scholarly journals SPANISH LEGISLATION AND IB PYP LANGUAGE POLICY DEVELOPMENT

2020 ◽  
pp. 99-120
Author(s):  
Veronica Steffen ◽  
Daniel Prieto Steffen ◽  
Ángeles Bueno-Villaverde
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
International Baccalaureate ◽  
New Schools ◽  
Support Mechanisms ◽  
Development Of Language ◽  
Primary Years Programme ◽  
Spanish Legislation

Given the growth of and interest in International Baccalaureate (IB) programmes in Spain, schools looking for approval to implement any of its programmes are being met with the challenge of policy development to meet the requirements for authorization. This paper will look at Spanish legislation and the supports or challenges it offers when trying to meet the needs that face schools looking towards IB Primary Years Programme (PYP) authorization. As schools already authorized will have used the 2014 version of the IB Programme Standards and Practices, this paper will focus on the development of language policy in this version as well as the 2018 versions to support these schools as they move to the next stage or new schools starting under this newer version. A comparative look at Spanish legislation that may have influenced past decisions and current legislation that will influence future decisions will summarize the support mechanisms for meeting the language policy requirement.

Language and identity in East Timor

2008 ◽  
Vol 32 (2) ◽  
pp. 153-180 ◽  
Author(s):  
Kerry Taylor-Leech
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
East Timor ◽  
Language And Identity ◽  
Data Sets ◽  
Structured Interviews ◽  
Student Focus ◽  
Research Findings ◽  
Official Languages

Language choice in the newly independent Republic of East Timor can be usefully examined in the wider context of language policy in multilingual states. The present article reports on ethnographic research investigating official and popular discourses of language and identity in East Timor and the role of past and present language policies and practices in shaping national and social identity. It focuses on the discursive reconstruction of identity through five official instruments of language policy development. Hostile discourses in the Australian and Indonesian press towards the choice of Portuguese (the former colonial language) and Tetum (the endogenous lingua franca) as official languages provided the context for the investigation. A persistent theme in these discourses is that English and/or Indonesian would be preferable choices. The article puts these discourses into perspective by presenting findings from two data sets: (i) the 2004 National Census and (ii) analysis of the discourses of 78 participants in semi-structured interviews and student focus groups. The census shows clear signs of the revival of Portuguese and the reinvigoration of Tetum. It also shows how diverse linguistic identities have become in East Timor. The research findings show that there is less hostility to official language policy than claimed in the Australian and Indonesian press. However, the findings also emphasise the urgent need to reconstruct an inclusive, plurilingual national identity that can encompass diversity.

Fifty Years of Economics in Language Policy: Critical Assessment and Priorities

2016 ◽  
Author(s):  
François Grin
Keyword(s):  
Economic Analysis ◽  
Language Policy ◽  
Future Development ◽  
Critical Assessment ◽  
Practical Relevance ◽  
Research Directions ◽  
Mental Map ◽  
Development Of Language ◽  
Definition Of ◽  
Policy And Planning

This chapter offers a broad-based overview of language economics. Rather than assuming that the field can be characterized derivatively from the observation of “what economists do” when they talk about language, it proposes an analytical definition of language economics, in order to arrive at a theory-based typology of research. This results in a mental map of language economics, highlighting its connections with language policy. Since the first goal of this chapter is to provide orientation in language economics, it aims to be exhaustive in its identification of research directions but it does not discuss the contents of the latter in detail. I then focus on the application of language economics to the selection, design and evaluation of language policy and planning (LPP), emphasizing the need for economic analysis to embody sociolinguistic knowledge as a condition for practical relevance. This chapter also shows that reciprocally, sociolinguistic research, particularly when it is concerned with policy questions, significantly benefits from taking economic dimensions into account, since most LPP issues raise matters of efficiency and fairness that economics is comparatively well-equipped to address. In the closing section, four major research directions are identified as priorities for the future development of language economics.

Perceived difficulties between early years and primary teachers in International Baccalaureate Primary Years Programme implementation

2018 ◽  
Vol 17 (2) ◽  
pp. 116-133
Author(s):  
Verónica Steffen ◽  
Ángeles Bueno-Villaverde
Keyword(s):  
Best Practice ◽  
International Baccalaureate ◽  
Parent Satisfaction ◽  
Primary Teachers ◽  
Early Years ◽  
Assessment Tools ◽  
Full Time ◽  
Programme Implementation ◽  
Autonomous Communities ◽  
Primary Years Programme

The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

Using lexical variables to identify language ideologies in a policy corpus

Corpora ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 57-82 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan
Keyword(s):  
Language Acquisition ◽  
Language Policy ◽  
Policy Development ◽  
Language Ideologies ◽  
Methodological Approach ◽  
Written Language ◽  
Department Of Education ◽  
Educational Language Policy ◽  
Group Variation ◽  
Policy Texts

