{"title":"Multiliteracies and adult language learners","authors":"M. Carmen Fonseca-Mora, Marcin Sosiński","doi":"10.3828/ejlp.2023.8","DOIUrl":"https://doi.org/10.3828/ejlp.2023.8","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"23 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":"135968649","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}
Intercultural communication plays a key role in our complex societies, where migratory flows remain consistent. An approach based on multiliteracies could help these citizens to integrate in a new territory. This study seeks to evaluate and synthesise the literature focusing on the pedagogy of multiliteracies to develop intercultural competence in adult language learning. A mixed-methods systematic review was conducted following the PRISMA protocol. Web of Science, Scopus and ERIC were searched from their inception up to January 2022. Critical appraisal was performed using the Mixed-Methods Appraisal Tool and the results were presented as a narrative synthesis. The results indicate that only nine qualitative studies were eligible for consideration in this systematic review. Moreover, a wide variety of didactic tools were employed to foster intercultural competence through a pedagogy of multiliteracies. However, at-risk-of-exclusion learners were misrepresented. Hence, future lines of research could include learners such as migrants in their study designs, as well as learners’ and educators’ perceptions. Educational language policies still need to consider the situation of present-day societies along with the promising approach of multiliteracies with regard to intercultural competence in adult language learning.
跨文化交流在我们复杂的社会中发挥着关键作用，移民流动始终如一。一种基于多元文化的方法可以帮助这些公民融入一个新的领域。本研究旨在评估和综合关注多元读写教学法的文献，以发展成人语言学习中的跨文化能力。根据PRISMA方案进行了一项混合方法系统评价。Web of Science、Scopus和ERIC从创立到2022年1月被检索。使用混合方法评估工具进行批判性评估，结果以叙事综合的形式呈现。结果表明，只有9个定性研究符合本系统综述的考虑条件。此外，通过多元文化教学法，采用了各种各样的教学工具来培养跨文化能力。然而，有被排斥风险的学习者被歪曲了。因此，未来的研究路线可以包括学习者，如移民在他们的研究设计，以及学习者和教育者的看法。教育语言政策仍然需要考虑当今社会的情况，以及关于成人语言学习中跨文化能力的多元文化的有前途的方法。
{"title":"Developing intercultural competence in adult language learning through the multiliteracies approach","authors":"Antonio Fernández-García, Carmen Sánchez-Vizcaíno","doi":"10.3828/ejlp.2023.11","DOIUrl":"https://doi.org/10.3828/ejlp.2023.11","url":null,"abstract":"Intercultural communication plays a key role in our complex societies, where migratory flows remain consistent. An approach based on multiliteracies could help these citizens to integrate in a new territory. This study seeks to evaluate and synthesise the literature focusing on the pedagogy of multiliteracies to develop intercultural competence in adult language learning. A mixed-methods systematic review was conducted following the PRISMA protocol. Web of Science, Scopus and ERIC were searched from their inception up to January 2022. Critical appraisal was performed using the Mixed-Methods Appraisal Tool and the results were presented as a narrative synthesis. The results indicate that only nine qualitative studies were eligible for consideration in this systematic review. Moreover, a wide variety of didactic tools were employed to foster intercultural competence through a pedagogy of multiliteracies. However, at-risk-of-exclusion learners were misrepresented. Hence, future lines of research could include learners such as migrants in their study designs, as well as learners’ and educators’ perceptions. Educational language policies still need to consider the situation of present-day societies along with the promising approach of multiliteracies with regard to intercultural competence in adult language learning.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"24 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":"135967967","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 communication paradigm has been restructured by globalisation and digitalisation, affecting the way we learn and adjusting language and literacy education. As adult migrants in urban contexts become socialised in learning environments with higher cultural complexity, a dynamic and flexible multiliterate and multilingual learning environment is needed in host countries to meet different needs. Of particular interest to the implementation of multimodal literacies is the consideration of recent advances in multilingualism proposed by the London Group mandate, which merges multilingualism and literacy. The aim of this study was to empirically investigate the interrelation of multiliteracy and multilingualism by conducting a systematic review that would shed light on how to grant ideological and implementational programmes for multilingual language education policy and practice in multiliteracy contexts. The study followed the PRISMA protocol to answer three research questions: RQ1: Has previous research incorporated multilingualism / plurilingualism into multiliteracy models for studies with adult migrants? RQ2: What research methods have been used for studies with adult migrants? RQ3: What is the quality of the research methods? Our results show that multilingualism is embedded in the various models of multiliteracy. However, the epistemological tradition in the field of multilingualism does not seem to have had a significant impact on the implementation of new educational programmes that meet the needs of adult migrants. We also found that quantitative research has rarely been used, and that there is a need to raise quality standards of research in this sub-discipline by reducing bias in the processes of designing, conducting and reporting research.
