scholarly journals Colombian ELT Community and Scholarship: Current Pathways and Potency

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 5-17
Author(s):  
Edgar Lucero ◽  
Adriana Castañeda-Londoño
Keyword(s):  
Professional Development ◽  
Education Policy ◽  
Bilingual Education ◽  
English Language ◽  
Special Issue ◽  
30Th Anniversary ◽  
Bilingual Education Policy ◽  
Pre Service Teacher

This editorial article reflects on the paradigmatic changes that the Colombian ELT community has recently experienced due to the developments of local scholarship in varied topics. This editorial article makes the changes evident by introducing the papers for this special issue of HOW journal on its 30th anniversary. These include topics as interculturality, literacy, English language pre-service teacher construction and professional development, critical views about bilingual education policy, and the interrelation between gender and ELT. The local scholarship development in these topics displays a rupture with the ELT canon. By so doing, the Colombian ELT scholarship shows a potency that wields foundations for the ELT field in the country.

The Duplicitous Character of Bilingual Education Policy

2015 ◽  
Vol 3 (2) ◽  
pp. 57-70
Author(s):  
Gaurang Rami ◽  
◽  
Ana Marie Fernandez ◽  
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

Bilingual Education Policy

2016 ◽  
pp. 1-15
Author(s):  
Munene Mwaniki ◽  
M. Beatriz Arias ◽  
Terrence G. Wiley
Keyword(s):  
Education Policy ◽  
Bilingual Education ◽  
Bilingual Education Policy

scholarly journals English language in Brunei: Use, policy, and status in education – A review

2020 ◽  
Vol 15 (1) ◽  
pp. 21-46
Author(s):  
Claire Goode
Keyword(s):  
Bilingual Education ◽  
English Language ◽  
Linguistic Diversity ◽  
Tertiary Education ◽  
Student Experience ◽  
Brunei Darussalam ◽  
Government Documents ◽  
The Status ◽  
Bilingual Education Policy ◽  
The Impact

This paper explores the literature on the status of the English language in Negara Brunei Darussalam, particularly in education. The review encompasses a total of 103 sources, including 44 journal articles, 27 book chapters, 15 books, and 17 other items (institution/organisation websites and reports, government documents, newspaper articles, and conference presentations), published between 1985 and 2020, with at least 70 sources published in the last decade. The author summarises findings from research in key areas in the Bruneian context including bilingual education, linguistic diversity, the status of English, educational policies, educational divides, and challenges to the student experience, particularly in higher education in the bilingual setting. The author found that: i) while there are concerns over the impact of English on the Malay language and on indigenous languages in the Sultanate, and apprehension around an educational divide, the majority of attitudes appear to be very positive about the use of English in Brunei, including in education; ii) the bilingual education policy has evolved over time, and now places an emphasis on English as a key competency for the 21st century; iii) the student experience in the bilingual context is a particularly under-researched area. Staff working in tertiary education can always benefit from further insights into different aspects of learning, teaching, and content delivery, which may be applicable in many settings. The paper concludes with recommendations for further research in Brunei.

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