Pub Date : 2022-06-17DOI: 10.1080/14664208.2022.2088968
A. Liddicoat
ABSTRACT Studies in language policy and planning (LPP) for the teaching and learning of foreign languages have been under-represented in LPP scholarship. This under-representation is especially the case for studies of policy and planning for foreign languages other than English outside the English-speaking world. Foreign language education in much of the world has become synonymous with the teaching and learning of English, with other languages having at best a marginal position, especially in schools. This article presents an introduction to a thematic issue of Current Issues in Language Planning examining policies that seek to expand the diversity of foreign language education beyond its narrow focus on English.
{"title":"Language planning for diversity in foreign language education","authors":"A. Liddicoat","doi":"10.1080/14664208.2022.2088968","DOIUrl":"https://doi.org/10.1080/14664208.2022.2088968","url":null,"abstract":"ABSTRACT Studies in language policy and planning (LPP) for the teaching and learning of foreign languages have been under-represented in LPP scholarship. This under-representation is especially the case for studies of policy and planning for foreign languages other than English outside the English-speaking world. Foreign language education in much of the world has become synonymous with the teaching and learning of English, with other languages having at best a marginal position, especially in schools. This article presents an introduction to a thematic issue of Current Issues in Language Planning examining policies that seek to expand the diversity of foreign language education beyond its narrow focus on English.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42855855","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 : 2022-06-15DOI: 10.1080/14664208.2022.2088165
Mai Shirahata, Malgorzata Lahti
ABSTRACT Many universities in non-English speaking countries have been adopting English as a medium of instruction to internationalize their education. We set out to compare the language policies of a Finnish and a Japanese university using the lens of language ideology – a set of normative beliefs about the social dimension of language. Data were collected from selected documents of the two universities, and analyzed utilizing critical discursive psychology. This social constructionist approach allows mapping out language ideological landscapes – interrelationships among different co-occurring language ideologies – from which students may draw ideas about how they orient themselves towards their peers on international campuses today. Our analysis shows that different language ideological landscapes are constructed in the language policies of the two universities, affording them different positioning in the phenomenon of internationalization. The findings suggest that both multilingualism and languaging would be important discursive resources for universities to maintain ethnolinguistic nationalism and ensure equality among students with different linguistic backgrounds, in the process of internationalization of higher education through English. On international campuses where multilingualism is prevalent, students are likely to be constructed as cosmopolitans for inclusion, locals and foreigners for exclusion, or ‘native/native-like and non-native speakers’ for hierarchy through different monolingual language ideologies.
{"title":"Language ideological landscapes for students in university language policies: inclusion, exclusion, or hierarchy","authors":"Mai Shirahata, Malgorzata Lahti","doi":"10.1080/14664208.2022.2088165","DOIUrl":"https://doi.org/10.1080/14664208.2022.2088165","url":null,"abstract":"ABSTRACT Many universities in non-English speaking countries have been adopting English as a medium of instruction to internationalize their education. We set out to compare the language policies of a Finnish and a Japanese university using the lens of language ideology – a set of normative beliefs about the social dimension of language. Data were collected from selected documents of the two universities, and analyzed utilizing critical discursive psychology. This social constructionist approach allows mapping out language ideological landscapes – interrelationships among different co-occurring language ideologies – from which students may draw ideas about how they orient themselves towards their peers on international campuses today. Our analysis shows that different language ideological landscapes are constructed in the language policies of the two universities, affording them different positioning in the phenomenon of internationalization. The findings suggest that both multilingualism and languaging would be important discursive resources for universities to maintain ethnolinguistic nationalism and ensure equality among students with different linguistic backgrounds, in the process of internationalization of higher education through English. On international campuses where multilingualism is prevalent, students are likely to be constructed as cosmopolitans for inclusion, locals and foreigners for exclusion, or ‘native/native-like and non-native speakers’ for hierarchy through different monolingual language ideologies.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44290087","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 : 2022-05-23DOI: 10.1080/14664208.2022.2077032
M. Garrett Delavan, Juan A. Freire, Trish Morita‐Mullaney
ABSTRACT This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gentrification. This study assessed how website content of these large (and thus influential) districts reflected or contradicted this pattern. Findings showed DLBE programming was linked frequently and strongly to themes of the school choice movement and exclusive tracking or within-school segregation. The themes were (1) a normalized scarcity of seats, (2) the privatized responsibility for transportation to those seats, (3) a discourse of having to earn one’s seat, and (4) the potential to lose one’s seat. We theorize this framing of DLBE policy as based in what we term mercenary exclusivity, which inequitably benefits privileged populations by inviting stakeholders to see their participation through a competitive, warlike lens. We offer equity recommendations for scholars and policymakers and call for the adoption of countervailing peaceful discourse and praxis for the benefit of language-minoritized and racialized students within DLBE.
