When language teacher emotions and language policy intersect: A critical perspective

System ◽  
2022 ◽  
pp. 102745
Author(s):  
Lee Her ◽  
Peter I. De Costa
Keyword(s):  
Language Policy ◽  
Critical Perspective ◽  
Language Teacher ◽  
Teacher Emotions

scholarly journals Language policy and the law

2020 ◽  
pp. 1-22
Author(s):  
Alison Edwards
Keyword(s):  
Language Policy ◽  
Codes Of Conduct ◽  
Master's Level ◽  
Publicly Funded ◽  
Critical Perspective ◽  
Language Of Instruction ◽  
State Legislation ◽  
Current Path ◽  
Legal Principle ◽  
English Medium Instruction

Abstract Universities in the Netherlands are currently faced with finding a balance between the implementation of English-medium instruction and the protection and promotion of Dutch. In this article I analyse university language policy documents from a discursive and critical perspective. I explore the intertextual transformations involved in a multilevel process of policymaking; that is, as policy discourse shifts from the state legislation governing the language of instruction in higher education to the codes of conduct for language of the publicly funded universities. The institutions use various discursive strategies, including intertextuality and recontextualisation, to legitimate their reinterpretation of the basic legal principle ‘Dutch, unless’ as ‘English, unless’ (at master’s level, and increasingly at bachelor’s level too). Although the current law is set to be amended, it appears the proposed new law will simply require universities to do more paperwork while continuing on their current path.

“The Tongue of Pangcah and of Savages are the Same”: Language Ideologies in a Multilingual Aboriginal Village in Taiwan

2011 ◽  
Vol 8 (2) ◽  
pp. 172-198
Author(s):  
Ya-ling Chang
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Language Maintenance ◽  
Analytic Approach ◽  
Economic Pressure ◽  
Community Members ◽  
Critical Perspective ◽  
Language And Culture ◽  
Southern Min ◽  
Language Maintenance And Shift

This study examines incongruent languages ideologies as they exist among parents, grandparents and community members of Taiwan’s aboriginal Pangcah people. The language ideologies of the villagers function as language policy that informs their decisions in favor of transmitting or abandoning their linguistic heritage. Taking a critical perspective on the study of language maintenance and shift, an ethnographic/discourse analytic approach to language ideologies is applied. The main insight gained from this study of ideological contention is that there are various language ideologies indexing speakers’ linguistic value. Within the ideologies of valuing and devaluing, Pangcah incorporates the hybridity of stigmatized and assimilated identities under the macrohistorical colonial processes. As a response to increasing economic pressure, the Pangcah identity with language and culture have shifted to the state and dominant languages of Mandarin and Southern Min. Consequently, efforts to maintain and learn Pangcah have diminished, making the ideology of valuing the dominant code correspondingly more successful and common.

scholarly journals The language policy of the language teacher

2010 ◽  
Vol 5 (9) ◽  
Author(s):  
Karen Risager
Keyword(s):  
Language Policy ◽  
Macro Level ◽  
International Organisations ◽  
Language Teacher ◽  
Transnational Companies ◽  
Micro Level

Language policy has to do with how far and how one is to act in relation to this complexity. Language policy does not only take place at the macro-level: in international organisations, transnational companies, states, etc., but also at the micro-level; in the interaction between people.

scholarly journals Research on Language Teaching and Learning: Advances and Projection

2021 ◽  
Keyword(s):  
Teacher Education ◽  
Language Policy ◽  
Student Teachers ◽  
Reading Instruction ◽  
Teacher Educators ◽  
Research Training ◽  
Academic Community ◽  
Entire Volume ◽  
Language Teacher Education ◽  
Language Teacher

In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.

Language Teacher Emotions

2019 ◽  
pp. 1-4
Author(s):  
Peter I. De Costa ◽  
Wendy Li ◽  
Hima Rawal
Keyword(s):  
Language Teacher ◽  
Teacher Emotions
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