The Impacts of Language and Literacy Policy on Teaching Practices in Ghana

2021 ◽  
Author(s):  
Philomena Osseo-Asare
Keyword(s):  
Teaching Practices ◽  
Language And Literacy ◽  
Literacy Policy

The Green Paper on language and literacy

1991 ◽  
Vol 8 ◽  
pp. 39-63 ◽  
Author(s):  
Roland Sussex
Keyword(s):  
Language Policy ◽  
Green Paper ◽  
Language And Literacy ◽  
Holistic View ◽  
Policy Initiatives ◽  
Literacy Policy ◽  
Strong Commitment

The Green Paper The Language of Australia released in December 1990, is the first step in a reworking of language policy in Australia. This paper reviews some of the issues raised in the Green Paper and looks at the implications the agenda the Green Paper sets. The Green Paper contains some good ideas in a flawed cover. The positive aspects of the document will need to be developed in a context based on a holistic view of language and literacy policy and a strong commitment to the consolidation of language policy initiatives.

scholarly journals Policymaking in education: Understanding influences on the Reading Excellence Act.

2005 ◽  
Vol 13 ◽  
pp. 11 ◽  
Author(s):  
Jacqueline Edmondson
Keyword(s):  
Policy Making ◽  
Language And Literacy ◽  
Literacy Policy ◽  
Reading Excellence Act ◽  
Critical Pluralism ◽  
Do So

Educators and researchers are being called to participate in language and literacy policy making (Roller & Long, 2001). In order to do so, however, there needs to be an understanding of how policy is made. Although policymaking often appears to be an irrational process, there are theories that exist to explain the influences and mechanisms that work to shape policies. In what follows, I adapt Theodoulou and Cahn's (1995) typology on policymaking in order to discuss how policy is made. These theories of policy making are explored within the context of the Reading Excellence Act to demonstrate how policymaking is read and explained. Given the limitations of these explanations, particularly the sense that there may be no explicit role for educators in such a process, an alternate theory of policymaking, critical pluralism, is proposed. This alternate typology suggests different roles for educators in relation to policymaking.

Australia’s language policies are we going backwards?

1991 ◽  
Vol 8 ◽  
pp. 3-22 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
White Paper ◽  
Comparative Assessment ◽  
Current Debate ◽  
Language And Literacy ◽  
Language Policies ◽  
Policy Documents ◽  
Literacy Policy ◽  
History Of

The recent White Paper, Australia’s Language – The Australian Language and Literacy Policy, is the latest contribution to the history of language policies in Australia. This article explores that history, giving particular attention to each of the string of policy documents released since the early 1980s. Features of the current debate in Australia are drawn out, and a comparative assessment is made of Australia’s policies and those of other countries.

A review of some of the achievements of the National Policy on Languages

1991 ◽  
Vol 8 ◽  
pp. 23-38
Author(s):  
Joseph Lo Bianco
Keyword(s):  
Federal Government ◽  
National Policy ◽  
White Paper ◽  
Language And Literacy ◽  
Literacy Policy

This paper is a review of the achievements of the National Policy on Languages. The National Policy on Languages was adopted by the Federal government in May 1987 and implemented from that date until June 1991. In September of 1991 the Federal government adopted a White Paper entitled Australia’s Language; The Australian Language and Literacy Policy. In the companion volume to this it stated that the White Paper is an extension and maintenance of the National Policy on Languages.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

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