{"title":"Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education: the choice discourse of mercenary exclusivity","authors":"M. Garrett Delavan, Juan A. Freire, Trish Morita‐Mullaney","doi":"10.1080/14664208.2022.2077032","DOIUrl":"https://doi.org/10.1080/14664208.2022.2077032","url":null,"abstract":"ABSTRACT\u0000 This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gentrification. This study assessed how website content of these large (and thus influential) districts reflected or contradicted this pattern. Findings showed DLBE programming was linked frequently and strongly to themes of the school choice movement and exclusive tracking or within-school segregation. The themes were (1) a normalized scarcity of seats, (2) the privatized responsibility for transportation to those seats, (3) a discourse of having to earn one’s seat, and (4) the potential to lose one’s seat. We theorize this framing of DLBE policy as based in what we term mercenary exclusivity, which inequitably benefits privileged populations by inviting stakeholders to see their participation through a competitive, warlike lens. We offer equity recommendations for scholars and policymakers and call for the adoption of countervailing peaceful discourse and praxis for the benefit of language-minoritized and racialized students within DLBE.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42090796","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 : 2022-03-22DOI: 10.1080/14664208.2022.2055935
Zhuo Meifang
{"title":"A language management approach to language problems: Integrating macro and micro dimensions","authors":"Zhuo Meifang","doi":"10.1080/14664208.2022.2055935","DOIUrl":"https://doi.org/10.1080/14664208.2022.2055935","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43372458","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 : 2022-03-11DOI: 10.1080/14664208.2022.2050604
C. Lee, C. Phua
ABSTRACT Singapore is a multiracial nation with a majority ethnic Chinese population. Since its independence in 1965, it has adopted an ‘English-knowing’ bilingual policy to achieve economic, social, and political objectives. For the past two decades, there has been a rapid increase in the percentage of ethnic Chinese Primary One students coming from primarily English-speaking families. This has caused the government to move the teaching and learning of Mandarin in a new direction. Mandarin has only become a less-taught language after 1979, causing a shift in home language for the primary school students. Acknowledging this sociolinguistic change, the government adjusts the curriculum and places emphasis on the complementary role of community-based learning. One needs to take into consideration the changes in sociolinguistic profile of this multiracial nation to appreciate the rationale of how the less-taught language – Mandarin has been managed.
{"title":"Salvaging Mandarin education in Singapore through community","authors":"C. Lee, C. Phua","doi":"10.1080/14664208.2022.2050604","DOIUrl":"https://doi.org/10.1080/14664208.2022.2050604","url":null,"abstract":"ABSTRACT Singapore is a multiracial nation with a majority ethnic Chinese population. Since its independence in 1965, it has adopted an ‘English-knowing’ bilingual policy to achieve economic, social, and political objectives. For the past two decades, there has been a rapid increase in the percentage of ethnic Chinese Primary One students coming from primarily English-speaking families. This has caused the government to move the teaching and learning of Mandarin in a new direction. Mandarin has only become a less-taught language after 1979, causing a shift in home language for the primary school students. Acknowledging this sociolinguistic change, the government adjusts the curriculum and places emphasis on the complementary role of community-based learning. One needs to take into consideration the changes in sociolinguistic profile of this multiracial nation to appreciate the rationale of how the less-taught language – Mandarin has been managed.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47942871","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 : 2022-03-10DOI: 10.1080/14664208.2022.2047513
Hua Yu, D. Johnson
ABSTRACT This paper investigates the strategies of governance in the language policy ‘Chanting the Chinese Classics’ (CCC) as deployed by State authorities, schools, and local communities. It highlights the strategy of ‘viewing’ as a nexus between language policy processes and traditional Chinese governing philosophy. To examine the connections between macro-level language policy and local educational and communicative processes, an ethnography of language policy was conducted at a weekend community school. We argue that language policy governance in Chinese language policy implementation mirrors Confucian philosophy. To further this strategy, State authorities organize nationally televised events at which school children compete in chanting competitions, which serve as exemplars for educators, parents, and students, who are encouraged to memorize vast quantities of classic Chinese literature. Results reveal that the appropriation of the CCC policy by teachers and parents encourages self-government and aligns with language policy ideology. While the CCC policy effectively encourages thousands of children to memorize Chinese Classics, it simultaneously promotes cultural confidence and nationalism.
