Abstract The amount of available digital data is increasing at a tremendous rate. These data, however, are of limited use unless converted into a user-friendly form. We took on this task and built a natural language generation (NLG) driven system that generates journalistic news stories about elections without human intervention. In this paper, after presenting an overview of state-of-the-art technologies in NLG, we explain systematically how we identified and then recontextualized the determinant aspects of the genre of an online news story in the algorithm of our NLG software. In the discussion, we introduce the key results of a user test we carried out and some improvements that these results suggest. Then, after relating the news items that our NLG system generates to general aspects of genres and their evolution, we conclude by questioning the idea that journalistic NLG systems should mimic journalism written by humans. Instead, we suggest that developmental work in the field of news automation should aim to create a new genre based on the inherent strengths of NLG. Finally, we present a few suggestions as to what this genre could include.
{"title":"Recycling a genre for news automation","authors":"L. Haapanen, Leo Leppänen","doi":"10.1075/aila.00030.haa","DOIUrl":"https://doi.org/10.1075/aila.00030.haa","url":null,"abstract":"Abstract The amount of available digital data is increasing at a tremendous rate. These data, however, are of limited use unless converted into a user-friendly form. We took on this task and built a natural language generation (NLG) driven system that generates journalistic news stories about elections without human intervention. In this paper, after presenting an overview of state-of-the-art technologies in NLG, we explain systematically how we identified and then recontextualized the determinant aspects of the genre of an online news story in the algorithm of our NLG software. In the discussion, we introduce the key results of a user test we carried out and some improvements that these results suggest. Then, after relating the news items that our NLG system generates to general aspects of genres and their evolution, we conclude by questioning the idea that journalistic NLG systems should mimic journalism written by humans. Instead, we suggest that developmental work in the field of news automation should aim to create a new genre based on the inherent strengths of NLG. Finally, we present a few suggestions as to what this genre could include.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45264195","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 This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).
{"title":"The impact of teaching quality and learning time on primary EFL learners’receptive proficiency","authors":"Eva Wilden, Raphaela Porsch","doi":"10.1075/aila.00025.wil","DOIUrl":"https://doi.org/10.1075/aila.00025.wil","url":null,"abstract":"Abstract This contribution presents the preliminary findings from the TEPS study (Teaching English in Primary Schools). The study is situated in Germany where primary foreign language (FL) education has been compulsory since 2004, with pupils beginning FL education – mostly English as a FL (EFL) – in either year 1 or 3. Generally, this introduction of primary FL education has not been empirically evaluated, in spite of various open research questions: (1) Does the receptive EFL proficiency of learners at the end of primary education in year 4 differ depending on their learning time (duration & age of onset)? (2) Is there a correlation between teaching quality (learners’ perspective) and learners’ receptive EFL proficiency as well as their attitudes towards learning EFL? Prior studies (e.g. Demircioglu, 2010) gave first indications that learners with an earlier start achieve better receptive skills. Yet, findings from these samples cannot be generalized and are altogether inconclusive (e.g. Jaekel, van Ackern, Schurig, & Ritter, 2017). Studies investigating correlations between teaching quality and learner achievements in primary school are mainly based in maths and science education (e.g. TIMSS-2015: see Rieser, Stahns, Walzebug, & Wendt, 2016). Thus, the TEPS study situated in both applied linguistics and educational science is addressing some of these research deficits by (a) testing pupils’ receptive EFL proficiency at the end of primary education in year 4 (n = 269) and (b) surveying teaching quality and learner attitudes towards EFL. The study has been conducted in two federal states with different ages of onset (year 1 vs. year 3). Aside from the theoretical background and context of the study this paper will present the complex research design followed by preliminary findings from the pilot study giving insights into the questions raised above (for the main study see Wilden, Porsch, & Schurig, 2020).","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48516747","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 There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.
{"title":"Young immersion learners’ language use outside the classroom in a minority language context","authors":"Pádraig Ó Duibhir, Laoise Ní Thuairisg","doi":"10.1075/aila.00023.dui","DOIUrl":"https://doi.org/10.1075/aila.00023.dui","url":null,"abstract":"Abstract There has been a long history of early Irish language learning in Ireland as a result of Government policy to promote greater use of Irish. All children learn Irish in school from age 4–18 years. The majority learn Irish as a subject, typically for 30–40 minutes per day, and the levels of competence achieved are mostly disappointing. Approximately 6.7% of primary school children learn Irish in an immersion context, however, and these children achieve a high standard of communicative competence. In this paper we examine the impact of Government policy on the transfer of linguistic competence from the classroom to wider society in the context of a minority language that is becoming increasingly marginalised. We draw on data from three studies to explore the relationship between Irish-medium school attendance and the desire and opportunity to use Irish outside of school while attending school, and later as an adult. The first study also investigated students’ attitudes towards learning and using Irish. All three studies examined parents use of Irish in the home and the influence that the language spoken in their home during childhood and the language of their schooling had on their current language practices. Overall, Irish-medium schools are very successful in educating proficient speakers of Irish who have very positive attitudes towards Irish. These positive attitudes and proficiency do not necessarily transfer to use of Irish in the home. While attendance at an Irish-medium school as a child has a positive effect on later use of Irish, when former students become parents, the effect is quite small. The perennial challenge persists in transferring competence in a minority language acquired in school to the home and community.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44998054","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 There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.
