Bilingual teacher educators as language policy agents: A critical language policy perspective of the Castañeda v. Pickard case and the bilingual teacher shortage

2022 ◽  
Author(s):  
Sera J. Hernández ◽  
Cristina Alfaro ◽  
Melissa A. Navarro Martell
Keyword(s):  
Language Policy ◽  
Teacher Educators ◽  
Teacher Shortage ◽  
Policy Perspective ◽  
Bilingual Teacher ◽  
Critical Language Policy

scholarly journals A Retrospective Case Study of EFL Instruction in Elementary Schools : A Critical Language Policy Perspective

2020 ◽  
Vol 17 (4) ◽  
pp. 1158-1177
Author(s):  
Diah Royani Meisani ◽  
◽  
Fuad Abdul Hamied ◽  
Bachrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Elementary Schools ◽  
Language Policy ◽  
Retrospective Case ◽  
Policy Perspective ◽  
Critical Language Policy ◽  
Retrospective Case Study

Colonization and English ideologies in India: a language policy perspective

2016 ◽  
Vol 16 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Usree Bhattacharya
Keyword(s):  
Language Policy ◽  
Policy Perspective

Inequality and Class in Language Policy and Planning

2018 ◽  
Author(s):  
David Block
Keyword(s):  
Political Economy ◽  
Language Policy ◽  
Theoretical Background ◽  
Language Policy And Planning ◽  
Growing Body ◽  
Critical Language Policy ◽  
Policy And Planning ◽  
Field Of Inquiry

In recent years, critical language policy and planning (LPP) researchers have increasingly turned to political economy as a source discipline, and neoliberalism has come to be a baseline concept. Nevertheless, political economy in LPP research is often underdeveloped; neoliberalism remains ill-defined and under-theorised; and inequality and class are virtually erased from analysis. This chapter elaborates on the value of these concepts for LPP research. It begins with a brief discussion of LPP and then discusses political economy as a field of inquiry, neoliberalism as a master frame for a growing body of LPP research, and finally, inequality and class as key constructs for understanding the effects of neoliberalism on contemporary societies. This theoretical background is followed by a section examining how inequality and class have emerged as constructs in recent LPP research, and the chapter closes with considerations about further research.

scholarly journals Multilingualism and Mobility as Collateral Results of Hegemonic Language Policy

2018 ◽  
Vol 41 (2) ◽  
pp. 234-259 ◽  
Author(s):  
Nathan John Albury
Keyword(s):  
Language Policy ◽  
Survey Data ◽  
Ethnic Difference ◽  
Language Choices ◽  
Critical Language Policy

AbstractThis article shows, with Malaysia as a case study, that an ethnonationalist language policy need not have disempowering consequences for minorities. Malaysia politicizes ethnic difference between Malaysians of Malay, Chinese, and Indian descent. Ethnic Malays enjoy economic concessions unavailable to others, law defines Malaysia as Islamic and speaking Bahasa, and Malay ethnonationalism constructs Chinese– and Indian–Malaysians as perpetual visitors. Nonetheless, Bahasa has only added to the multilingual repertoires of non-Malays, rather than replaced it. This article analyses survey data about the multilingual practices of Malaysian youth and their folk linguistic talk about what guides their multilingualism. By drawing on critical language policy, it appears that policy may be so ethnonationalist that it has caused disassociation, especially amongst Indian–Malaysians, and sustained multilingualism. The Chinese–Malaysian experience, however, is better explained by a posthumanist perspective whereby language choices appear guided by material and immaterial resources within the Chinese–Malaysian community, rather than by matters of power or politics. In any case, the relative greater multilingualism of Chinese– and Indian–Malaysians was perceived as empowering non-Malay mobility despite ethnonationalist policy.

scholarly journals The Linguistic Landscape of Zhuhai: A Study of the Use of English Signs in the Public Place

2021 ◽  
Vol 4 (9) ◽  
pp. 77-89
Author(s):  
Yibu Luo ◽  
Junjie Ma
Keyword(s):  
Public Sphere ◽  
Language Policy ◽  
Influential Factors ◽  
Linguistic Landscape ◽  
Public Place ◽  
Top Down ◽  
Policy Perspective ◽  
The Public ◽  
Academic Fields ◽  
Expanding Circle

As a window city for China to face internationalization, Zhuhai is quite suitable for linguists to look into Expanding Circle Countries’ English settings. Bilingual landmarks indicate the use of English in the local public sphere and the degree of the popularity of English. This study investigated the current situation of English in Zhuhai from two academic fields: linguistics landscape and language policy. The two types of language policy: the top-down model and the bottom-up mode, are used in the analysis of Zhuhai sociolinguistic phenomenon. An analysis from the language policy perspective reveals how the linguistic landscape has been interpreted from diversified dimensions as both a concept and a practice. The study evinces that the different target tourists and the various functions of facilities are two influential factors in the advancement of Zhuhai’s English signage.  

scholarly journals English Language Policy in Relation to Teachers and Teacher Educators in Latvia: Insights from Activity Systems Analysis

2020 ◽  
Vol 45 ◽  
pp. 60-76
Author(s):  
Tatjana Bicjutko ◽  
Līva Goba-Medne
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Systems Analysis ◽  
English Language ◽  
Teacher Educators ◽  
Academic Staff ◽  
Language Management ◽  
Activity Systems ◽  
Language Competence ◽  
Activity Systems Analysis

The ambitious objectives of European language policy and the strive for competitiveness have led to an increasing emphasis on foreign language competence at the level of national education systems. Using Spolsky’s onion model of language policy (2004) and Engeström’s Expansive Learning theory (1987, 2008), the study attempts to determine the formative influence of the existing multilayered language policy on the professional development of Latvian educators with the aim to compare the situation for teachers and teacher educators in respect of their English language proficiency.Given the prioritisation of English and strategic differences in foreign language management in relation to teachers and faculty, the activity systems analysis points to significantly higher demands and concomitant pressure in respect of English language competence of academic staff, and the lack of incentives to increase their proficiency for teachers. Remedying the existing situation through policy making, both systemic and individual perspectives should be taken into account, as their interplay affects the agency of educators in achieving the goals.

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