Latest trends in multilingualism, language policy and language education in Ireland and in Europe

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating “as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes” (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

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Language policy and language education in the Netherlands and Romania

Dutch Journal of Applied Linguistics ◽

10.1075/dujal.2.2.06kui ◽

2013 ◽

Vol 2 (2) ◽

pp. 205-223 ◽

Cited By ~ 4

Author(s):

Folkert Kuiken ◽

Elisabeth van der Linden

Keyword(s):

The Netherlands ◽

Language Policy ◽

Minority Groups ◽

Mother Tongue ◽

Language Education ◽

Point Of View ◽

Individual Member ◽

The European Union ◽

Member States ◽

Eu Member States

The European Union encourages all its citizens to be able to speak two languages in addition to their mother tongue. However, since the content of educational systems is the responsibility of individual member states, promoting multilingualism depends on the language policy of each member state. Still, countries may learn from practices and experiences in other countries. The similarities and differences between two case studies may be instructive from that point of view. In this paper, language policy and language education in two EU member states are compared with each other: the Netherlands on the one hand and Romania on the other. Questions that will be raised are: what are the linguistic rights of the minority groups, which languages are taught to whom, and to which degree is multilingualism an issue in both countries? Despite differences between the two countries, some striking similarities are observed.

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Niche market and individual practices in Tibetan language education in China: an ethnography of language policy

International Journal of Bilingual Education and Bilingualism ◽

10.1080/13670050.2018.1502742 ◽

2018 ◽

Vol 22 (3) ◽

pp. 274-289 ◽

Cited By ~ 5

Author(s):

Jing Zhang

Keyword(s):

Language Policy ◽

Language Education ◽

Niche Market ◽

Education In China

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LANGUAGE POLICY OF UKRAINE IN THE SOUTH AND EAST OF THE COUNTRY AS A METHOD OF ETHNOCRACY

THE CASPIAN REGION Politics Economics Culture ◽

10.21672/1818-510x-2020-65-4-058-065 ◽

2020 ◽

Vol 65 (4) ◽

pp. 58-65

Author(s):

YULIA V. KOSTENKO ◽

Keyword(s):

Public Opinion ◽

Language Policy ◽

Language Education ◽

The State ◽

Russian Language ◽

The South ◽

Political Consequences ◽

Democratic Norms ◽

The Russian Language ◽

Local Levels

The author characterizes the language policy of post-Maidan Ukraine (2014-2020) in the South and East of the country as a method of consolidating ethnocracy in the process of nation-building. An assessment of the state and trends in the historiography of the problem is given. Ethnodemographic changes in the structure of the population, as well as public opinion in the South and East of Ukraine over the period from 1989 to 2020 were revealed. The intentions of the language policy of Ukraine are revealed. The ineffectiveness of international influence to ensure compliance with democratic norms of language policy is noted. Russian Russian language policy is defined as the destruction of institutions of Russian-language education and mass media in the Russian language, the weakening of Russian ethnic identity, carried out by the state authorities of Ukraine. An important factor in de-Russification is the armed conflict in the Donbas, which has become a catalyst for the transition to ethnocracy in Ukraine. At the same time, the unrecognized states in Donbass maintain the equality of languages on their territory. It is concluded that the dual (mixed) identity of residents of the South and East of the country is preserved at the regional and local levels. At the same time, the Russian-speaking community in the South and East of the country remains politically weak and disorganized, and is subject to targeted discrimination. The political consequences of forced ukrainization, as well as resistance to ethnocracy in public opinion and voting in elections, are determined.

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The Interaction Between Family Language Policy and Educators in Early Language Education

Handbook of Early Language Education - Springer International Handbooks of Education ◽

10.1007/978-3-030-47073-9_19-1 ◽

2020 ◽

pp. 1-22

Author(s):

İrem Bezcioğlu-Göktolga

Keyword(s):

Language Policy ◽

Language Education ◽

Early Language ◽

Family Language Policy ◽

Family Language

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Language as a problem of development

AILA Review ◽

10.1075/aila.22.03tup ◽

2009 ◽

Vol 22 ◽

pp. 23-35 ◽

Cited By ~ 6

Author(s):

T. Ruanni F. Tupas

Keyword(s):