{"title":"Language policy and governmentality: Chanting the Chinese Classics","authors":"Hua Yu, D. Johnson","doi":"10.1080/14664208.2022.2047513","DOIUrl":"https://doi.org/10.1080/14664208.2022.2047513","url":null,"abstract":"ABSTRACT This paper investigates the strategies of governance in the language policy ‘Chanting the Chinese Classics’ (CCC) as deployed by State authorities, schools, and local communities. It highlights the strategy of ‘viewing’ as a nexus between language policy processes and traditional Chinese governing philosophy. To examine the connections between macro-level language policy and local educational and communicative processes, an ethnography of language policy was conducted at a weekend community school. We argue that language policy governance in Chinese language policy implementation mirrors Confucian philosophy. To further this strategy, State authorities organize nationally televised events at which school children compete in chanting competitions, which serve as exemplars for educators, parents, and students, who are encouraged to memorize vast quantities of classic Chinese literature. Results reveal that the appropriation of the CCC policy by teachers and parents encourages self-government and aligns with language policy ideology. While the CCC policy effectively encourages thousands of children to memorize Chinese Classics, it simultaneously promotes cultural confidence and nationalism.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341187","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 : 2022-03-06DOI: 10.1080/14664208.2022.2047512
Charlotte Selleck
ABSTRACT This article adopts a gendered take on Family Language Policy (FLP) by questioning the way that gender impacts on the issues faced by refugee woman during and after flight. For this reason, the ethnographically informed research addresses the concerns and experiences of mothers and daughters in the Somali community in Bristol, one of the fastest growing communities in the city but one that remains a ‘neglected social group … everywhere present but in many ways invisible’ (Wallace & Kahin [2017]. Somali parents and schooling in Britain (p. 1). UCL Institute of Education Press.), with little known about their experiences on or after arrival (Warfa et al. [2006]. Post-migration geographical mobility, mental health and health service utilisation among Somali refugees in the UK: A qualitative study. Health & Place, 12(4), 503–515.). The study of FLP not only contributes to our understanding of the processes of language shift and change, it also sheds light on broader language policy issues at societal levels. Analysis suggests that it is principally mothers who take on the demanding, yet invisible work of FLP in the home and that mis-matched fluency between mothers and daughters results in a fracturing of family relations with the potential for long-term emotional repercussions. The findings have implications for educational and public sector organisations involving immigrant communities.
