scholarly journals Portraying Informal Digital Learning of English from Management, Beliefs, and Practices

2021 ◽  
Vol 14 (2) ◽  
pp. 157-184
Author(s):  
Surya Agung Wijaya ◽  
Abdul Asib ◽  
Suparno Suparno
Keyword(s):  
Language Policy ◽  
Role Playing ◽  
Negotiation Process ◽  
Photo Elicitation ◽  
High Status ◽  
Digital Learning ◽  
Language Practices ◽  
Language Management ◽  
Beliefs And Practices ◽  
Auto Ethnography

In a couple of years, massively multiplayer online role-playing game (MMORPG) previous works reported various informal digital learning of English (IDLE) activities within and around video games that could enhance student-gamer vocabulary outcomes; receptive and productive language skills; and language socialization. The lack of multidisciplinary literature reviews between IDLE and language policy (LP) gives this study to open discussion on both areas. The urgency of this study is the high adoption of IDLE framework without considering LP where the reason for student’s engagement from MMORPG activities can be explained. This study aims to portray IDLE practitioner's activities in MMORPG from language management, beliefs, and practices. Following the long-term process, the data were generated from auto-ethnography and photo-elicitation that were taken from in-game and out-of-game activities. This article found three major findings. First, the management of MMORPG provoked gamers to communicate as a part of the game mission, and the guild could potentially develop top-down and bottom-up LP. Second, the value of language in the community played role in the decision-making language use from the negotiation process. Third, English and Mandarin dominated language practices from different interlocutors in various forms such as language in MMORPG’s context, code mixing, and abbreviation from multilingual sides giving various reading texts in contexts. The high status of English is still dominated by out-of-game language practices. There are two major implications in theory and praxis that would be discussed in this study.Keywords: Auto-ethnography, IDLE, language policy, MMORPG, and multilingual environment 

I HAVE NOTHING TO DO WITH LANGUAGE TEACHING – LANGUAGE PRACTICES, IDEOLOGIES AND LANGUAGE MANAGEMENT IN EDUCATION

Via Latgalica ◽  
2016 ◽  
pp. 8
Author(s):  
Sanita Lazdiņa
Keyword(s):  
Language Policy ◽  
Social Practice ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Explanation ◽  
Regional Studies ◽  
Language Practices ◽  
Language Management ◽  
Education Policies ◽  
Multilingual Education

<p><em>The aim of this article is to identify links observable in social practice between the process of multilingualism and the teaching of language and other subjects in school, as well as associated opportunities and models which are supported by the strengthening of interdisciplinary aspects.</em></p><p><em>The article consists of five sections: the first two mainly theoretical, the last three – supported by empirical evidence. The first section is devoted to a theoretical explanation of the basic elements of language policy referenced by the title (language practices, ideology, and language management). Two approaches in modern education – the so-called monoglossic and heteroglossic approach – which reflect certain ideology about language teaching methods, are described in the second section. The third section provides insight into Content and Language Integrated Learning (CLIL)</em> <em>and the realization of this method in Latvia, while the fourth details the planning and practice of “Regional Studies” as a subject of study from the perspective of the heteroglossic approach. The fifth chapter outlines the experience of multilingual education in the European context, analyzing language education policies in the province of Friesland.</em></p><p><em>The questions raised in the article have been evaluated in practice by: 1) preparing a publication on the CLIL approach internationally and in Latvia, and cooperating with teachers in all Latvian regions who utilize this approach in their schools; 2) leading teacher training courses on the use of digital tools in the teaching of Regional Studies and other subjects (conducted in Rēzekne in March and April of 2015); 3) collecting evidence from trilingual schools in the Dutch province of Friesland (lessons in six schools were observed in October 2015; additionally, interviews were conducted with teachers, schoolchildren and principals).</em></p><em>In Latvian schools, both the monoglossic and heteroglossic approaches are observable. However, these different approaches are not mutually exclusive; rather, they exist on a continuum. It is recommended that schools in Latvia be given greater autonomy to choose their own language policies, in a similar fashion to the Frisian schools previously described in the ethnographic observations; this is not to speak against state language policy, but merely to highlight a need for school language policy to reflect regional specifics and context. </em>

scholarly journals Language Policy in Multilingual Workplaces:  Management, Practices and Beliefs in Banks in Luxembourg.

