Language Ideologies, Language Policies, and English-Language Teaching in Russia

2019 ◽  
pp. 135-154
Author(s):  
Julia Davydova
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Policies

What is ‘global’ in an ELT global coursebook?

2019 ◽  
Vol 12 (1) ◽  
pp. 59-83 ◽  
Author(s):  
Laura Gerday
Keyword(s):  
English Language ◽  
Language Ideologies ◽  
Language Teaching ◽  
English Language Teaching ◽  
Standard Language ◽  
Course Material

Abstract The adjective ‘global’ has become a buzzword in recent years, not least in academia. Within the area of English Language Teaching (ELT) in particular, ‘global coursebooks’ have aroused a great deal of interest, but also much suspicion, as their content turns out not to be as universal as the adjective ‘global’ might literally mean. In this paper, I investigate the 2014 New Headway Upper-Intermediate Student’s Book and bring to light some of the ideological constructions underpinning this supposedly global course material. As a result of this analysis, I provide an expanded characterisation of the ELT global textbook, regarding it as a course built upon standard language ideologies rather than, as suggested by previous studies, as an artefact shaped by a predominantly neoliberal agenda.

scholarly journals Teacher's Perception of a Language Policy: "Teaching LINC"

1997 ◽  
Vol 15 (1) ◽  
pp. 22 ◽  
Author(s):  
Ellen Cray
Keyword(s):  
Language Policy ◽  
English Language ◽  
Language Teaching ◽  
Empirical Work ◽  
English Language Teaching ◽  
Relevant Aspect ◽  
Language Policies ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Teacher's Perception

The boundaries of English language teaching are being expanded with recognition that the language classroom has cultural and political aspects. Policies that legislate the learning and teaching of additional languages are one relevant aspect of this context. However, little empirical work has been done on how language policies are realized in the classroom. In this article data from interviews with teachers in LINC classrooms are analyzed. Results suggest that teachers perceive the policy in ways that are determined by the local situations in which they teach. Results also suggest that there are important differences between what policies dictate and what teachers do in their classrooms.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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