Tamah Sherman, Jiří Homoláč, Jana Macurová, Jevgenija Cvetković
Utilising language management theory (Jernudd and Neustupný 1987; Nekvapil 2016), this paper explores motivations for the language exam as an instrument of organised management in the form of policy in the Czech context and analyzes its outcomes more than ten years after its initial implementation. First, we provide an overview of research on language testing as a form of organised management, discussing how emphasis has been placed on citizenship, and explain the relevance of researching the use of language exams for permanent residence in the European Union, where an important distinction is made between EU and non-EU citizens. We consider the selection of the appropriate Common European Framework of Reference for Languages (CEFR) level for the exam and the overall question of exemptions, which may raise doubts about the exam’s overall effectivity as a tool for the linguistic integration of foreigners. We show that there are several tendencies in the understanding of the situation by individuals who have already passed the exam, including the view of it as a mere formality, and, conversely, as a major hurdle. We conclude by exploring potential policy consequences of these outcomes, emphasising the idea that language support from the state and employers needs to be provided intensively and immediately following the individuals’ arrival in the country.
本文利用语言管理理论（Jernudd and Neustupný 1987; Nekvapil 2016），探讨了在捷克背景下语言考试作为政策形式的有组织管理工具的动机，并分析了其在最初实施十多年后的结果。首先，我们概述了将语言考试作为一种有组织管理形式的研究，讨论了如何将重点放在公民身份上，并解释了研究在欧盟永久居留权中使用语言考试的相关性，因为欧盟公民和非欧盟公民之间存在重要区别。我们考虑了为考试选择适当的《欧洲语言共同参考框架》（CEFR）水平以及豁免的整体问题，这可能会使人怀疑考试作为外国人语言融合工具的整体有效性。我们发现，已经通过考试的人对这种情况的理解有几种倾向，其中包括认为考试只是一种形式，反之，则认为考试是一大障碍。最后，我们探讨了这些结果可能带来的政策后果，强调国家和雇主需要在个人抵达该国后立即提供密集的语言支持。
{"title":"Language exams as a policy instrument","authors":"Tamah Sherman, Jiří Homoláč, Jana Macurová, Jevgenija Cvetković","doi":"10.3828/ejlp.2024.4","DOIUrl":"https://doi.org/10.3828/ejlp.2024.4","url":null,"abstract":"Utilising language management theory (Jernudd and Neustupný 1987; Nekvapil 2016), this paper explores motivations for the language exam as an instrument of organised management in the form of policy in the Czech context and analyzes its outcomes more than ten years after its initial implementation. First, we provide an overview of research on language testing as a form of organised management, discussing how emphasis has been placed on citizenship, and explain the relevance of researching the use of language exams for permanent residence in the European Union, where an important distinction is made between EU and non-EU citizens. We consider the selection of the appropriate Common European Framework of Reference for Languages (CEFR) level for the exam and the overall question of exemptions, which may raise doubts about the exam’s overall effectivity as a tool for the linguistic integration of foreigners. We show that there are several tendencies in the understanding of the situation by individuals who have already passed the exam, including the view of it as a mere formality, and, conversely, as a major hurdle. We conclude by exploring potential policy consequences of these outcomes, emphasising the idea that language support from the state and employers needs to be provided intensively and immediately following the individuals’ arrival in the country.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"64 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140726328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Areti Vogopoulou, Antigone Sarakinioti, Polychronis Sifakakis, A. Tsatsaroni
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.