本文从性别角度探讨家庭语言政策(FLP)，探讨性别对难民妇女在逃亡期间和逃亡后所面临问题的影响。出于这个原因，民族志方面的研究解决了布里斯托尔索马里社区母亲和女儿的担忧和经历，这是该市发展最快的社区之一，但仍然是一个“被忽视的社会群体……无处不在，但在许多方面却看不见”(Wallace & Kahin[2017])。索马里的父母和英国的学校教育(第1页)，伦敦大学学院教育研究所出版社)，对他们到达英国前后的经历知之甚少(Warfa et al.[2006])。移民后地理流动、心理健康和保健服务在联合王国索马里难民中的利用:一项定性研究。卫生与场所，12(4)，503-515。FLP的研究不仅有助于我们理解语言转移和变化的过程，而且还揭示了社会层面上更广泛的语言政策问题。分析表明，主要是母亲承担了家庭中FLP的繁重而无形的工作，母亲和女儿之间不匹配的流利程度导致了家庭关系的破裂，并可能产生长期的情感影响。研究结果对涉及移民社区的教育和公共部门组织具有启示意义。
{"title":"The gendered migrant experience: a study of family language policy (FLP) amongst mothers and daughters in the Somali community, Bristol","authors":"Charlotte Selleck","doi":"10.1080/14664208.2022.2047512","DOIUrl":"https://doi.org/10.1080/14664208.2022.2047512","url":null,"abstract":"ABSTRACT This article adopts a gendered take on Family Language Policy (FLP) by questioning the way that gender impacts on the issues faced by refugee woman during and after flight. For this reason, the ethnographically informed research addresses the concerns and experiences of mothers and daughters in the Somali community in Bristol, one of the fastest growing communities in the city but one that remains a ‘neglected social group … everywhere present but in many ways invisible’ (Wallace & Kahin [2017]. Somali parents and schooling in Britain (p. 1). UCL Institute of Education Press.), with little known about their experiences on or after arrival (Warfa et al. [2006]. Post-migration geographical mobility, mental health and health service utilisation among Somali refugees in the UK: A qualitative study. Health & Place, 12(4), 503–515.). The study of FLP not only contributes to our understanding of the processes of language shift and change, it also sheds light on broader language policy issues at societal levels. Analysis suggests that it is principally mothers who take on the demanding, yet invisible work of FLP in the home and that mis-matched fluency between mothers and daughters results in a fracturing of family relations with the potential for long-term emotional repercussions. The findings have implications for educational and public sector organisations involving immigrant communities.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41399290","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 : 2022-03-05DOI: 10.1080/14664208.2022.2047514
Sixuan Wang, A. Hatoss
ABSTRACT This paper examines the impact of the local tea industry on the language ecology of the geographically remote Blang community in China. The paper takes an ecology perspective in language planning where all languages in the locality are given equal attention. These languages in the context of this paper include Blang, Putonghua, and English as the leading global lingua franca of international trade. The study used a qualitative approach and reports findings from semi-structured interviews collected in Yunnan Province. The discursive approach allows for the analysis of participants’ attitudes and ideologies vis-à-vis the changing economic and linguistic ecology. The findings demonstrate that the local tea industry has increased the economic value of Putonghua and further marginalised Blang. Putonghua and English were ideated as capital in the domestic and global markets, while Blang was perceived as having no economic value. These findings point towards a weakening vitality of Blang and reflect the uneven power relations favouring Putonghua and English. While economic entrepreneurship was paired with linguistic entrepreneurship, this agentive behaviour was mainly directed towards learning the dominant languages by the Blang people, and it was related to the extent to which individuals themselves engaged with the tea business.
{"title":"When the linguistic market meets the tea business: language attitudes, ideologies and linguistic entrepreneurship in the Blang community in China","authors":"Sixuan Wang, A. Hatoss","doi":"10.1080/14664208.2022.2047514","DOIUrl":"https://doi.org/10.1080/14664208.2022.2047514","url":null,"abstract":"ABSTRACT This paper examines the impact of the local tea industry on the language ecology of the geographically remote Blang community in China. The paper takes an ecology perspective in language planning where all languages in the locality are given equal attention. These languages in the context of this paper include Blang, Putonghua, and English as the leading global lingua franca of international trade. The study used a qualitative approach and reports findings from semi-structured interviews collected in Yunnan Province. The discursive approach allows for the analysis of participants’ attitudes and ideologies vis-à-vis the changing economic and linguistic ecology. The findings demonstrate that the local tea industry has increased the economic value of Putonghua and further marginalised Blang. Putonghua and English were ideated as capital in the domestic and global markets, while Blang was perceived as having no economic value. These findings point towards a weakening vitality of Blang and reflect the uneven power relations favouring Putonghua and English. While economic entrepreneurship was paired with linguistic entrepreneurship, this agentive behaviour was mainly directed towards learning the dominant languages by the Blang people, and it was related to the extent to which individuals themselves engaged with the tea business.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42249871","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 : 2022-02-24DOI: 10.1080/14664208.2022.2037291
Zoha Bayat, R. Kircher, Hans Van de Velde
ABSTRACT This paper examines minority language education in the Dutch province of Fryslân from a rights-based approach. To conduct the analysis, we employed a qualitative (legal) content analysis. We explored minority language rights at different levels to answer the following question: To what extent are international and regional standards on minority-language education applied domestically to education in Frisian and through the medium of the Frisian language? We discuss the historical trends in the international community regarding minority-language education and elaborate specifically on the Netherlands’ shifting approach on the matter. Our analysis of international, regional, and domestic regulations shows that the issue of exemptions and the reduction in the Frisian core objectives have weakened the position of Frisian in education. Owing to the lack of proper implementation of the current regulations, the Netherlands has been deficient in fulfilling the right to mother-tongue education in Frisian primary schools. The analysis further shows that the Netherlands do not treat Frisian education as a right. Legal solutions to remedy this situation are discussed.
