of the teaching workforce is essential for upholding the rights of Deaf learners to receive instruction in their primary language and achieving meaningful implementation of sign language policies. This study contributes vital empirical evidence to inform policy reforms and teacher training programmes to support using Zimbabwean Sign Language as a medium of instruction for the Deaf.

Language Politics in Sri Lanka: Linguistic Purism, Cultural Pluralism and Identity

This study, based partly on archival research, tackles a number of interrelated issues regarding the sociolinguistic dynamics of language politics in Sri Lanka from the colonial era to the present. In colonial Ceylon, such politics initially manifested as resistance against foreign elements, but later evolved into internal conflicts when majoritarian Sinhala-focused linguistic purism movements appropriated Sinhala as a national identity marker. The resulting civil war until 2009 indicated that misguided prospects of linguistic purism in the name of ethnic nationalism have been a costly mistake for this small state, threatening to tear the nation apart. Regarding more recent issues of language planning and policy reforms, which also concern the place of English, the focus turns specifically to the rapid digitalisation of communication and related impacts of global virtual language environments. These substantially reduce the significance of any specific language or local vernacular, while individual and group identity is strengthened through inclusive use of linguistic registers within multilingual digital spaces.

Unveiling voices and narratives: exploring the perspectives on multiculturalism and bilingualism of recent adult Chinese immigrants in Canada

ABSTRACT Multiculturalism, a federal policy that emphasises cultural, social, and political rights for ethnic minorities in Canada, is a crucial aspect of immigrant life. Concurrently with the implementation of multiculturalism by the federal government, Canada adopted bilingualism as its official language policy. Although the primary motivation for this policy was to protect the French language and culture, it holds significant relevance for immigrants, especially those residing in Francophone-dominant areas such as Quebec. Despite the importance of these policies to immigrant life, few studies have explored immigrants’ perspectives on both federal policies. Addressing this gap, the present study examines the lived experiences of six adult Chinese immigrants who arrived in Canada and obtained permanent residency or Canadian citizenship after 2010. Through narrative inquiry, this research shares participants’ stories to explore how recent adult Chinese immigrants understand Canadian multiculturalism and bilingualism. Taking a critical stance on multiculturalism and bilingualism, this study examines, discusses and interprets the lived experiences of its participants with the goal to confront issues of inequality, privilege, and power dynamics. The findings reveal that Chinese immigrants’ understanding of multiculturalism and bilingualism is shaped by their personal experiences with both policies. Participants leverage their experiential knowledge of multiculturalism and bilingualism to navigate their new lives in Canada. Although participants voice some concerns about these policies, they also presented nuanced perspectives and opinions on both federal policies. These perspectives not only enrich the literature on Canadian multiculturalism and bilingualism, but also highlight Chinese immigrants’ desire for integration in Canada.

Neoliberal ideologies and language in education policies: the case for teaching Chinese as a foreign language in Oman

ABSTRACT This paper explores the intersection of neoliberal ideologies and language policy in the context of Chinese language education in Oman's higher education system. Drawing on critical discourse analysis and theoretical frameworks of neoliberalism, the study investigates the introduction of Chinese language programmes within Omani universities, with a focus on Sultan Qaboos University (SQU). Through analysis of public documents, interviews and instructional materials, this paper examines how neoliberal free-market ideologies influence the implementation and perception of Chinese language education. Key research questions address the manifestation of neoliberal ideologies in programme policies, stakeholder perceptions and suggestions for pedagogical improvement. The findings reveal a complex interplay between geopolitical, economic and educational factors shaping language policy and its implications for Oman's higher education system.

A third player: Chinese linguistic and cultural influence at a UAE university

ABSTRACT As part of China’s Belt and Road Initiative (BRI), a series of large-scale projects have been launched in the Arab Gulf due to its geopolitically strategic position. We examine the influence of Chinese as a third player, in addition to Arabic and English, in a UAE university educationscape together with Emirati students’ attitudes towards its influence. The study takes a case study approach, which employs open-ended questionnaires with university students (n = 40), semi-structured interviews with university students (n = 3) and a university Confucius Institute director and visual data from a walking ethnography of university social, learning, and online spaces. Data are analysed thematically via the lens of ‘Critical, Cultural Political Economy of Education’ (CCPEE), which brings together a range of concepts to interrogate globalising processes within an ‘education ensemble’. Key findings revealed a growing influence and awareness of Chinese language and culture in the UAE as well as generally positive attitudes towards such growth. There was, however, less interest in learning Chinese in comparison with other languages such as Korean and Turkish connected with soft power and media presence via dramas and music. Implications of the findings are discussed in relation to informing future language policy directions in the UAE.

The national press & its framing of Singlish: print media as a language planning and policy tool

ABSTRACT This article explores a significant gap in research on Singlish by examining The Straits Times (ST) as a language planning and policy tool. Using representation theory, legitimisation theory, and framing, it analyzes ST’s media coverage of Singlish across two periods. The article demonstrates how ST has not merely reported on Singlish but has actively engaged in status planning by legitimizing Standard English and delegitimizing Singlish. It argues that while ST does not formulate Singapore’s English language policy, it plays a crucial role in shaping public attitudes and containing Singlish. By analyzing ST articles, the article reveals how Singlish was initially portrayed as a ‘bogeyman’ but later acknowledged for its identity functions, suggesting a shift in how Standard Singapore English and Singlish are perceived in different social contexts.

‘Panda diplomacy’ and the subtle rise of a Chinese language ecology in Qatar

ABSTRACT Over the past two decades, the Chinese language has emerged as a global language. Gulf Cooperation Council countries, such as Bahrain, Saudi Arabia, and the United Arab Emirates, have integrated Chinese language into their educational systems and established Confucius Institutes to promote Chinese language and culture. In Qatar, interest in Chinese language education has risen, though not as pronounced as its neighbouring countries. This article, grounded in a Critical Cultural Political Economy of Education (CCPEE) approach, provides a comprehensive overview of Chinese language and education policy in Qatar, utilising a mix of primary and secondary sources, and insights from the second author’s role as a Chinese language coordinator in Qatar. The article examines cultural, political, and economic aspects related to Qatar-China ties and the Chinese community in Qatar, the role of China during the World Cup, Chinese language in the linguistic landscape, Chinese language education policies, and the state of a Confucious Institute in Qatar. Finally, it offers some implications in terms of the future of Chinese language education in the country and some fruitful directions for further research.

Positive Alignment in Language Policy: Pros and Cons. The Experience of the USSR, Modern Russia and Other States

Positive Alignment in Language Policy: Pros and Cons. The Experience of the USSR, Modern Russia and Other States