Social Development ◽

Language Policy ◽

Fundamental Problem ◽

Language Education ◽

The Philippines ◽

Third Way ◽

Development Framework ◽

Policy Debates ◽

The Social ◽

Social Landscape

Fixation on language in language policy debates is not a natural given. In fact, it has to be re-examined. This paper argues that another effective way to look at language policy is to suspend talk on language, and instead first engage with social development issues where people are at the heart of the social landscape. It discusses three ways of engagement with language policy as seen in the landscape of the politics of language, education and social development in the Philippines. The first way is engaging language policy which means debating the key features of the existing language policy usually based on ideological concerns. The second way is re-engaging language policy which highlights previously sidelined provisions of the policy such as those concerning local languages in education. The third way is disengaging from language policy which primarily sees language policy as part of a general social development framework, i.e. the imperative to focus on specific needs of local communities from which the roles of language emerge. The key point to note is that language does not seem to figure as a fundamental problem that needs to be addressed.

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Educational policy borrowing in a globalized world

English Teaching Practice & Critique ◽

10.1108/etpc-02-2015-0014 ◽

2015 ◽

Vol 14 (1) ◽

pp. 60-74 ◽

Cited By ~ 5

Author(s):

Nguyen Van Huy ◽

M. Obaidul Hamid

Keyword(s):

Language Policy ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

The Body ◽

Policy Document ◽

Policy Borrowing ◽

Content Type ◽

Grass Root Level ◽

Global Language

Purpose – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. Design/methodology/approach – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months. Findings – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. Originality/value – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.

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Sociolinguistics

Language Teaching ◽

10.1017/s0261444803271937 ◽

2003 ◽

Vol 36 (2) ◽

pp. 120-157

Keyword(s):

New York ◽

Language Policy ◽

Literacy Practices ◽

Language Education ◽

Cultural Relativism ◽

Language Awareness ◽

Second Language Literacy ◽

Modern Language ◽

The Us ◽

Language And Education

03—373 Appleby, Roslyn, Copley, Kath, Sithirajvongsa, Sisamone and Pennycook, Alastair (U. of Technology, Sydney, Australia). Language in development constrained: Three contexts. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 323—46.03—374 Bruthiaux, Paul (Nat. U. of Singapore). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 275—96.03—375 Cleghorn, Ailie (Concordia U., Montreal, Quebec, Canada) and Rollnick, Marissa. The role of English in individual and societal development: A view from African classrooms. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 347—72.03—376 Derwing, Tracey M. (U. of Alberta, Edmonton, Canada; Email: [email protected]), Rossiter, Marian J. and Ehrensberger-Dow, Maureen. ‘They speaked and wrote real good’: Judgements of non-native and native grammar. Language Awareness (Clevedon, UK), 11, 2 (2002), 84—99.03—377 Gebhard, Meg (U. of Massachusetts, USA). Fast capitalism, school reform, and second language literacy practices. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 15—52.03—378 Lin, Angel (City U. of Hong Kong) and Luk, Jasmine. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 97—124.03—379 Markee, Numa (U. of Illinois at Urbana-Champaign, USA). Language in development: Questions of theory, questions of practice. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 265—74.03—380 Pavlenko, Aneta (Temple U., USA). ‘We have room for but one language here’: Language and national identity in the US at the turn of the 20th century. Multilingua (Berlin, Germany), 21, 2/3 (2002), 163—96.03—381 Pomerantz, Anne (U. of Pennsylvania, USA). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua (Berlin, Germany), 21, 2/3 (2002), 275—302.03—382 Ramanathan, Vai (U. of California at Davis, USA). What does ‘literate in English’ mean?: Divergent literacy practices for vernacular- vs. English-medium students in India. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 125—51.03—383 Schmidt Sr., Ronald. Racialization and language policy: The case of the U.S.A. Multilingua (Berlin, Germany), 21, 2/3 (2002), 141—61.03—384 Vavrus, Frances (Columbia U., New York, USA). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 373—97.03—385 Williams, Eddie (U. of Reading, UK) and Cooke, James. Pathways and labyrinths: Language and education in development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 297—322.

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Language Policy and Planning in Language Education: Legacies, Consequences, and Possibilities

Modern Language Journal ◽

10.1111/modl.12303 ◽

2016 ◽

Vol 100 (S1) ◽

pp. 48-63 ◽

Cited By ~ 33

Author(s):

Terrence G. Wiley ◽

Ofelia García

Keyword(s):

Language Policy ◽

Language Education ◽

Language Policy And Planning ◽

Policy And Planning

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

Via Latgalica ◽

10.17770/latg2015.7.1208 ◽

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

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.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) 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.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).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.

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