{"title":"European foreign language policies, national language testing and ambivalence towards the introduction of the logics of standardisation","authors":"Areti Vogopoulou, Antigone Sarakinioti, Polychronis Sifakakis, A. Tsatsaroni","doi":"10.3828/ejlp.2024.3","DOIUrl":"https://doi.org/10.3828/ejlp.2024.3","url":null,"abstract":"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.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"135 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140725644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a case study on family language policies (FLP) in Galicia (official bilingual community of Spain), based on the analysis of semi-structured interviews with three Spanish-speaking parents who live with their partners and children in urban or semi-urban settings where Spanish is the dominant language. The results indicate a FLP model that reinforces the position of this language in the family, in interaction with the environment, since the informants attribute their children’s learning of Galician exclusively to school, even though they see it as insufficient to incorporate this minority language into their everyday linguistic repertoire, both now and in the future. The assumption of this result is revealed to be rooted in the ideologies about languages, since Galician has little or no economic or even symbolic value for these parents and continues to be strongly associated with the rural world, with the elderly or with no education, reproducing a persistent diglossic culture in Galician society. This language micropolicy is interpreted as a mirror of the laissez-faire attitude that has characterised language policies at the macro level in Galicia, as well as a reflection of its shortcomings in achieving true prestige for Galician.
{"title":"The intergenerational reinforcement of Spanish in Galicia (Spain)","authors":"Virginia Acuña Ferreira, Ana Mª Iglesias Álvarez","doi":"10.3828/ejlp.2024.5","DOIUrl":"https://doi.org/10.3828/ejlp.2024.5","url":null,"abstract":"This article presents a case study on family language policies (FLP) in Galicia (official bilingual community of Spain), based on the analysis of semi-structured interviews with three Spanish-speaking parents who live with their partners and children in urban or semi-urban settings where Spanish is the dominant language. The results indicate a FLP model that reinforces the position of this language in the family, in interaction with the environment, since the informants attribute their children’s learning of Galician exclusively to school, even though they see it as insufficient to incorporate this minority language into their everyday linguistic repertoire, both now and in the future. The assumption of this result is revealed to be rooted in the ideologies about languages, since Galician has little or no economic or even symbolic value for these parents and continues to be strongly associated with the rural world, with the elderly or with no education, reproducing a persistent diglossic culture in Galician society. This language micropolicy is interpreted as a mirror of the laissez-faire attitude that has characterised language policies at the macro level in Galicia, as well as a reflection of its shortcomings in achieving true prestige for Galician.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140722013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The European Union’s (EU) high regard for multilingualism and linguistic diversity is expressed through its language education policy (LEP), a policy adopted by the European Parliament, which represents all EU member states. However, as education falls within the remit of the member states, EU LEP has an advisory function only. Support for the LEP at national level is thus crucial. By analysing a significant parliamentary discussion by Members of the European Parliament (MEPs), this article asks what evidence there is that MEPs support the EU’s goals of learning the mother tongue plus two foreign languages (1+2), and of learning a diversity of languages at school. Secondly, the article investigates current evidence of the success of EU LEP in terms of developing dual language capacities, and of maintaining diversity in language learning. Figures on the learning of two languages, on the learning of English, and on linguistic diversity are compared, covering the last decade. The results reveal that although the training of dual linguists has stagnated, no MEP expressed concerns that the EU goals of 1+2 are not being met. MEPs are, however, concerned with protecting ‘their’ national languages, and the smaller ‘their’ own language(s), the more so. Furthermore, only representatives of large EU languages express concern over English dominance in the EU’s education systems. Thus, parliamentary representatives of smaller languages unite in solidarity for greater status recognition of their language, while MEPs’ support for the EU LEP goal of 1+2 is at best patchy. The article concludes that, given the limited remit of EU LEP, discrepancies between European recommendations and national practices are somewhat inevitable, and that to improve on the 1+2 goal and counter English dominance across education systems in the EU, member states need to be better supported to appreciate and disseminate the rationales for dual language learning (1+2) and diversity in language learning.
