Pub Date : 2023-08-02DOI: 10.1080/14664208.2023.2243170
Syed Abdul Manan, Symbat Mukhamediyeva, Sabina Kairatova, M. Tajik, Anas Hajar
{"title":"Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan","authors":"Syed Abdul Manan, Symbat Mukhamediyeva, Sabina Kairatova, M. Tajik, Anas Hajar","doi":"10.1080/14664208.2023.2243170","DOIUrl":"https://doi.org/10.1080/14664208.2023.2243170","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45683009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-26DOI: 10.1080/14664208.2023.2240483
Weiqiu Yu, Wen Xu
{"title":"Language ideologies and linguistic entrepreneurship in inter-Asian mobility: voices from international students at Chinese universities","authors":"Weiqiu Yu, Wen Xu","doi":"10.1080/14664208.2023.2240483","DOIUrl":"https://doi.org/10.1080/14664208.2023.2240483","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-24DOI: 10.1080/14664208.2023.2237376
J. Nordstrom, R. Zhang
{"title":"Micro level language planning, agency, and ICT in community language schools: before, during and after the pandemic","authors":"J. Nordstrom, R. Zhang","doi":"10.1080/14664208.2023.2237376","DOIUrl":"https://doi.org/10.1080/14664208.2023.2237376","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49536742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/14664208.2023.2231795
Rachel McKee, Mireille Vale
{"title":"Recent lexical expansion in New Zealand Sign Language: context, scope and mechanisms","authors":"Rachel McKee, Mireille Vale","doi":"10.1080/14664208.2023.2231795","DOIUrl":"https://doi.org/10.1080/14664208.2023.2231795","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1080/14664208.2023.2227545
V. Lytra
This paper addresses the paucity of research on policy agents ’ responses to the shift to teaching online during the fi rst lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the re fl ective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and language education (Lytra et al., 2022, Liberating Language Education. Multilingual Matters) and investigates language teachers ’ emergency grassroots policy making through a critical ethnographic lens (Martin-Jones & da Costa Cabral, 2018, The critical ethnographic turn in research on language policy and planning. In J. W. Tollefson, & M. Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 71 – 92). Oxford University Press). It demonstrates how teachers leveraged children ’ s developing digital abilities and expanded their semiotic repertoires. Concerned with delivering the curriculum, meeting language and literacy objectives and managing parental expectations, teachers simultaneously exploited children ’ s familiarity with established textbook heavy pedagogies which they adapted to di ff erent degrees. The acknowledgement and incorporation of children ’ s digital abilities, and experiences to support Greek language learning did not encompass an integrative multimodal and multilingual approach.
本文解决了在遗产语言教育和教学法的第一次封锁期间，政策代理人对在线教学转变的反应研究的缺乏。收集在一个小规模的探索性研究的背景下，它侧重于一群传统语言教师在法语区瑞士的希腊学校的反思。本文以语言和语言教育的跨语言和跨文化取向为基础(Lytra et al.， 2022，《解放语言教育》)。(Martin-Jones & da Costa Cabral, 2018，《语言政策和规划研究中的关键民族志转向》)，并通过批判性民族志镜头调查语言教师的紧急基层政策制定。J. W. Tollefson， & M. prez - milans(编辑)，牛津语言政策和规划手册(第71 - 92页)。牛津大学出版社)。它展示了教师如何利用儿童发展的数字能力和扩大他们的符号库。教师关心课程的传授，满足语言和读写目标以及管理家长的期望，同时利用儿童对既定教科书式教学法的熟悉程度，并在不同程度上适应这种教学法。承认和结合儿童的数字能力和经验来支持希腊语学习并没有包含一个综合的多模式和多语言的方法。
{"title":"Greek heritage language teachers as emergency grassroots policy makers: reconciling learner centred responses with textbook heavy pedagogies during COVID-19 lockdown","authors":"V. Lytra","doi":"10.1080/14664208.2023.2227545","DOIUrl":"https://doi.org/10.1080/14664208.2023.2227545","url":null,"abstract":"This paper addresses the paucity of research on policy agents ’ responses to the shift to teaching online during the fi rst lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the re fl ective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and language education (Lytra et al., 2022, Liberating Language Education. Multilingual Matters) and investigates language teachers ’ emergency grassroots policy making through a critical ethnographic lens (Martin-Jones & da Costa Cabral, 2018, The critical ethnographic turn in research on language policy and planning. In J. W. Tollefson, & M. Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 71 – 92). Oxford University Press). It demonstrates how teachers leveraged children ’ s developing digital abilities and expanded their semiotic repertoires. Concerned with delivering the curriculum, meeting language and literacy objectives and managing parental expectations, teachers simultaneously exploited children ’ s familiarity with established textbook heavy pedagogies which they adapted to di ff erent degrees. The acknowledgement and incorporation of children ’ s digital abilities, and experiences to support Greek language learning did not encompass an integrative multimodal and multilingual approach.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42888776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-08DOI: 10.1080/14664208.2023.2221151
Vicky Macleroy, Jim Anderson, Yu-chiao Chung
This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency to address key issues in learning languages and developing multilingual literacy. Our interdisciplinary approach embeds interculturality within all stages of the language learning process creating spaces that foster empathy, activist citizenship, and possibilities for a more sustainable future. We interrogate our Critical Connections Project and argue that this approach to LPP provides an alternative model of interculturally oriented critical cosmopolitan education which validates multilingual identities. We show how digital technology, virtual communities, and a growing concern for social justice have shaped the project and discuss how we adopted a critical ethnographic approach. In looking at purposes, principles and means in our project, the digital stories themselves are analysed and presented as vibrant data. To conclude, we engage speci fi cally with the implications of our research for heritage languages and LPP. Finally, we make a series of recommendations for heritage language planning and policy.