{"title":"Multiliteracies and multilingualism in adult migrants","authors":"Javier Ávila-López, Fernando D. Rubio-Alcalá","doi":"10.3828/ejlp.2023.10","DOIUrl":"https://doi.org/10.3828/ejlp.2023.10","url":null,"abstract":"The communication paradigm has been restructured by globalisation and digitalisation, affecting the way we learn and adjusting language and literacy education. As adult migrants in urban contexts become socialised in learning environments with higher cultural complexity, a dynamic and flexible multiliterate and multilingual learning environment is needed in host countries to meet different needs. Of particular interest to the implementation of multimodal literacies is the consideration of recent advances in multilingualism proposed by the London Group mandate, which merges multilingualism and literacy. The aim of this study was to empirically investigate the interrelation of multiliteracy and multilingualism by conducting a systematic review that would shed light on how to grant ideological and implementational programmes for multilingual language education policy and practice in multiliteracy contexts. The study followed the PRISMA protocol to answer three research questions: RQ1: Has previous research incorporated multilingualism / plurilingualism into multiliteracy models for studies with adult migrants? RQ2: What research methods have been used for studies with adult migrants? RQ3: What is the quality of the research methods? Our results show that multilingualism is embedded in the various models of multiliteracy. However, the epistemological tradition in the field of multilingualism does not seem to have had a significant impact on the implementation of new educational programmes that meet the needs of adult migrants. We also found that quantitative research has rarely been used, and that there is a need to raise quality standards of research in this sub-discipline by reducing bias in the processes of designing, conducting and reporting research.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"29 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":"135968098","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}
Kris Buyse, Marta Gallego-García, Eva González Melón
El mundo globalizado actual invita cada vez más a dominar en cierta medida varios idiomas y adoptar un cierto grado de multiliteracidad. Un grupo de hablantes que durante la infancia suele adquirir de manera relativamente natural cierta literacidad en varios idiomas es el conformado por los hablantes de herencia (HH). Su desarrollo y la enseñanza del español como lengua de herencia (ELH) han sido estudiados desde hace varias décadas en EEUU en el contexto de la población de origen hispanohablante, debido a su presencia numéricamente importante en varios estados del país, a diferencia de Europa, donde el estudio se encuentra todavía en sus inicios. A pesar de los recientes esfuerzos de investigación en varios países europeos, sigue habiendo pocos conocimientos sobre cómo tratar a los HH en las clases (mixtas) de español, especialmente en la enseñanza de adultos, de ahí su escaso tratamiento en la formación de profesores y en la gestión de la enseñanza. En esta contribución, basándonos en los conceptos clave del ELH y de los HH, y en una investigación con una metodología mixta para conocer las experiencias y opiniones de los profesores, nos proponemos contribuir al debate con una serie de propuestas para los niveles micro, meso y macro de la enseñanza/aprendizaje de la(s) lengua(s) de herencia y la política lingüística al respecto en las programaciones de lenguas para adultos en particular. En ellas prestamos especial atención a las posibilidades que ofrecen la mediación, la coconstrucción del conocimiento y las nuevas tecnologías para el fomento de la multiliteracidad general en las aulas de lenguas en la Flandes multilingüe.
