An ambivalent picture

2021 ◽  
Author(s):  
Françoise Le Lièvre
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cultural Diversity ◽  
Language Policy ◽  
The Other ◽  
Official Language ◽  
European Policy ◽  
Language Practice ◽  
The Law ◽  
The One

In France, English has a hegemonic position in many domains, including education, despite European policy promoting linguistic and cultural diversity to better integrate citizens in democratic processes. In 2013, the Fioraso law modified the Toubon law by allowing French universities to teach in a foreign language. Under the law, the choice of English at the expense of any other foreign language seems to have become practice. However, this practice clashes with long-standing criticism of Englishization in France. In this chapter an ambivalent picture of Englishization in French higher education arises, revealing tensions between criticism and official language policy on the one hand and language practice on the other. Translingual practices in France generate a different view of Englishization in higher education

The Politics of Arabic in Israel

2017 ◽  
Author(s):  
Camelia Suleiman
Keyword(s):  
Qualitative Methods ◽  
Language Policy ◽  
Language Choice ◽  
Minority Language ◽  
The Other ◽  
Official Language ◽  
Political Identities ◽  
Production Of Knowledge ◽  
The One

Arabic became a minority language in Israel in 1948, as a result of the Palestinian exodus from their land that year. Although it remains an official language, along with Hebrew, Israel has made continued attempts to marginalise Arabic on the one hand, and secutise it on the other. The book delves into these tensions and contradictions, exploring how language policy and language choice both reflect and challenge political identities of Arabs and Israelis. It combines qualitative methods not commonly used together in the study of Arabic in Israel, including ethnography, interviews with journalists and students, media discussions, and analysis of the production of knowledge on Arabic in Israeli academia.

Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan

2020 ◽  
Vol 34 (1) ◽  
pp. 217-237
Author(s):  
Andrew Linn ◽  
Anastasiya Bezborodova ◽  
Saida Radjabzade
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Control Measures ◽  
The Other ◽  
Language Policies ◽  
Language Ecology ◽  
English Only ◽  
English Medium Instruction ◽  
The One ◽  
And Control

AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.

scholarly journals Audio-visual support in class of Spanish as foreign language: the use of the movies

2015 ◽  
pp. 104-107
Author(s):  
V. V. Yakovleva ◽  
E. A. Savtchuk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
The Other ◽  
Educational Film ◽  
Additional Source ◽  
Wide Range ◽  
Language Classes ◽  
Visual Support ◽  
The Subject ◽  
The One

The article reviews the use of audiovisual tools in the framework of foreign language classes. Such tools should, on the one hand, simplify the understanding and grasping of the subject, and, on the other, serve as an additional source of gaining extralinguistic skills. The authors consider a wide range of possibilities for the use of audiovisual tools while teaching Spanish to students of non-language higher education institutions of humanitarian profile. An educational film “Español extra” and a documentary devoted to the San Fermín holiday (Pamplona, Spain) are taken as an example.

scholarly journals Multilingualism is a trend in the development of modern Kazakhstan

2021 ◽  
Vol 11 (1) ◽  
pp. 40-44
Author(s):  
Venera Kubieva ◽  
Aelita Sagiyeva ◽  
Aelita Sagiyeva ◽  
Zamira Salimgerey ◽  
Mira Baiseitova
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
The State ◽  
Language Teachers ◽  
The Other ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Other Hand ◽  
The One ◽  
State Language

The development years of sovereign Kazakhstan show that polylingualism in the society not only infringes on the rights and dignity of the Kazakh language but also creates necessary conditions for its development and progress. According to the state program for language development, three languages' priority has been approved: Kazakh, Russian, and English. In addition to Kazakh as the State language and Russian as the language of inter-ethnic communication, English is an essential means of communication. The most important strategic task of Education in Kazakhstan is, on the one hand, to preserve the best Kazakh educational traditions and, on the other hand, to provide school leavers with international qualifications and develop their linguistic consciousness, based on mastering the State, native and foreign languages. Meanwhile, as specified in the concept of language policy of RK, the main difficulty in further realization of language policy in Kazakhstan is "creation of optimum language space of the state". On the other hand, we are talking about a professional gap in specialists' training, studying Russian and Kazakh language. Our study used the following methods: UNT 2015-2019, a survey of 1st-year students of ARGU named after K. Zhubanov. The results of the study can be used to develop a methodological complex for training foreign language teachers.