{"title":"Minority language rights to education in international, regional, and domestic regulations and practices: the case of Frisian in the Netherlands","authors":"Zoha Bayat, R. Kircher, Hans Van de Velde","doi":"10.1080/14664208.2022.2037291","DOIUrl":"https://doi.org/10.1080/14664208.2022.2037291","url":null,"abstract":"ABSTRACT This paper examines minority language education in the Dutch province of Fryslân from a rights-based approach. To conduct the analysis, we employed a qualitative (legal) content analysis. We explored minority language rights at different levels to answer the following question: To what extent are international and regional standards on minority-language education applied domestically to education in Frisian and through the medium of the Frisian language? We discuss the historical trends in the international community regarding minority-language education and elaborate specifically on the Netherlands’ shifting approach on the matter. Our analysis of international, regional, and domestic regulations shows that the issue of exemptions and the reduction in the Frisian core objectives have weakened the position of Frisian in education. Owing to the lack of proper implementation of the current regulations, the Netherlands has been deficient in fulfilling the right to mother-tongue education in Frisian primary schools. The analysis further shows that the Netherlands do not treat Frisian education as a right. Legal solutions to remedy this situation are discussed.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45848204","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 : 2022-02-23DOI: 10.1080/14664208.2022.2043064
Kymbat Yessenbekova
ABSTRACT In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers’ and students’ perceptions of their EMI experiences, focusing on the interplay between language management (LM), language practices (LP) and language ideology (LI) (Spolsky, 2004). Thus, a qualitative case study design was employed wherein four teachers and six undergraduate students from one Department of Natural Sciences were interviewed. Moreover, information from the official website and policy documents of the university were used for document analysis of its EMI policy. The findings revealed that participants had a positive LI towards EMI as this is helpful for language development, although many of them encountered challenges during LP due to their low mastery of English. The university’s LM system was unsuitable as administrators neglected to address the participants’ linguistic difficulties related to EMI which led to the use of the translanguaging method for comprehension purposes during LP activities. The participants also reported that continuing LP in EMI and teachers’ emotional support contributed to students’ language improvement. Ultimately, this study suggests that administrators improve the quality assurance of the EMI policy.
{"title":"English as a medium of instruction in Kazakhstani higher education: a case study","authors":"Kymbat Yessenbekova","doi":"10.1080/14664208.2022.2043064","DOIUrl":"https://doi.org/10.1080/14664208.2022.2043064","url":null,"abstract":"ABSTRACT In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers’ and students’ perceptions of their EMI experiences, focusing on the interplay between language management (LM), language practices (LP) and language ideology (LI) (Spolsky, 2004). Thus, a qualitative case study design was employed wherein four teachers and six undergraduate students from one Department of Natural Sciences were interviewed. Moreover, information from the official website and policy documents of the university were used for document analysis of its EMI policy. The findings revealed that participants had a positive LI towards EMI as this is helpful for language development, although many of them encountered challenges during LP due to their low mastery of English. The university’s LM system was unsuitable as administrators neglected to address the participants’ linguistic difficulties related to EMI which led to the use of the translanguaging method for comprehension purposes during LP activities. The participants also reported that continuing LP in EMI and teachers’ emotional support contributed to students’ language improvement. Ultimately, this study suggests that administrators improve the quality assurance of the EMI policy.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47119235","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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