Though theorised as important objects of inquiry, language ideologies – beliefs about the roles of language in society – are difficult to identify from texts because of their covert nature. Language ideologies of institutions are thought to have particular power with respect to subsequent policy development at micro- and macro levels. This study applies an inductive, corpus-based approach to identify language ideologies in a corpus of language policy texts using lexical items as variables. A corpus of more than one-million words of educational language policy texts from the 2010 Arizona Department of Education website was explored using collocate and factor analysis. The resulting solution accounted for 47.48 percent of the variance investigated. Five language ideology factors were identified and interpreted using quantitative and qualitative techniques: ‘written language as measurably communicative’, ‘language acquisition as systematically metalinguistic and monolingual’, ‘academic language as standard and informational’, ‘language acquisition as a process of decoding meaning’ and ‘nativeness of language skills as marking group variation’. The findings (a) present likely ideological stances of the Department of Education in a state where educational language policy development has been robust in recent years, and (b) validate the somewhat novel methodological approach used in this study.

scholarly journals Languages and the U.S. Federal Congress: Attitudes, Policies and Practices between 1789 and 1815

2020 ◽  
Vol 20 ◽  
pp. 91-107
Author(s):  
Sándor Czeglédi
Keyword(s):  
United States ◽  
Cultural Identity ◽  
Language Policy ◽  
Policy Development ◽  
The United States ◽  
War Of Independence ◽  
The U.S ◽  
Policies And Practices

The present paper examines the link between language and cultural identity by exploring the language-related attitudes, policies and ideologies as reflected in the written records of the U.S. Federal Congress from 1789 until roughly the end of the “Second War of Independence” in 1815. The results are compared and contrasted with the findings of a previous study which examined the founding documents of the United States from a similar perspective. The most salient language policy development of the post-1789 period is the overall shift from the symbolic, general language-related remarks towards the formulation of more substantive and general policies.

scholarly journals Educational Reforms and Language Planning Quandary in Algeria: An Illustration with Arabization

2019 ◽  
Vol 15 (1) ◽  
pp. 27-47
Author(s):  
Ikhlas Gherzouli
Keyword(s):  
Language Policy ◽  
Policy Development ◽  
Linguistic Diversity ◽  
Language Planning ◽  
Educational Reforms ◽  
Language Planning And Policy ◽  
Current State ◽  
The Government ◽  
Policy And Planning ◽  
The Impact

Summary The paper aims to present a critical review of language policy development in Algeria since its independence (1962) to present time. It takes the policy of Arabization, an important turning point in Algerian history that was troubled with serious problems, as an example of language planning in the country. Data was gathered from policy documents, laws, and newspaper articles. It was then coded into themes before it was analysed employing a documentary research method. To provide a methodical discussion, the first part of the paper explores language policy and planning in Algeria. The second part discusses the impact of Arabization on the country’s current state of policy development in light of the debates over the national educational reforms of 2003. The third part highlights the quandary that language planners face during the processes of language planning and policy making. Lastly, the paper concludes with an evaluation of the process of language policy development in the country. The paper argues that in order to foster sustainable multilingualism and achieve effective educational reforms, a keener recognition of Algerian linguistic diversity by the government is imperative.

scholarly journals THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA

2016 ◽  
Vol 3 (1) ◽  
pp. 9 ◽  
Author(s):  
Rahmi Rahmi
Keyword(s):  
Language Policy ◽  
The Philippines ◽  
Indigenous Languages ◽  
National Language ◽  
Policy Makers ◽  
International Language ◽  
Development Of Language ◽  
Domestic Level

Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.

scholarly journals Adult literacy classes in Timor-Leste and diverse language values and practices across the regions: implications for language policy-making

2020 ◽  
Author(s):  
Danielle Boon ◽  
Edegar da Conceição Savio ◽  
Sjaak Kroon ◽  
Jeanne Kurvers
Keyword(s):  
Education Policy ◽  
Language Policy ◽  
Adult Literacy ◽  
Policy Development ◽  
Policy Making ◽  
Qualitative Data ◽  
National Language ◽  
Language Diversity ◽  
Timor Leste ◽  
Adult Literacy Education

Abstract This article draws on two studies of language diversity and adult literacy education in Timor-Leste that were conducted in different regions of the country between 2009 and 2013. Its central focus is on the day-to-day language practices and language values of local participants and the way in which these practices and values relate to national language policies. We first outline the views of language and of language policy-making that underpin our article. We then provide a brief overview of language-in-education policy-making in Timor-Leste with respect to provision for adult literacy. After that, we describe the design and conduct of the two studies and we present selected findings, drawing on both quantitative and qualitative data sources. The quantitative data were generated by means of questionnaire-based interviews and the research participants’ own accounts of their language repertoires, practices and values. The qualitative data were gathered via: (1) observation of adult literacy classes; (2) analysis of photographs of signage in local linguistic landscapes. We conclude with a discussion of the implications of our findings for language-in-education policy development in the area of adult literacy provision in countries in the global south, such as Timor-Leste. Here we plead for a greater involvement of teachers and learners as actors, not mere bystanders, who can bring new voices into policy-making processes and into research into these processes.

Sign in / Sign up

Export Citation Format

Share Document