{"title":"European Union politicians debating European language education policy","authors":"U. Lanvers","doi":"10.3828/ejlp.2024.2","DOIUrl":"https://doi.org/10.3828/ejlp.2024.2","url":null,"abstract":"The European Union’s (EU) high regard for multilingualism and linguistic diversity is expressed through its language education policy (LEP), a policy adopted by the European Parliament, which represents all EU member states. However, as education falls within the remit of the member states, EU LEP has an advisory function only. Support for the LEP at national level is thus crucial. By analysing a significant parliamentary discussion by Members of the European Parliament (MEPs), this article asks what evidence there is that MEPs support the EU’s goals of learning the mother tongue plus two foreign languages (1+2), and of learning a diversity of languages at school. Secondly, the article investigates current evidence of the success of EU LEP in terms of developing dual language capacities, and of maintaining diversity in language learning. Figures on the learning of two languages, on the learning of English, and on linguistic diversity are compared, covering the last decade. The results reveal that although the training of dual linguists has stagnated, no MEP expressed concerns that the EU goals of 1+2 are not being met. MEPs are, however, concerned with protecting ‘their’ national languages, and the smaller ‘their’ own language(s), the more so. Furthermore, only representatives of large EU languages express concern over English dominance in the EU’s education systems. Thus, parliamentary representatives of smaller languages unite in solidarity for greater status recognition of their language, while MEPs’ support for the EU LEP goal of 1+2 is at best patchy. The article concludes that, given the limited remit of EU LEP, discrepancies between European recommendations and national practices are somewhat inevitable, and that to improve on the 1+2 goal and counter English dominance across education systems in the EU, member states need to be better supported to appreciate and disseminate the rationales for dual language learning (1+2) and diversity in language learning.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140723389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article argues that English should be considered as a national language in Pakistan in order to make it accessible to ordinary people and remove the negative assumptions attached to it. Using language planning and policy perspective, it suggests that instead of seeing traditional language as a problem, language policy should adopt language as a resource, which should not only be limited to a local or indigenous language(s), but should also be extended to other modern languages, such as English in Pakistan. Such a shift will reduce some of the problems of language planning and policy; it will not only reduce the burden on ordinary students to acquire (a) different second language(s), but will also make knowledge accessible to them through the use of their mother tongue and English. It will also help in reducing social stratification, as currently society is divided into elite and lower classes, with the class structure being perpetuated with the help of varying school systems and differential use of and access to Urdu and English. This study can lead to new debates about the use of English in non-English-speaking societies.
{"title":"Can English be a national language in Pakistan?","authors":"Sham Haidar","doi":"10.3828/ejlp.2024.6","DOIUrl":"https://doi.org/10.3828/ejlp.2024.6","url":null,"abstract":"This article argues that English should be considered as a national language in Pakistan in order to make it accessible to ordinary people and remove the negative assumptions attached to it. Using language planning and policy perspective, it suggests that instead of seeing traditional language as a problem, language policy should adopt language as a resource, which should not only be limited to a local or indigenous language(s), but should also be extended to other modern languages, such as English in Pakistan. Such a shift will reduce some of the problems of language planning and policy; it will not only reduce the burden on ordinary students to acquire (a) different second language(s), but will also make knowledge accessible to them through the use of their mother tongue and English. It will also help in reducing social stratification, as currently society is divided into elite and lower classes, with the class structure being perpetuated with the help of varying school systems and differential use of and access to Urdu and English. This study can lead to new debates about the use of English in non-English-speaking societies.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140720941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the most significant accomplishments of the twentieth century – in Western societies – has been the achievement of basic literacy for almost the entire population. The past century also witnessed the development of some immensely powerful literacy methodologies, the well known of them drawn on by Paulo Freire. In this regard, I believe the need exists to reflect on the contributions to literacy development in the past century towards the new twenty-first-century scenario characterised by the great diversity in terms of language, digitalisation, migration, among other variables. What are those contributions? In this article, I wish to expand on the following aspects. Literacy, according to Freire, is about naming the world, not just words. It is also about how individuals organise their relationships and the processes involved in becoming a person, as emphasised by socio-cultural psychologists. Who are illiterate individuals? This question has gained prominence in recent times as the concept of literacy and the notion of being illiterate have undergone significant changes. Concepts such as the “culture of silence” and the ongoing need to live with others are important here. Finally, a further contribution is to consider that the teaching methodology needs to be consistent with people’s environment and should be meaningful to them.