2021 ◽  
Author(s):  
◽  
Leilarna Elizabeth Kingsley
Keyword(s):  
Language Policy ◽  
Management Practices ◽  
Policy Research ◽  
Policy Management ◽  
Language Practices ◽  
Language Management ◽  
Top Down ◽  
Bottom Up ◽  
Speech Communities ◽  
International Banks

<p>For decades the primary focus of language policy research has been activities by states and their agencies, while language policy activities in workplaces have attracted little attention. Addressing this gap, explicit and implicit dimensions of language policies are investigated in financial institutions operating in the globalised context of international banking in multilingual Luxembourg. Three complementary theoretical frameworks are used to extend language policy research to include not just explicit aspects of language policy (language policy statements), but also implicit aspects (the language practices and beliefs of a community). Spolsky's (2004) theory is used to identify and analyse three components of language policy (management, practices and beliefs); Language Management Theory (LMT) (Jernudd and Neustupny, 1987) is used to explore one specific component of language policy (management), and Shohamy's (2006) framework is used to explore the complex interaction between management, practices and beliefs. The data base for the study comprised two phases: the first phase involved interviews with managers in ten Luxembourg banks regarding language policy, followed in the second phase by questionnaires and focus-group discussions with employees from three case study banks regarding language use and beliefs. This empirical data suggests that even in banks where English has been formalised as the working language, multilingual mechanisms (recruitment and language courses) contribute to employees' practices effectively creating, a top-down multilingual implicit (de facto) policy. The data from international banks in Luxembourg suggests that a flexible approach to language management is useful in workplaces where communication is complex, multi-faceted and dynamic. The bottom-up perspective indicates that employees at international banks use English as a lingua franca (ELF) alongside other languages, negotiating language choice across speech communities and linguistic repertoires, for transactional and relational purposes. These multilingual employees highly value English as the most common language in banks for including and involving all, highlighting its vital role in banks. Because the data provides a strong argument for the consideration of both top down and bottom up perspectives, the results have theoretical significance for our understanding of language policy. Overall, this thesis provides insights into the complex nature of language policy in multilingual workplaces, including the importance of both top-down and bottom-up pressures on language practices, the crucial role of ELF and the relevance of attitudes towards ELF and other languages at local and global levels of management.</p>

Vietnamese ethnic minority students’ language practices under the influence of external interventions: A management perspective

2019 ◽  
Vol 48 (5) ◽  
pp. 745-767 ◽  
Author(s):  
Trang Thi Thuy Nguyen
Keyword(s):  
Language Policy ◽  
Ethnic Minority ◽  
Minority Students ◽  
Language Maintenance ◽  
Language Practices ◽  
Language Management ◽  
Ethnic Minority Students ◽  
Management Perspective ◽  
Minority Language Policy ◽  
External Interventions

AbstractThis article examines Vietnamese ethnic minority students’ language practices under the influence of external interventions from a language management perspective. It focuses on the ways the students engage with various levels of interventions in their language practices. The study mainly draws on a group of college-age minority students’ experiences and perspectives collected through semistructured interviews. Findings suggest that the students, in making decisions to use their ethnic language and Vietnamese, the mainstream language, responded to interventions by the school and the ethnic community by adapting to the latter's language policy, while reinterpreting to conform to/deviate from interventions by other individuals such as their parents, their teachers, or their peers. In that process of managing their language practices, they reframed their identity in which both maintenance and transformation orientations were active. Implications related to minority language policy and language maintenance are then suggested. (Language management, individual language management, language practices, language choice, language policy, language maintenance, ethnic minority)*

Language Beliefs and the Management of Endangered Languages

2014 ◽  
Author(s):  
Bernard Spolsky
Keyword(s):  
Language Policy ◽  
The Other ◽  
Central Component ◽  
Endangered Languages ◽  
Language Practices ◽  
Language Management ◽  
Independent Components ◽  
Language Varieties ◽  
Theory Of Language ◽  
The Relationship

Language beliefs and ideologies constitute a central component of a theory of language policy. The other interrelated but independent components are the language practices of the community being studied and language management. This chapter explores the relationship between beliefs and management, especially with reference to efforts to manage (preserve or restore) language varieties that are felt to be under threat. It also summarizes the evidence presented in the other chapters in this volume.

scholarly journals Language Policy in Multilingual Workplaces:  Management, Practices and Beliefs in Banks in Luxembourg.

2021 ◽  
Author(s):  
◽  
Leilarna Elizabeth Kingsley
Keyword(s):  
Language Policy ◽  
Management Practices ◽  
Policy Research ◽  
Policy Management ◽  
Language Practices ◽  
Language Management ◽  
Top Down ◽  
Bottom Up ◽  
Speech Communities ◽  
International Banks