{"title":"La gestión de las necesidades y oportunidades de la enseñanza y el aprendizaje de adultos en contextos de multiliteracidad","authors":"Kris Buyse, Marta Gallego-García, Eva González Melón","doi":"10.3828/ejlp.2023.12","DOIUrl":"https://doi.org/10.3828/ejlp.2023.12","url":null,"abstract":"El mundo globalizado actual invita cada vez más a dominar en cierta medida varios idiomas y adoptar un cierto grado de multiliteracidad. Un grupo de hablantes que durante la infancia suele adquirir de manera relativamente natural cierta literacidad en varios idiomas es el conformado por los hablantes de herencia (HH). Su desarrollo y la enseñanza del español como lengua de herencia (ELH) han sido estudiados desde hace varias décadas en EEUU en el contexto de la población de origen hispanohablante, debido a su presencia numéricamente importante en varios estados del país, a diferencia de Europa, donde el estudio se encuentra todavía en sus inicios. A pesar de los recientes esfuerzos de investigación en varios países europeos, sigue habiendo pocos conocimientos sobre cómo tratar a los HH en las clases (mixtas) de español, especialmente en la enseñanza de adultos, de ahí su escaso tratamiento en la formación de profesores y en la gestión de la enseñanza. En esta contribución, basándonos en los conceptos clave del ELH y de los HH, y en una investigación con una metodología mixta para conocer las experiencias y opiniones de los profesores, nos proponemos contribuir al debate con una serie de propuestas para los niveles micro, meso y macro de la enseñanza/aprendizaje de la(s) lengua(s) de herencia y la política lingüística al respecto en las programaciones de lenguas para adultos en particular. En ellas prestamos especial atención a las posibilidades que ofrecen la mediación, la coconstrucción del conocimiento y las nuevas tecnologías para el fomento de la multiliteracidad general en las aulas de lenguas en la Flandes multilingüe.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"1 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":"135968233","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}
L. Baimanova, Gulnara Khasseinova, K. Nagymzhanova, Gulnaz Boken, Saule Beisembayeva
{"title":"Germanica in Kazakhstan","authors":"L. Baimanova, Gulnara Khasseinova, K. Nagymzhanova, Gulnaz Boken, Saule Beisembayeva","doi":"10.3828/ejlp.2023.4","DOIUrl":"https://doi.org/10.3828/ejlp.2023.4","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42295117","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}
Abstract:Language education policies are policies that inform the ways in which languages should be taught, learned, used and assessed in educational institutions. They are usually created with a view to support the development or the maintenance of particular languages, as it is often believed that schools play an important role in shaping language practices in society at large. This paper aims to give an overview of the major types of language education policies for young learners currently available in Europe, including "foreign" language education, bilingual and multilingual education. It also aims to highlight how these language education policies are underpinned by various ideologies and understandings of "language" and "bilingualism". We argue that Language Education Policies (LEPs) need to be conceptualised as being multi-layered and dynamic processes, which need to involve all educational actors for them to lead to students' success and sustained bi/multilingual development. Finally, this paper discusses two examples of multilingual language education policies for young learners in Europe, one in Luxembourg for pre-primary education and one in Ireland for primary education, with a view to highlight possible trajectories towards the creation and implementation of multilingual language education policies. It is hoped that this paper will inform language education policy makers, researchers and actors on current developments and challenges related to language education policy in Europe.Resumé:Les politiques linguistiques éducatives concernent les choix de différentes modalités d'enseignement, d'apprentissage et d'évaluation des langues dans les institutions éducatives. En général elles sont élaborées afin de soutenir ou de maintenir le développement de langues spécifiques, puisqu'il est admis que l'école joue un rôle central sur les pratiques linguistiques à l'oeuvre dans la société. Dans ce chapitre nous visons à donner une vue d'ensemble des principaux types de politiques linguistiques éducatives élaborées ces dernières années en Europe pour les jeunes apprenants, tel que l'enseignement des langues dites étrangères et l'enseignement