{"title":"The way we were","authors":"Emilio Lucio-Villegas","doi":"10.3828/ejlp.2023.9","DOIUrl":"https://doi.org/10.3828/ejlp.2023.9","url":null,"abstract":"One of the most significant accomplishments of the twentieth century – in Western societies – has been the achievement of basic literacy for almost the entire population. The past century also witnessed the development of some immensely powerful literacy methodologies, the well known of them drawn on by Paulo Freire. In this regard, I believe the need exists to reflect on the contributions to literacy development in the past century towards the new twenty-first-century scenario characterised by the great diversity in terms of language, digitalisation, migration, among other variables. What are those contributions? In this article, I wish to expand on the following aspects. Literacy, according to Freire, is about naming the world, not just words. It is also about how individuals organise their relationships and the processes involved in becoming a person, as emphasised by socio-cultural psychologists. Who are illiterate individuals? This question has gained prominence in recent times as the concept of literacy and the notion of being illiterate have undergone significant changes. Concepts such as the “culture of silence” and the ongoing need to live with others are important here. Finally, a further contribution is to consider that the teaching methodology needs to be consistent with people’s environment and should be meaningful to them.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although European language policy is a priority for competing economically while acknowledging citizens’ mobility, it also needs to consider the citizens’ digital competence to ensure social inclusion. Digital literacy is assumed as a key competence. In this article, we propose chroma key as a multiliteracies teaching tool allowing the production of storytelling through visual language, interpretation, sound and the text. Chroma key is a technique using a low-cost, green background placed behind a subject being photographed or recorded. Later, by means of a free computer program, some static or moving free images can be added behind the subject, along with some sound, which allows infinite virtual scenarios and stories beyond the space on which it has been recorded. This tool would enable adults from other cultures to participate, sharing their culture or stories in a recreated context, and expressing their needs to others through oral or corporal language code, possibly through dramatisation. Moreover, it will introduce them to digital competence and facilitate further interaction with others. So, it could be a suitable teaching tool to be actively used by learners to favour the development of their communicative and digital competences, meeting the goals of the European policy framework. This qualitative research investigates seventy-two future teachers’ perceptions regarding the use of this multimodal and multiliteracies tool. The qualitative data are processed by QDA Miner version 4.1. which provides frequency data as well. The results show that future teachers recognise this didactic tool as easy to use for visual personalised storytelling and therefore, for developing language students´ digital competence. Then, they highlight the creative and fun possibilities of this multimodal and multiliteracy tool. They underline the possibilities of increasing self-esteem, reducing stage fright and promoting inclusion among equals.
{"title":"The chroma key perceived as a multimodal and multiliteracies teaching tool","authors":"Beatriz Peña-Acuña, Anna Izabela Cislowska","doi":"10.3828/ejlp.2023.14","DOIUrl":"https://doi.org/10.3828/ejlp.2023.14","url":null,"abstract":"Although European language policy is a priority for competing economically while acknowledging citizens’ mobility, it also needs to consider the citizens’ digital competence to ensure social inclusion. Digital literacy is assumed as a key competence. In this article, we propose chroma key as a multiliteracies teaching tool allowing the production of storytelling through visual language, interpretation, sound and the text. Chroma key is a technique using a low-cost, green background placed behind a subject being photographed or recorded. Later, by means of a free computer program, some static or moving free images can be added behind the subject, along with some sound, which allows infinite virtual scenarios and stories beyond the space on which it has been recorded. This tool would enable adults from other cultures to participate, sharing their culture or stories in a recreated context, and expressing their needs to others through oral or corporal language code, possibly through dramatisation. Moreover, it will introduce them to digital competence and facilitate further interaction with others. So, it could be a suitable teaching tool to be actively used by learners to favour the development of their communicative and digital competences, meeting the goals of the European policy framework. This qualitative research investigates seventy-two future teachers’ perceptions regarding the use of this multimodal and multiliteracies tool. The qualitative data are processed by QDA Miner version 4.1. which provides frequency data as well. The results show that future teachers recognise this didactic tool as easy to use for visual personalised storytelling and therefore, for developing language students´ digital competence. Then, they highlight the creative and fun possibilities of this multimodal and multiliteracy tool. They underline the possibilities of increasing self-esteem, reducing stage fright and promoting inclusion among equals.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
By engaging the literature of transnationalism and Latinx studies with that of multiliteracies, this article contends that the cultural and linguistic complexities experienced by Spanishspeaking populations in global cities can be better addressed by a multiliteracies framework. We argue that using multiliteracies to teach adult learners can challenge negative linguistic and cultural stereotypes in the classroom. We conducted a qualitative study with at-risk adult learners. Using a TV show, we developed a series of pedagogical interventions and exercises to encourage cultural and linguistic pride to mitigate pervasive negative stereotypes around Latinx in the US. We contend that the development of language policies needs to engage the linguistic and cultural complexities experienced by Spanish-speaking people within the diasporic communities of global cities. The study was conducted at Hostos Community College in the Bronx, NY. The study shows that our pedagogical interventions mitigate negative linguistic and cultural stereotypes.
