Early bilingual education in Alsace: The one language/one teacher policy in question

2016 ◽  
Keyword(s):  
Bilingual Education ◽  
The One ◽  
Teacher Policy

One Size doesn't Fit All: Patterns of Pre-Primary Teacher Policy Engagement

2003 ◽  
Vol 28 (2) ◽  
pp. 27-31
Author(s):  
Lennie Barblett
Keyword(s):  
Quantitative Data ◽  
Primary Teachers ◽  
Early Years ◽  
Primary Teacher ◽  
Compulsory Schooling ◽  
Qualitative And Quantitative ◽  
The One ◽  
Policy Engagement ◽  
Teacher Policy ◽  
Early Childhood Pedagogy

In Western Australia the non-compulsory early years of school are administered by the compulsory schooling sector. Consequently, the ways in which pre-primary teachers are asked to account for their work have changed. Pre-primary teachers are asked to implement a school development plan and provide evidence of accomplishment of the school priorities. Such requirements have unsettled teachers, as they believe the ‘one size fits all’ application of school policies does not capture the essence of early childhood pedagogy and practice. This paper draws on qualitative and quantitative data collected during a study that investigated pre-primary teacher accountability from the policy level to the practicalities of classroom life. The study suggests that policies pertaining to the early years need to be written in such a way that meets the needs of the system, but also fits with the cultures of pre-primary teachers' classrooms.

Language-in-Education Planning

1989 ◽  
Vol 10 ◽  
pp. 53-78 ◽  
Author(s):  
D. E. Ingram
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Immigration Policy ◽  
Policy Making ◽  
Teaching And Learning ◽  
Foreign Language Teaching ◽  
The Other ◽  
Education Planning ◽  
Government Education ◽  
The One

This paper attempts to survey language-in-education planning in the 1980s drawing on both formal publications and the more “ephemeral” but often more directky influential documents of government education departments and other authorities. Two problems are immediately evident: first, the influential ephemeral documents are hard to obtain. The second problem in surveying language-in-education planning is symptomatic of language policy-making in general; it is necessary to differentiate between, on the one hand, policy which is little more than uncoordinated good or bad ideas, limited in the range of needs that it seeks to answer, or incidental to policy serving other purposee (e.g., immigration policy) and, on the other hand, systematic, formalized language-in-education planning (cf., Rist 1982). This paper also focuses on only that part of language-in-education policy concerned with second or foreign language teaching and learning; other papers in this volume deal with the areas of literacy and bilingual education.

Bilingual Education

1989 ◽  
Vol 10 ◽  
pp. 103-121 ◽  
Author(s):  
Arturo Tosi
Keyword(s):  
Soviet Union ◽  
Bilingual Education ◽  
Language Change ◽  
Western World ◽  
Republic Of China ◽  
The Past ◽  
The Soviet Union ◽  
Language Spread ◽  
The One

In the past two decades bilingual education has become an educational movement and a field of academic inquiry of remarkable growth throughout the world. At first glance this appears to be the outcome of the increasingly hegemonic role of a few languages like English in the western world and countries economically affiliated to it, Russian in the multilingual republics of the Soviet Union, and Putonghua in the People's Republic of China. But a closer look at the first of these areas—the one better known to us—shows how complex the dynamics of language spread and language change are in diverse sociopolitical contexts.

scholarly journals Conflicting Language Ideologies Concerning Bilingualism and Bilingual Education among Pre-Service Spanish Teachers in South Texas

2020 ◽  
Vol 20 (2) ◽  
pp. 325-351
Author(s):  
Mara R. Barbosa
Keyword(s):  
Discourse Analysis ◽  
Bilingual Education ◽  
Critical Discourse Analysis ◽  
Language Ideology ◽  
Language Ideologies ◽  
South Texas ◽  
Critical Discourse ◽  
Educational Settings ◽  
Abstract Language ◽  
The One