bilingue et multilingue. Nous montrons également comment ces politiques linguistiques sont empruntés de différentes idéologies et conceptualisations du langage et du bilinguisme. Nous défendons l'idée que les politiques linguistiques éducatives doivent être comprises comme des processus dynamiques fonctionnant à de multiples niveaux, et impliquant la participation de nombreux acteurs si leurs objectifs sont un apprentissage réussi et un développement durable du bilinguisme et du multilinguisme chez les élèves. Dans une dernière partie, l'article analyse deux exemples de politiques linguistiques en Europe, l'une pour la petite enfance au Luxembourg et l'autre pour l'école primaire en Irlande, afin d'illustrer comment créer et mettre en oeuvre des politiques linguistiques éducatives visant une éducation multilin
摘要:语言教育政策是指导教育机构如何教授、学习、使用和评估语言的政策。它们通常是为了支持特定语言的发展或维护而创建的，因为人们通常认为学校在塑造整个社会的语言实践方面发挥着重要作用。本文旨在概述目前在欧洲为年轻学习者提供的主要类型的语言教育政策，包括“外语”教育，双语和多语教育。它还旨在强调这些语言教育政策是如何以各种意识形态和对“语言”和“双语”的理解为基础的。我们认为语言教育政策(LEPs)需要被概念化为多层次和动态的过程，需要涉及所有教育参与者，以导致学生的成功和持续的双语/多语发展。最后，本文讨论了欧洲针对年轻学习者的多语种语言教育政策的两个例子，一个是卢森堡的学前教育政策，一个是爱尔兰的小学教育政策，以期突出多语种语言教育政策制定和实施的可能轨迹。希望本文能够为语言教育政策制定者、研究人员和行动者提供有关欧洲语言教育政策当前发展和挑战的信息。简历:Les politiques linguistiques samducative concerent Les choix de different saments modalit samas d' enseement, and '学徒，and ' sastessage, and ' sendes languages dans and Les institutions samducative。如果一个人的生活中有一个简单的过程，那就是他的生活中有一个简单的过程，那就是他的生活中有一个简单的过程，那就是他的生活中有一个简单的过程，那就是他的生活中有一个简单的过程。当我们在政治、语言、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育、教育。从政治到语言，从概念到语言和双语，都是不同的。目前的情况是，在不同的情况下，有不同的动态过程，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标，有不同的目标。当一个derniuire政党，我的文章分析在欧洲的政治和语言的两个例子，我在卢森堡的一个小的提高和我在爱尔兰的主要的和我的个人评论，在我的个人评论中，我在所有的政治和语言的渡假渡假的渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假渡假。在欧洲，“不同的交换条件下的交换条件”涉及到交换条件下的交换条件，交换条件下的交换条件，交换条件下的交换条件和交换条件。
{"title":"Language education policies for young learners in Europe","authors":"C. Hélot, Florence Bonacina-Pugh","doi":"10.3828/ejlp.2023.2","DOIUrl":"https://doi.org/10.3828/ejlp.2023.2","url":null,"abstract":"Abstract:Language education policies are policies that inform the ways in which languages should be taught, learned, used and assessed in educational institutions. They are usually created with a view to support the development or the maintenance of particular languages, as it is often believed that schools play an important role in shaping language practices in society at large. This paper aims to give an overview of the major types of language education policies for young learners currently available in Europe, including \"foreign\" language education, bilingual and multilingual education. It also aims to highlight how these language education policies are underpinned by various ideologies and understandings of \"language\" and \"bilingualism\". We argue that Language Education Policies (LEPs) need to be conceptualised as being multi-layered and dynamic processes, which need to involve all educational actors for them to lead to students' success and sustained bi/multilingual development. Finally, this paper discusses two examples of multilingual language education policies for young learners in Europe, one in Luxembourg for pre-primary education and one in Ireland for primary education, with a view to highlight possible trajectories towards the creation and implementation of multilingual language education policies. It is hoped that this paper will inform language education policy makers, researchers and actors on current developments and challenges related to language education policy in Europe.Resumé:Les politiques linguistiques éducatives concernent les choix de différentes modalités d'enseignement, d'apprentissage et d'évaluation des langues dans les institutions éducatives. En général elles sont élaborées afin de soutenir ou de maintenir le développement de langues spécifiques, puisqu'il est admis que l'école joue un rôle central sur les pratiques linguistiques à l'oeuvre dans la société. Dans ce chapitre nous visons à donner une vue d'ensemble des principaux types de politiques linguistiques éducatives élaborées ces dernières années en Europe pour les jeunes apprenants, tel que l'enseignement des langues dites étrangères et l'enseignement bilingue et multilingue. Nous montrons également comment ces politiques linguistiques sont empruntés de différentes idéologies et conceptualisations du langage et du bilinguisme. Nous défendons l'idée que les politiques linguistiques éducatives doivent être comprises comme des processus dynamiques fonctionnant à de multiples niveaux, et impliquant la participation de nombreux acteurs si leurs objectifs sont un apprentissage réussi et un développement durable du bilinguisme et du multilinguisme chez les élèves. Dans une dernière partie, l'article analyse deux exemples de politiques linguistiques en Europe, l'une pour la petite enfance au Luxembourg et l'autre pour l'école primaire en Irlande, afin d'illustrer comment créer et mettre en oeuvre des politiques linguistiques éducatives visant une éducation multilin","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"115 1","pages":"24 - 5"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821372","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}
