Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000–2012

2015 ◽  
pp. 119-136
Keyword(s):  
Language Policy ◽  
Medium Of Instruction ◽  
Timor Leste ◽  
Education Language Policy

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

Rights in Education and Self-Identity: Education and Language of Instruction in Namibia

2016 ◽  
Vol 9 (3) ◽  
pp. 189 ◽  
Author(s):  
Andres Chavez
Keyword(s):  
Language Policy ◽  
Quality Of Education ◽  
Medium Of Instruction ◽  
Ministry Of Education ◽  
Language Of Instruction ◽  
Self Identity ◽  
English Instruction

<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they will need to be successful.</p>

scholarly journals Language Policy and the Use of English as the Medium of Instruction in Pakistan

2021 ◽  
pp. 229-237
Author(s):  
Saadia Mesti
Keyword(s):  
Language Policy ◽  
Mother Tongue ◽  
Language Planning ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Linguistic Context ◽  
Implementation Challenges ◽  
Regional Language ◽  
The Government ◽  
Pluralist Approach

Pakistan is linguistically a diverse country. The language policies of successive governments resemble a kind of educational apartheid, where local languages have continuously been neglected. The paper reviews the various language policies in Pakistan, and then, critically examines the existing language policy, and its implications on medium of instruction. The analysis suggests that linguistic cohesion with multi-linguistic policies are needed to adopt a multi-lingual approach in language planning policy in Pakistan. A more pluralist approach to language planning and policy (the mother tongue and regional language for local/regional communication, Urdu for national use, and English for national and international communication) may present a range of implementation challenges. The study is significant because it will shade light on the linguistic situation in Pakistan, and on the government language policy. It will also try to figure out how Pakistan can develop an ecologically valid model for bi/multiliteracy for such complex linguistic context.

scholarly journals CODE-SWITCHING AND CODE-MIXING PRACTICES IN ENGLISH FOR SPECIFIC PURPOSES (ESP) COURSES

2020 ◽  
Vol 8 (2) ◽  
pp. 95-101
Author(s):  
Liza Putri ◽  
Herly Nurrahmi ◽  
Akhmad Guntawan
Keyword(s):  
Language Policy ◽  
Qualitative Method ◽  
Code Switching ◽  
English For Specific Purposes ◽  
Medium Of Instruction ◽  
Language Practice ◽  
Code Mixing ◽  
Code Choice ◽  
Actual Use

This study focuses on the practices of the ESP (English for Spesific Purposes) lecturer and students toward code-switching and code-mixing (CS/CM) in the class activity. The study used descriptive qualitative method in the research. In collecting the data, the researcher shared some questionnaires and did interviews and observation. It provides the clear findings of the actual implementation of the institutional language policy on the medium of instruction in the classroom. CS/CM in both Indonesian and English languages emerged as the lecturer’s code choice in the classroom instruction. Such language practice seems not to only have undermined the role of English as the stipulated medium of instruction, but also underestimated the speech behaviour of bilinguals. It causes the conflict between the language policy and the actual use of English and Indonesian in the classroom.

scholarly journals Outlining the Language Policy and Planning (LPP) in Fiji; Taking Directions From Fiji Islands Education Commission Report of 2000

2019 ◽  
Vol 12 (7) ◽  
pp. 61 ◽  
Author(s):  
Prashneel Ravisan Goundar
Keyword(s):  
Language Policy ◽  
Medium Of Instruction ◽  
Language Policy And Planning ◽  
Postgraduate Students ◽  
Language Variety ◽  
Fiji Islands ◽  
Education Commission ◽  
Commission Report ◽  
Pertinent Information ◽  
Policy And Planning

Language is something many individuals take for granted. It is usually when we discover that our language (or language variety) is different from and perhaps less valued than, the language of others or that our options are somehow limited, either because &lsquo;we do not speak/understand a language or language variety, or use it inappropriately or ineffectively in a particular context that we begin to pay attention to language&rsquo;. This paper gives a sketch of Language Policy and Planning (LPP) which is becoming a well-researched field for many academics as well as postgraduate students. The article provides the latest pertinent information on Fiji&rsquo;s LPP, the linguistic background as well as the medium of instruction (MOI). It further deliberates on the recommendations from the Fiji Islands Education Commission Report of 2000 which is a well-articulated document that provides an overt grounding for LPP in the South Pacific.

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