{"title":"A shifting language-scape","authors":"Lorena García-Barroso, Víctor M. Torres-Vélez","doi":"10.3828/ejlp.2023.15","DOIUrl":"https://doi.org/10.3828/ejlp.2023.15","url":null,"abstract":"By engaging the literature of transnationalism and Latinx studies with that of multiliteracies, this article contends that the cultural and linguistic complexities experienced by Spanishspeaking populations in global cities can be better addressed by a multiliteracies framework. We argue that using multiliteracies to teach adult learners can challenge negative linguistic and cultural stereotypes in the classroom. We conducted a qualitative study with at-risk adult learners. Using a TV show, we developed a series of pedagogical interventions and exercises to encourage cultural and linguistic pride to mitigate pervasive negative stereotypes around Latinx in the US. We contend that the development of language policies needs to engage the linguistic and cultural complexities experienced by Spanish-speaking people within the diasporic communities of global cities. The study was conducted at Hostos Community College in the Bronx, NY. The study shows that our pedagogical interventions mitigate negative linguistic and cultural stereotypes.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Index to volume 15","authors":"","doi":"10.3828/ejlp.2023.16","DOIUrl":"https://doi.org/10.3828/ejlp.2023.16","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multiliteracies pedagogy, which focuses on the development of linguistic, visual and digital literacies, is closely tied to the concept of self-directed learning. This paper proposes that higher education institutions should provide students with opportunities to practise multiliteracies through self-directed learning projects. The University of Fribourg serves as a case study, with the analysis delving into the pedagogical framework and student acceptance. Evaluation data, including questionnaires and student reflections, are used to gauge the programme’s effectiveness. The study finds that providing students with resources, support and training on effective resource utilisation is essential for successful integration of self-directed language learning projects. Furthermore, the paper discusses strategies for implementing such programmes in university settings and offers recommendations for enhancement. It emphasises the importance of language policies that advocate for the benefits of self-directed learning and individual support while encouraging its integration into group classes. This approach can help address potential resource constraints and foster a more comprehensive, learner-centred educational experience.
{"title":"Multiliteracies and self-directed language learning in an academic setting","authors":"Katia Carraro","doi":"10.3828/ejlp.2023.13","DOIUrl":"https://doi.org/10.3828/ejlp.2023.13","url":null,"abstract":"Multiliteracies pedagogy, which focuses on the development of linguistic, visual and digital literacies, is closely tied to the concept of self-directed learning. This paper proposes that higher education institutions should provide students with opportunities to practise multiliteracies through self-directed learning projects. The University of Fribourg serves as a case study, with the analysis delving into the pedagogical framework and student acceptance. Evaluation data, including questionnaires and student reflections, are used to gauge the programme’s effectiveness. The study finds that providing students with resources, support and training on effective resource utilisation is essential for successful integration of self-directed language learning projects. Furthermore, the paper discusses strategies for implementing such programmes in university settings and offers recommendations for enhancement. It emphasises the importance of language policies that advocate for the benefits of self-directed learning and individual support while encouraging its integration into group classes. This approach can help address potential resource constraints and foster a more comprehensive, learner-centred educational experience.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135968379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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