Fiawomorm Kofi Fiagbe, Jonas Kwabla Fiadzawoo, J. Agbo
Abstract:Teaching/learning is effective when the set objectives are achieved. The effectiveness of teaching could however be impacted by barriers to teaching/learning. This article therefore examines systemic barriers to the effective teaching/learning of French in the Ghanaian educational system taking into account policy and curriculum arrangements. Data was collected through interviews and documentary evidence from stakeholders including career-oriented students, Ghanaian professionals and heads of department of French. From the qualitative perspective, the data was analysed using a thematic approach and content analysis. Findings revealed that there are systemic barriers to the effective teaching/learning of French at the secondary and tertiary levels in Ghana. These include absence of policy for teaching/learning French in Technical and Vocational Education Training institutions (TVET institutions), inaccessibility of the French language to students in career-oriented programmes and inappropriate alternation of French with other subjects. In view of these findings, the study recommends a review of policies and subject combinations regarding the teaching/learning of French at the secondary and tertiary levels of the Ghanaian educational system, in order to ensure a seamless progression in the study of the language and its positive impact on the socio-economic development of the country.Résumé:L'enseignement/apprentissage est efficace lorsque les objectifs fixés sont atteints. L'efficacité de l'enseignement pourrait toutefois être affectée par des obstacles à l'enseignement ou à l'apprentissage. Cet article examine donc les obstacles systémiques à l'enseignement ou à l'apprentissage efficace du français dans le système éducatif ghanéen en tenant compte des dispositions politiques et curriculaires. Les données ont été recueillies au moyen d'entretiens et de preuves documentaires auprès des parties prenantes, notamment des étudiants orientés vers une carrière, des professionnels ghanéens et des chefs de département de français. Du point de vue qualitatif, les données ont été analysées à l'aide d'une approche thématique et d'une analyse de contenu. Les résultats ont révélé qu'il existe des obstacles systémiques à l'enseignement ou à l'apprentissage efficace du français aux niveaux secondaire et supérieur au Ghana. Il s'agit notamment de l'absence de politique d'enseignement/apprentissage du français dans les établissements de formation technique et professionnelle (EFTP), de l'inaccessibilité de la langue française aux étudiants des programmes orientés vers la carrière et de l'alternance inappropriée du français avec d'autres matières. Au vu de ces constats, cette étude recommande une révision des politiques et des combinaisons de matières concernant l'enseignement/apprentissage du français aux niveaux secondaire et supérieur du système éducatif ghanéen, afin d'assurer une progression sans heurt dans l'étude de la langue et de son impact positif
{"title":"Systemic barriers to effective teaching/learning of French in Ghana: Policy and curriculum perspectives","authors":"Fiawomorm Kofi Fiagbe, Jonas Kwabla Fiadzawoo, J. Agbo","doi":"10.3828/ejlp.2023.6","DOIUrl":"https://doi.org/10.3828/ejlp.2023.6","url":null,"abstract":"Abstract:Teaching/learning is effective when the set objectives are achieved. The effectiveness of teaching could however be impacted by barriers to teaching/learning. This article therefore examines systemic barriers to the effective teaching/learning of French in the Ghanaian educational system taking into account policy and curriculum arrangements. Data was collected through interviews and documentary evidence from stakeholders including career-oriented students, Ghanaian professionals and heads of department of French. From the qualitative perspective, the data was analysed using a thematic approach and content analysis. Findings revealed that there are systemic barriers to the effective teaching/learning of French at the secondary and tertiary levels in Ghana. These include absence of policy for