{"title":"The hidden curriculum of work in English language education","authors":"P. Sayer","doi":"10.1075/aila.00020.say","DOIUrl":"https://doi.org/10.1075/aila.00020.say","url":null,"abstract":"Abstract There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42592616","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 Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
{"title":"Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland","authors":"H. Ragnarsdóttir","doi":"10.1075/aila.00024.rag","DOIUrl":"https://doi.org/10.1075/aila.00024.rag","url":null,"abstract":"Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063759","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}
In their introduction to this volume, Enever and Driscoll describe this collection as the latest product of the Research Network in Early Language Learning. Established in 2015, the international professional network aims to deepen our mutual understanding of early language learning and stimulate collaboration on young learners’ (3–12 years) second language (L2), foreign language (FL), and minority language (ML) learning across disciplines and regions. Reflecting the breadth of the field of early language learning, the present collection is composed of seven studies that are broad in terms of scope, region, and methodology. Despite such diversity, the papers in this volume are united in their effort to contextualize the policy and practice of early language learning. Policy is not merely a system but rather reflects dynamic interaction, or synergy, between agents and environments, which are themselves multi-layered and complex entities. This dynamic synergy, both in space and time, is the “context.” Policy discussions without contextualization are essentially meaningless. Although conducting a policy analysis with sufficient contextualization is always challenging, such analyses – including the seven presented in this volume – can help us identify common underlying mechanisms of how policy works, despite their seeming differences. Similarly, as exemplified in Bronfenbrenner’s ecological system model, human development and learning are also embedded in multi-layered and interconnected environments, or what Bronfenbrenner called ecological systems (Bronfenbrenner, 1979). We cannot understand children’s language learning without contextualizing it in dynamic, whole ecological systems. Sufficiently contextualized studies on early language learning can help us find common mechanisms and issues associated with children’s language learning and teaching, even when those studies take place in substantially varied environments. Collectively, the papers in this volume address important contextual changes that we have to keep in mind when considering the policy and practice of early language learning; these include changes in (1) learner characteristics, (2) technology, and (3) pedagogical approaches in language education. These changes
{"title":"Common challenges in diverse contexts","authors":"Y. Butler","doi":"10.1075/aila.00026.but","DOIUrl":"https://doi.org/10.1075/aila.00026.but","url":null,"abstract":"In their introduction to this volume, Enever and Driscoll describe this collection as the latest product of the Research Network in Early Language Learning. Established in 2015, the international professional network aims to deepen our mutual understanding of early language learning and stimulate collaboration on young learners’ (3–12 years) second language (L2), foreign language (FL), and minority language (ML) learning across disciplines and regions. Reflecting the breadth of the field of early language learning, the present collection is composed of seven studies that are broad in terms of scope, region, and methodology. Despite such diversity, the papers in this volume are united in their effort to contextualize the policy and practice of early language learning. Policy is not merely a system but rather reflects dynamic interaction, or synergy, between agents and environments, which are themselves multi-layered and complex entities. This dynamic synergy, both in space and time, is the “context.” Policy discussions without contextualization are essentially meaningless. Although conducting a policy analysis with sufficient contextualization is always challenging, such analyses – including the seven presented in this volume – can help us identify common underlying mechanisms of how policy works, despite their seeming differences. Similarly, as exemplified in Bronfenbrenner’s ecological system model, human development and learning are also embedded in multi-layered and interconnected environments, or what Bronfenbrenner called ecological systems (Bronfenbrenner, 1979). We cannot understand children’s language learning without contextualizing it in dynamic, whole ecological systems. Sufficiently contextualized studies on early language learning can help us find common mechanisms and issues associated with children’s language learning and teaching, even when those studies take place in substantially varied environments. Collectively, the papers in this volume address important contextual changes that we have to keep in mind when considering the policy and practice of early language learning; these include changes in (1) learner characteristics, (2) technology, and (3) pedagogical approaches in language education. These changes","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44748603","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 In this article we explore how primary school learners of English in Germany engage with examples of English that they were asked to locate in their local environments (their linguistic landscapes, LLs). In association with each located image, the learners completed a standardised worksheet in German that asked for brief written comments about its location, the reason why they had selected the image and why they thought that English had been used. Their written reflections demonstrate that these children are remarkably sophisticated in their analyses of linguistic, social and cultural aspects of what they found. They show that with nuanced pedagogies primary school children can benefit greatly from leaving the classroom to find language examples in the worlds around them.
