English Education Policy in Bahrain – A Review of K-12 and Higher Education Language Policy in Bahrain

2016 ◽  
pp. 9-32 ◽  
Author(s):  
Amir Abou-El-Kheir ◽  
Paul MacLeod
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Language Policy ◽  
English Education ◽  
English Education Policy ◽  
K 12 ◽  
Education Language Policy

Commentary

2014 ◽  
Author(s):  
Ken Jones
Keyword(s):  
Education Policy ◽  
Cultural Politics ◽  
English Education ◽  
School Systems ◽  
European School ◽  
English Education Policy ◽  
Cultural Conservatism ◽  
Liberal Policy ◽  
West European

This commentary on Peter Dorey’s chapter sets Thatcherism’s distinctively English education policy in two broader contexts. Cultural conservatism and the introduction of quasi-markets are features of other west European school systems. English education, post-Thatcher, is marked out as different by the extent of marketization and the persistent intensity of its cultural politics. Looked at in a British context, the same kinds of contrast can be made: the school systems of all four nations of Britain may increasingly be shaped by neo-liberal policy formulae, but it is in England that such formulae are most potent.

How talented low-income kids are left behind

2020 ◽  
Vol 102 (4) ◽  
pp. 26-29
Author(s):  
Jonathan Wai ◽  
Frank C. Worrell
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Low Income ◽  
Gifted Education ◽  
Talent Identification ◽  
Left Behind ◽  
K 12 ◽  
Personal Success

Finding and developing talented youth from low-income backgrounds is an ongoing challenge for U.S. gifted education policy. These students face strong headwinds, whereas advantaged students enjoy favorable tailwinds, and these factors accumulate throughout K-12, higher education, and beyond. Jonathan Wai and Frank C. Worrell explain how talented low income kids are left behind. They discuss the historical tension between the development of excellence and the pursuit of equity, explain the importance of early and universal talent identification and development in the critical K-12 years, and link that development to students’ personal success and societal growth.

scholarly journals Exploring Sustainable Multilingual Language Policy in Minority Higher Education in China: A Case Study of the Tibetan Language

2020 ◽  
Vol 12 (18) ◽  
pp. 7267 ◽  
Author(s):  
Lubei Zhang ◽  
Linda Tsung ◽  
Zhuoma
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Language Policy ◽  
Language Education ◽  
Minority Languages ◽  
Multilingual Education ◽  
The Social ◽  
Higher Education In China ◽  
Education In China

This paper explores sustainable multilingual education policy for minority languages in one of the higher education institutions (HEI) in the Tibetan Autonomous Region (TAR) in China. Following Spolsky’s theory of language policy ecology, this study conducted a survey of 276 students, examining the language education policy implemented inside and outside the classroom in their campus lives. The data were analyzed from the perspective of policy orientation, management issues and actual linguistic practice. The results showed that Chinese, Tibetan and English were all valued and respected in the current policy; however, the academic function of language was mainly undertaken by Chinese, while the social function was equally shouldered by Chinese and Tibetan. The findings gave us an insight into the present status of language education in this specific HEI in Tibet, and further offered valuable information for the design of sustainable multilingual policies for minority education at the higher education level in China.

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