teaching/learning French in Technical and Vocational Education Training institutions (TVET institutions), inaccessibility of the French language to students in career-oriented programmes and inappropriate alternation of French with other subjects. In view of these findings, the study recommends a review of policies and subject combinations regarding the teaching/learning of French at the secondary and tertiary levels of the Ghanaian educational system, in order to ensure a seamless progression in the study of the language and its positive impact on the socio-economic development of the country.Résumé:L'enseignement/apprentissage est efficace lorsque les objectifs fixés sont atteints. L'efficacité de l'enseignement pourrait toutefois être affectée par des obstacles à l'enseignement ou à l'apprentissage. Cet article examine donc les obstacles systémiques à l'enseignement ou à l'apprentissage efficace du français dans le système éducatif ghanéen en tenant compte des dispositions politiques et curriculaires. Les données ont été recueillies au moyen d'entretiens et de preuves documentaires auprès des parties prenantes, notamment des étudiants orientés vers une carrière, des professionnels ghanéens et des chefs de département de français. Du point de vue qualitatif, les données ont été analysées à l'aide d'une approche thématique et d'une analyse de contenu. Les résultats ont révélé qu'il existe des obstacles systémiques à l'enseignement ou à l'apprentissage efficace du français aux niveaux secondaire et supérieur au Ghana. Il s'agit notamment de l'absence de politique d'enseignement/apprentissage du français dans les établissements de formation technique et professionnelle (EFTP), de l'inaccessibilité de la langue française aux étudiants des programmes orientés vers la carrière et de l'alternance inappropriée du français avec d'autres matières. Au vu de ces constats, cette étude recommande une révision des politiques et des combinaisons de matières concernant l'enseignement/apprentissage du français aux niveaux secondaire et supérieur du système éducatif ghanéen, afin d'assurer une progression sans heurt dans l'étude de la langue et de son impact positif ","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"115 1","pages":"105 - 126"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45665052","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":"Language policies in Ukrainian higher education","authors":"","doi":"10.3828/ejlp.2023.3","DOIUrl":"https://doi.org/10.3828/ejlp.2023.3","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46636362","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}
Abstract:Notwithstanding a considerable amount of literature published on issues related to English as a medium of instruction (EMI) such as stakeholders' perceptions of EMI benefits and challenges, the impact of EMI on students' language and academic achievement, and classroom language practices, very few studies have investigated teacher agency in the implementation of EMI policy at the micro level. It is argued that teachers play a critical role in educational change (Fullan 2007). Teachers are considered as primary policymakers who can exercise their agency to implement and respond to national language policy changes which lack clear planning to suit their grassroots level context, instead of being viewed as passive policy recipients in conventional language policy and planning. This echoes a call for more research on teacher agency in different EMI contexts. Drawing on Fullan's (1993) concept of change agentry, this study seeks to bridge this gap by exploring to what extent content lecturers manifest their capacity to become change agents in response to the change from Vietnamese to English as a medium of instruction in Vietnamese higher education. Research data were based on interviews with fifteen content lecturers and five classroom observations. The findings revealed the vision and agentive actions of local or grassroots level content lecturers in EMI education as active actors who did not seem to passively comply with top-down policies (García and Menken 2010). Instead, they flexibly reinterpreted or reframed them to benefit their students. The study is concluded with implications for teacher agency in the EMI context.Résumé:Malgré une quantité considérable de littérature publiée sur les questions liées à l'anglais moyen d'instruction (EMI) telles que les perceptions des parties prenantes des avantages et des défis de l'EMI, l'impact de l'EMI sur la langue et la réussite scolaire des élèves et les pratiques linguistiques en classe, très peu d'études ont étudié l'agence (capacité d'agir) des enseignants dans la mise en oeuvre de la