Assessment Policy in Teacher Education: Responding to the Personnel Implications of Language Policy Changes

2008 ◽  
Vol 9 (3) ◽  
pp. 235
Author(s):  
Rahat Naqvi ◽  
Helen Coburn
Keyword(s):  
Teacher Education ◽  
Language Policy ◽  
Policy Changes ◽  
Assessment Policy

Centre for Applied Language Studies, University of Limerick, Ireland

2015 ◽  
Vol 48 (2) ◽  
pp. 288-292
Author(s):  
Angela Chambers ◽  
David Atkinson ◽  
Fiona Farr
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Language Policy ◽  
Learning Environments ◽  
Language Teacher Education ◽  
Postgraduate Students ◽  
Research Outcomes ◽  
Language Studies ◽  
New Learning Environments ◽  
New Learning

The Centre for Applied Language Studies (CALS), founded in 1997, brings together researchers and postgraduate students from several disciplines in language studies, and is structured in three research clusters: New learning environments; Discourse, society and identity; and Plurilingualism and language policy. There is a certain amount of overlapping between the clusters, and several researchers are active in more than one cluster. Thus research in language teacher education is present both in the New learning environments cluster and in Discourse, society and identity. Corpus-based methodologies are also prominent in both these clusters. Furthermore, discourse analysis is present as a methodology in all three. The following sections provide information on current research and selected research outcomes within the three research clusters from 2011 to 2013.

scholarly journals The use of interactive methods in teaching the Russian language in technical universities of Kazakhstan

2021 ◽  
Vol 7 (3A) ◽  
pp. 348-360
Author(s):  
Nailya S. Sanjyarova ◽  
Gulnara M. Abdiyeva ◽  
Kirill I. Borodin
Keyword(s):  
Language Learning ◽  
Language Policy ◽  
Foreign Language Learning ◽  
Russian Language ◽  
Professional Communication ◽  
Interactive Methods ◽  
Policy Changes ◽  
Simultaneous Study ◽  
European Standards ◽  
The Russian Language

The relevance of the research is determined by the introduction of the CLIL trilingual system, which includes a simultaneous study of Russian, Kazakh, and English in accordance with the language policy of Kazakhstan. The research is based upon the authors’ own pedagogical experience, official law documents, and state guidelines regarding the language policy in Kazakhstan, and the analysis of the scientific literature on the matter. The paper reveals the features of the educational system of Kazakhstan as the result of recent state policy changes: orientation towards European standards, foreign language learning for professional communication as a priority, the digitalization of education, and its practical focus.

Linguistic capital

2017 ◽  
Vol 41 (2) ◽  
pp. 159-167
Author(s):  
Chris Harwood ◽  
Conttia Lai
Keyword(s):  
Hong Kong ◽  
Language Policy ◽  
Mother Tongue ◽  
Financial Capital ◽  
Medium Of Instruction ◽  
Linguistic Capital ◽  
Policy Changes ◽  
Lingua Franca ◽  
Hong Kong Students ◽  
Cantonese Medium Of Instruction

Abstract This article discusses the effects of Hong Kong’s language policy changes in education since China reclaimed the territory in 1997. It describes Hong Kongers’ perceptions of English and their mother tongue Cantonese, and considers the effects of the Cantonese medium of instruction (CMI) policy, which was introduced to promote biliteracy and trilingualism1 among Hong Kongers. The analysis shows that even though CMI results in deeper learning in Hong Kong students, the strength and status of English as the lingua franca in the territory remains strong, and access to the linguistic capital English brings remains restricted to those with financial capital to afford it.

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