ABSTRACT Language ideologies are the shared frameworks through which groups understand language and speakers (GAL; WOOLARD, 2001; WOOLARD, 1998). In educational settings, these ideologies may impact learning as teachers who adhere to ideologies favoring monolingualism may undermine students’ identities and bilingual development in favor of assimilation. Using language ideology and Critical Discourse Analysis (CDA) frameworks, this study investigated the presence of different language ideologies in pre-service Spanish teachers’ discourse and their positioning in face of these language ideologies. The analysis demonstrated that while pre-service Spanish teachers challenge the ideology of monolingualism and favor bilingualism, they also legitimate the ‘one language’ ideology that entails that the unity of a nation depends partly on the use of only one language.

scholarly journals Rethinking Language Education in Indonesia

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Maslihatul Umami
Keyword(s):  
Bilingual Education ◽  
Literacy Development ◽  
Language Education ◽  
Indigenous Languages ◽  
The Other ◽  
Foreign Languages ◽  
Language Function ◽  
The One ◽  
And Function ◽  
Keywords Education

Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language. Keywords: education; language function; literacy development; content  

Toward Multilingualism as an International Desideratum in Government, Business, and the Professions

1985 ◽  
Vol 6 ◽  
pp. 1-9
Author(s):  
Joshua A. Fishman
Keyword(s):  
United States ◽  
Social Change ◽  
Bilingual Education ◽  
The United States ◽  
Internal Dynamics ◽  
Projective Test ◽  
Rapid Social Change ◽  
The Times ◽  
The One ◽  
External Characteristics

The term “multilingualism,” or any of its partial synonyms and correlates (such as “bilingualism” or “bilingual education”), refers to so complex a field of phenomena that it should really be no surprise that it is defined or clarified in much the same way as are the constituent items of a projective test: more in accord with the latent internal dynamics of whatever “moves” the definer than in accord with the manifest external characteristics of the defined. Not only is this true if we move from culture to culture and seek to discover the dominant views about “multilingualism” in a variety of ethnocultural traditions, but it is also true if we focus on any one context, particularly one that is highly exposed to the assets and debits of rapid social change, such as the one we are in presently in the United States, and we seek to discover the dominant view about “multilingualism” from one period of time to another. Under both types of contrastive circumstances we quickly discover that “multilingualism is a sometime thing”; i.e., it is a variable rather than a constant. It is interpreted and reinterpreted, by all segments of society, in accord with larger issues, more pressing priorities that shape these segments, that move them, worry them, force them to alter their priorities. Yes, “multilingualism is a Zeitgeist thing” and “the times, they are a-changing,” particularly in the U.S.A. and the rest of the Western Democratic world.

scholarly journals Rethinking Language Education in Indonesia

2016 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Maslihatul Umami Umami
Keyword(s):  
Bilingual Education ◽  
Literacy Development ◽  
Basic Science ◽  
Science And Technology ◽  
Language Education ◽  
Indigenous Languages ◽  
The Other ◽  
Foreign Languages ◽  
The One ◽  
And Function

Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language.   

Note on Selection of Coordinate Systems for Geodynamics

1975 ◽  
Vol 26 ◽  
pp. 395-407
Author(s):  
S. Henriksen
Keyword(s):  
Sea Level ◽  
The Other ◽  
Coordinate Systems ◽  
Mean Sea Level ◽  
The Earth ◽  
The One ◽  
Static Systems ◽  
Selection Of

The first question to be answered, in seeking coordinate systems for geodynamics, is: what is geodynamics? The answer is, of course, that geodynamics is that part of geophysics which is concerned with movements of the Earth, as opposed to geostatics which is the physics of the stationary Earth. But as far as we know, there is no stationary Earth – epur sic monere. So geodynamics is actually coextensive with geophysics, and coordinate systems suitable for the one should be suitable for the other. At the present time, there are not many coordinate systems, if any, that can be identified with a static Earth. Certainly the only coordinate of aeronomic (atmospheric) interest is the height, and this is usually either as geodynamic height or as pressure. In oceanology, the most important coordinate is depth, and this, like heights in the atmosphere, is expressed as metric depth from mean sea level, as geodynamic depth, or as pressure. Only for the earth do we find “static” systems in use, ana even here there is real question as to whether the systems are dynamic or static. So it would seem that our answer to the question, of what kind, of coordinate systems are we seeking, must be that we are looking for the same systems as are used in geophysics, and these systems are dynamic in nature already – that is, their definition involvestime.

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