{"title":"Grassroots policymaking in practice: including heritage languages in the critical connections project through agency, activism, and alternative voices","authors":"Vicky Macleroy, Jim Anderson, Yu-chiao Chung","doi":"10.1080/14664208.2023.2221151","DOIUrl":"https://doi.org/10.1080/14664208.2023.2221151","url":null,"abstract":"This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency to address key issues in learning languages and developing multilingual literacy. Our interdisciplinary approach embeds interculturality within all stages of the language learning process creating spaces that foster empathy, activist citizenship, and possibilities for a more sustainable future. We interrogate our Critical Connections Project and argue that this approach to LPP provides an alternative model of interculturally oriented critical cosmopolitan education which validates multilingual identities. We show how digital technology, virtual communities, and a growing concern for social justice have shaped the project and discuss how we adopted a critical ethnographic approach. In looking at purposes, principles and means in our project, the digital stories themselves are analysed and presented as vibrant data. To conclude, we engage speci fi cally with the implications of our research for heritage languages and LPP. Finally, we make a series of recommendations for heritage language planning and policy.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42853294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/14664208.2023.2209467
C. Samuell
{"title":"Shadow education, Bourdieu, & meritocracy: towards an understanding of Juku and inequality in Japan","authors":"C. Samuell","doi":"10.1080/14664208.2023.2209467","DOIUrl":"https://doi.org/10.1080/14664208.2023.2209467","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44819825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/14664208.2023.2210459
T. Vo
English-Medium Instruction Practices in Higher Education: International Perspectives provides a timely and important contribution to the growing field of EMI research. The book is divided into three sections that cover macro-analysis (national or regional level), meso-analysis (institutional level) and micro-analysis (classroom level). There are twenty-one chapters in total, with seven chapters allocated to each level of analysis. The chapters cover a wide range of international contexts, including countries in Europe, Asia, the Middle East, Africa and Latin America. The macro level chapters focus on national-level EMI policies and the government-led implementation of EMI. These chapters cover Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal and Turkey. The diversity in chapter contexts provides interesting contrasts between systems. For example, we see contexts where EMI is associated with (post-)colonial rule in Bangladesh and Nepal; EMI in Ethiopia, which was never colonised; EMI as an explicit policy goal in China; EMI as an unintended consequence of governance reforms in Denmark; partial EMI in Turkey; and EMI as a ‘fashion accessory’ in Brazil. While the countries vary in terms of linguistic backgrounds, history, culture and governance, it is interesting to see how EMI appears to be inevitable across contexts, although the exact manifestation varies. The meso-level chapters focus on the institutions themselves. This includes institutional level EMI in Austria, Colombia, Estonia, Italy,
{"title":"English-Medium Instruction Practices in Higher Education: International Perspectives","authors":"T. Vo","doi":"10.1080/14664208.2023.2210459","DOIUrl":"https://doi.org/10.1080/14664208.2023.2210459","url":null,"abstract":"English-Medium Instruction Practices in Higher Education: International Perspectives provides a timely and important contribution to the growing field of EMI research. The book is divided into three sections that cover macro-analysis (national or regional level), meso-analysis (institutional level) and micro-analysis (classroom level). There are twenty-one chapters in total, with seven chapters allocated to each level of analysis. The chapters cover a wide range of international contexts, including countries in Europe, Asia, the Middle East, Africa and Latin America. The macro level chapters focus on national-level EMI policies and the government-led implementation of EMI. These chapters cover Bangladesh, Brazil, China, Denmark, Ethiopia, Nepal and Turkey. The diversity in chapter contexts provides interesting contrasts between systems. For example, we see contexts where EMI is associated with (post-)colonial rule in Bangladesh and Nepal; EMI in Ethiopia, which was never colonised; EMI as an explicit policy goal in China; EMI as an unintended consequence of governance reforms in Denmark; partial EMI in Turkey; and EMI as a ‘fashion accessory’ in Brazil. While the countries vary in terms of linguistic backgrounds, history, culture and governance, it is interesting to see how EMI appears to be inevitable across contexts, although the exact manifestation varies. The meso-level chapters focus on the institutions themselves. This includes institutional level EMI in Austria, Colombia, Estonia, Italy,","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43884871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/14664208.2023.2205792
Hywel Coleman, N. Ahmad, N. Hadisantosa, Kuchah Kuchah, M. Lamb, Dana Waskita
{"title":"Common sense and resistance: EMI policy and practice in Indonesian universities","authors":"Hywel Coleman, N. Ahmad, N. Hadisantosa, Kuchah Kuchah, M. Lamb, Dana Waskita","doi":"10.1080/14664208.2023.2205792","DOIUrl":"https://doi.org/10.1080/14664208.2023.2205792","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41635909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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