A Balanced Approach to Language-in-Education Policy and Planning in Bangladesh

2020 ◽  
pp. 33-45
Author(s):  
Tania Rahman
Keyword(s):  
Education Policy ◽  
Balanced Approach ◽  
Policy And Planning

Language-in-Education Policy and Planning

1994 ◽  
Vol 14 ◽  
pp. 53-81 ◽  
Author(s):  
Christina Bratt Paulston ◽  
Susanne McLaughlin
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Bilingual Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Policy And Planning ◽  
Language Teaching And Learning

This chapter provides a descriptive review of research on language-ineducation policy and planning. We intend no theoretical generalizations but rather a descriptive summary of present research (1990–1993). With various interpretations of language-in-education policy available in the literature, it is first necessary to establish the perspective which guides this review. Ingram (1990), for example, confines language-in-education to second or foreign language teaching and learning although he mentions literacy and bilingual education as topics in language-in-education.

LANGUAGE POLICY AND PEDAGOGY: ESSAYS IN HONOR OF A. RONALD WALTON. Richard D. Lambert and Elana Shohamy (Eds.). Amsterdam: Benjamins, 2000. Pp. xii + 279. $65.00 cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 122-123
Author(s):  
Timothy Reagan
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Deputy Director ◽  
Language Policy And Planning ◽  
Language Education Policy ◽  
Policy And Practice ◽  
Policy And Planning

Language policy and pedagogy, as its subtitle suggests, is dedicated to A. Ronald Walton, who died quite young in 1996. Walton had served as the deputy director of the National Foreign Language Center (NFLC) in Washington, D.C., since its founding in 1986, and the contributors to this volume all have had direct or indirect connections to the NFLC. Further, the essays in this volume are all related to issues and areas that were of concern to Walton during the course of his career. All of that having been said, this work is considerably more than a typical Festschrift; it is in fact a timely and important contribution to the growing literature dealing with both language policy and planning studies and contemporary issues in U.S. foreign language education policy and practice.

scholarly journals Teachers’ and Students’ Attitudes towards the Implementation of Content-Based Instruction in Higher Education in Ho Chi Minh City

2016 ◽  
Vol 9 (5) ◽  
pp. 106
Author(s):  
Bui Phu Hung ◽  
Tran Thi Hai
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
National Language ◽  
Ho Chi Minh City ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Based Instruction ◽  
The One ◽  
Policy And Planning ◽  
Study Overseas

<p>Content-based instruction programs carried out in higher education in Ho Chi Minh City rests against national language-in-education policy and planning. However, in the first phase of implementation, this kind of courses proves problematic. This present study investigated teachers’ and students’ opinions on the implementation of content-based instruction (CBI) courses at three universities to make necessary recommendations for institutional developments. More than half of the students found the curricula problematic and thought their teachers should develop themselves more. In addition, teachers believed the institutions which they were working for should offer them opportunities to study overseas. The one thing which most of the teachers and students agreed on was that CBI was a good language-in-education policy.</p>

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