{"title":"Using young learners’ language environments for EFL learning","authors":"Jana Roos, H. Nicholas","doi":"10.1075/aila.00022.roo","DOIUrl":"https://doi.org/10.1075/aila.00022.roo","url":null,"abstract":"Abstract In this article we explore how primary school learners of English in Germany engage with examples of English that they were asked to locate in their local environments (their linguistic landscapes, LLs). In association with each located image, the learners completed a standardised worksheet in German that asked for brief written comments about its location, the reason why they had selected the image and why they thought that English had been used. Their written reflections demonstrate that these children are remarkably sophisticated in their analyses of linguistic, social and cultural aspects of what they found. They show that with nuanced pedagogies primary school children can benefit greatly from leaving the classroom to find language examples in the worlds around them.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47949148","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 This paper explores headteachers’ and teachers’ perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljevic Djigunovic, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.
摘要:本文探讨了英国劣势地区三所小学的校长和教师对外语和文化学习的看法。借鉴了一种新的主要语言理论框架，批判世界主义(Delanty, 2006;Beck和Sznaider, 2006)和《文化语法》(Holliday, 2018)，我们认为目标文化居住的目标语言的宏大叙事已经过时，小学文化学习方法可以引领潮流。有大量证据表明，大多数学习者觉得语言课程很有趣，尤其是歌曲、故事和跨文化活动(Driscoll et al.， 2004, 2014;Cable et al. 2010)。关于包容性实践条件的论述不太常见，人们对高贫困地区的外语学习知之甚少(Nikolov & Mihaljevic Djigunovic, 2011)。在本研究中，教师和校长致力于文化学习，教职员工采用创造性的教学方法。然而，研究结果也表明，单一或同质化的民族文化的传统观念与相关的刻板印象仍然存在于教师对外语的框架中。需要利用儿童自己的文化经验，采用更个性化的文化学习方法。数据是按照严格的道德准则进行主题分析的，所有名字都是匿名的，以确保保密。
{"title":"Cultural threads in three primary schools","authors":"Patricia Driscoll, A. Holliday","doi":"10.1075/aila.00021.dri","DOIUrl":"https://doi.org/10.1075/aila.00021.dri","url":null,"abstract":"Abstract This paper explores headteachers’ and teachers’ perceptions of foreign languages(FL) and cultural learning in three primary schools in areas of disadvantage in England. Drawing upon a new theoretical frame for primary languages, Critical Cosmopolitanism (Delanty, 2006; Beck and Sznaider, 2006) and The Grammar of Culture (Holliday, 2018), we argue that the grand narrative of a target language inhabited by a target culture is outdated and approaches to cultural learning in primary schools could lead the way. There is substantial evidence that most learners find language lessons fun, particularly activities such as songs, stories and intercultural events (Driscoll et al., 2004, 2014; Cable et al. 2010). The discourse on conditions for inclusive practice is less commonplace and little is known about FL learning in areas of high deprivation (Nikolov & Mihaljevic Djigunovic, 2011). Teachers and headteachers in this study were committed to cultural learning and staff adopted creative approaches to teaching. The findings, however, also indicate that traditional notions of a mono or homogenised national culture with associated stereotypes linger in teachers’ framing of FL. There exists a need for a more personalised approach to cultural learning drawing upon children’s own cultural experiences. Data was analysed thematically following strict ethical guidelines and all names were anonymised to ensure confidentiality.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46583901","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 Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: “The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education” (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through fairness and inclusiveness with reference to Uruguay, India and China – all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.
{"title":"Looking beyond the local","authors":"J. Enever","doi":"10.1075/aila.00019.ene","DOIUrl":"https://doi.org/10.1075/aila.00019.ene","url":null,"abstract":"Abstract Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: “The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education” (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through fairness and inclusiveness with reference to Uruguay, India and China – all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44184613","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":"Policy and practice in early language learning","authors":"","doi":"10.1075/aila.32","DOIUrl":"https://doi.org/10.1075/aila.32","url":null,"abstract":"","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47516968","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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