politique EMI au niveau micro. On soutient que les enseignants jouent un rôle essentiel dans le changement éducatif (Fullan 2007). Les enseignants sont considérés comme les principaux décideurs politiques qui peuvent exercer leur agence pour mettre en oeuvre et répondre aux changements de politique linguistique nationale, lorsque celle-ci manque de planification claire, et peuvent s'adapter à leur contexte de base, au lieu d'être considérés comme des bénéficiaires passifs de décisions prises dans la politique et la planification linguistiques conventionnelles. Cela fait écho à un appel à davantage de recherches sur le libre arbitre des enseignants dans différents contextes EMI. S'appuyant sur le concept d'agent de changement de Fullan (1993), notre étude cherche à combler cette lacune en explorant dans quelle mesure les chargés de cours manifestent leur capacité à devenir des agents de changement en réponse au
{"title":"Teachers as change agents in the implementation of English-medium instruction policy in Vietnam","authors":"D. Tri","doi":"10.3828/ejlp.2023.7","DOIUrl":"https://doi.org/10.3828/ejlp.2023.7","url":null,"abstract":"Abstract:Notwithstanding a considerable amount of literature published on issues related to English as a medium of instruction (EMI) such as stakeholders' perceptions of EMI benefits and challenges, the impact of EMI on students' language and academic achievement, and classroom language practices, very few studies have investigated teacher agency in the implementation of EMI policy at the micro level. It is argued that teachers play a critical role in educational change (Fullan 2007). Teachers are considered as primary policymakers who can exercise their agency to implement and respond to national language policy changes which lack clear planning to suit their grassroots level context, instead of being viewed as passive policy recipients in conventional language policy and planning. This echoes a call for more research on teacher agency in different EMI contexts. Drawing on Fullan's (1993) concept of change agentry, this study seeks to bridge this gap by exploring to what extent content lecturers manifest their capacity to become change agents in response to the change from Vietnamese to English as a medium of instruction in Vietnamese higher education. Research data were based on interviews with fifteen content lecturers and five classroom observations. The findings revealed the vision and agentive actions of local or grassroots level content lecturers in EMI education as active actors who did not seem to passively comply with top-down policies (García and Menken 2010). Instead, they flexibly reinterpreted or reframed them to benefit their students. The study is concluded with implications for teacher agency in the EMI context.Résumé:Malgré une quantité considérable de littérature publiée sur les questions liées à l'anglais moyen d'instruction (EMI) telles que les perceptions des parties prenantes des avantages et des défis de l'EMI, l'impact de l'EMI sur la langue et la réussite scolaire des élèves et les pratiques linguistiques en classe, très peu d'études ont étudié l'agence (capacité d'agir) des enseignants dans la mise en oeuvre de la politique EMI au niveau micro. On soutient que les enseignants jouent un rôle essentiel dans le changement éducatif (Fullan 2007). Les enseignants sont considérés comme les principaux décideurs politiques qui peuvent exercer leur agence pour mettre en oeuvre et répondre aux changements de politique linguistique nationale, lorsque celle-ci manque de planification claire, et peuvent s'adapter à leur contexte de base, au lieu d'être considérés comme des bénéficiaires passifs de décisions prises dans la politique et la planification linguistiques conventionnelles. Cela fait écho à un appel à davantage de recherches sur le libre arbitre des enseignants dans différents contextes EMI. S'appuyant sur le concept d'agent de changement de Fullan (1993), notre étude cherche à combler cette lacune en explorant dans quelle mesure les chargés de cours manifestent leur capacité à devenir des agents de changement en réponse au","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"115 1","pages":"127 - 145"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46740170","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":"Family language policy through the lenses of parents","authors":"Roghayeh Pourbahram, Javad Gholami","doi":"10.3828/ejlp.2023.5","DOIUrl":"https://doi.org/10.3828/ejlp.2023.5","url":null,"abstract":"","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41380141","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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