<p>For decades the primary focus of language policy research has been activities by states and their agencies, while language policy activities in workplaces have attracted little attention. Addressing this gap, explicit and implicit dimensions of language policies are investigated in financial institutions operating in the globalised context of international banking in multilingual Luxembourg. Three complementary theoretical frameworks are used to extend language policy research to include not just explicit aspects of language policy (language policy statements), but also implicit aspects (the language practices and beliefs of a community). Spolsky's (2004) theory is used to identify and analyse three components of language policy (management, practices and beliefs); Language Management Theory (LMT) (Jernudd and Neustupny, 1987) is used to explore one specific component of language policy (management), and Shohamy's (2006) framework is used to explore the complex interaction between management, practices and beliefs. The data base for the study comprised two phases: the first phase involved interviews with managers in ten Luxembourg banks regarding language policy, followed in the second phase by questionnaires and focus-group discussions with employees from three case study banks regarding language use and beliefs. This empirical data suggests that even in banks where English has been formalised as the working language, multilingual mechanisms (recruitment and language courses) contribute to employees' practices effectively creating, a top-down multilingual implicit (de facto) policy. The data from international banks in Luxembourg suggests that a flexible approach to language management is useful in workplaces where communication is complex, multi-faceted and dynamic. The bottom-up perspective indicates that employees at international banks use English as a lingua franca (ELF) alongside other languages, negotiating language choice across speech communities and linguistic repertoires, for transactional and relational purposes. These multilingual employees highly value English as the most common language in banks for including and involving all, highlighting its vital role in banks. Because the data provides a strong argument for the consideration of both top down and bottom up perspectives, the results have theoretical significance for our understanding of language policy. Overall, this thesis provides insights into the complex nature of language policy in multilingual workplaces, including the importance of both top-down and bottom-up pressures on language practices, the crucial role of ELF and the relevance of attitudes towards ELF and other languages at local and global levels of management.</p>

Vietnamese–Australian children’s language proficiency and use

2021 ◽  
pp. 136700692110345
Author(s):  
Van H Tran ◽  
Cen Wang ◽  
Sharynne McLeod ◽  
Sarah Verdon
Keyword(s):  
Language Proficiency ◽  
Associated Factors ◽  
English Language ◽  
Language Use ◽  
Language Ideologies ◽  
Negative Impact ◽  
Demographic Factors ◽  
Language Practices ◽  
Language Management ◽  
Factors Associated

Aim: To explore Vietnamese–Australian children’s proficiency and use of Vietnamese and English and identify associated factors that are related to demographics, language practices, language ideologies, and language management. Methodology: Vietnamese–Australian parents ( n = 151) completed a questionnaire (in English or Vietnamese) regarding their child’s language proficiency and use, demographic details and a range of factors as conceptualized by Spolsky’s language policy theory: language practices; language ideologies; and language management. Data and analysis: Bivariate analyses (Pearson’s correlation and analysis of variance) and multiple regression models were conducted to explore associations between language proficiency and use and associated factors and identify the most significant factors. Findings/conclusions: Factors associated with children’s Vietnamese language proficiency (oral/written) included: demographic factors; language practices; language ideologies; and language management. In contrast, children’s English language proficiency (oral/written) was linked to demographic factors and language practices. Children’s Vietnamese language use was not significantly correlated with demographics but rather with language practices, language ideologies, and language management. Children’s home language use and proficiency did not have a negative impact upon their English proficiency. Originality: This study is the first to consider factors associated with Vietnamese–Australian children’s language proficiency and use. Significance/implications: Demographic factors, language practices, language ideologies, and language management were associated with children’s language proficiency and use. The results can be used by parents, educators, policy-makers, speech–language pathologists and other professionals to support Vietnamese–Australian and multilingual children around the world to develop and maintain their home and majority languages.

scholarly journals Journeying Through Informing, Reforming and Transforming Teacher Education: Reflections on Curriculum Images

2021 ◽  
Vol 2 (1) ◽  
pp. 8-20
Author(s):  
Sadruddin Bahadur Qutoshi
Keyword(s):  
Teacher Education ◽  
Paradigm Shift ◽  
Teacher Educator ◽  
Research Problem ◽  
Professional Lives ◽  
Research Practices ◽  
Beliefs And Practices ◽  
Auto Ethnography ◽  
Teaching Learning ◽  
Ways Of Being

This paper aims to address ‘how an auto/ethnographic muse explores informing, reforming and transforming states of teacher education and research practices.’ I critique informing and reforming states of teacher education in Pakistan for the limitations associated with these approaches rooted within the colonial system of education.  Within these two approaches to education, I share the experiences of teaching, learning, research practices, and beliefs, which could not address a broader view of teacher education. To address the research problem, I applied an unconventional approach to research by using auto/ethnography as a methodological referent within a multi-paradigmatic research design space. In so doing, I used the paradigms of interpretivism, criticalism, postmodernism, and integralism as data referents, which enabled me to capture the lived experiences of my professional lifeworld at different stages. Moreover, I used critical reflections on the experiences as a teacher, teacher educator, and researcher as epistemic techniques to explore, explain and construct meaning out of the perceptions, beliefs, and practices. Perhaps, engaging autobiographically as an approach to knowing deep-seated views and practices and critically reflecting on the embodied values of practices open new ways of being and becoming a transformative learner(s). This paper invites readers to reflect critically on their own deep-seated practices by using such unconventional approaches to research that would enable them to experience a paradigm shift in their thinking, believing, viewing, and doing. I believe that in doing so, practitioners as researchers, with their own embodied values of practice in their professional lives, can transform self/others by creating their own living-educational-theories.

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