Engels in de Basisschool

1979 ◽  
Vol 6 ◽  
pp. 95-110
Author(s):  
J.A.M. Carpay
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Secondary School ◽  
Foreign Language ◽  
School System ◽  
Formal Education ◽  
The Other ◽  
School Subjects ◽  
The One ◽  
Near Future

Since the introduction of the "Mammoth", the law that has reorganized our secondary school system, every elementary school pupil gets some forro of higher education. On the one hand this has in a certain sense decreased the importance of the elementary school, which used to be all the formal education the majority of Dutchman received, but on the other hand the elementary school has gained in importance as nowadays it has to prepare students for an educational system, which before long will require pupils to spend nine to ten years at school. In spite of differences of openion as to what consequences this change might have, thereis aggerment on a certain number of points, among which the position thai one has to determine for each of the different school subjects, what subject or parts of subjects belong in the elementary school programme and which ones in secondary education. Among the new subjects that for different reasons stand a good chance of being introduced in the "new style" elementary school is the teaching of a first foreign language. The reason for this is that it is felt that in the near future every Dutchman will need communicative knowledge of at least one foreign language. As attaining this goal requires time, it has been proposed to distribute the time needed for learning a foreign language over elementary and secondary schools. The bill that will be introduced to Parlement later this year will contain a paragraph on English in the elementary school. This paper gives some arguments for and against the introduction of English in the elementary school.

scholarly journals POSITIVE VIEWS AND CHALLENGES OF USING PROJECT WORK IN ESP LESSONS

2021 ◽  
pp. 031
Author(s):  
Elena Kovacikova ◽  
Zdena Kralova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Educational Level ◽  
Language Use ◽  
The Other ◽  
Foreign Languages ◽  
Project Work ◽  
Professional Lives ◽  
The One

ESP lessons in higher education develop foreign language competences of university students and prepare them for their professional lives. This paper brings views of university students on using projects in the classroom within their ESP lessons. As a part of the research through methods of focus groups, their analyses, the results and interpretations uncover positive and negative sides of using projects in ESP classroom from students’ points of views. The results show that project work on the one hand strengthens and builds responsibility for learning and thus leads towards autonomous learning as one of the educational objectives of 21st century schooling. On the other hand, the research shows that the students see themselves as they are still not ready to take over responsibility for their own learning, they do not feel competent to give presentations, feel anxious to speak a foreign language in public and do not see themselves competent enough to develop their own projects in foreign languages within the topics of their future professions even though their language level reaches B1 level according to CEFR. Interpretation of these findings show insufficient or ineffective use of projects in earlier educational level, not enough attention given to development of productive skills and confidence in a foreign language use. 

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Law’s Contradictions

2018 ◽  
Author(s):  
Nimer Sultany
Keyword(s):  
The Other ◽  
Political Actors ◽  
Political Conflicts ◽  
Other Hand ◽  
The Law ◽  
The One

This chapter analyzes concrete Egyptian and Tunisian cases that showcase the interplay between continuity and rupture. These cases illustrate the lack of a systemic relation between law and revolution. On the one hand, the judiciary that interprets and applies the law is part of the very social and political conflicts it is supposed to resolve. On the other hand, the law is incoherent and there are often resources within the legal materials to play it both ways. Thus, the different forces at work use both continuity and rupture to advance their positions. Furthermore, legitimacy discourse mediates the contradictions between law and revolution in the experience of different legal and political actors. This mediation serves an ideological role because it presupposes a binary dichotomy between continuity and rupture, papers over law’s incoherence by reducing it to a singular voice, and reduces revolution to an event rather than a process.

Insider Trading in Israel and England, Part II

1972 ◽  
Vol 7 (3) ◽  
pp. 373-410
Author(s):  
Aharon Yoran
Keyword(s):  
Insider Trading ◽  
The Other ◽  
Fiduciary Duties ◽  
The Law ◽  
The One

It is submitted that even if the hapless outsider cannot bring an action for damages because of the existing state of the law regarding fiduciary duties and breach of statutory duties, he still has an equitable remedy of rescission of the contract based on quasi-contractual principles. The crime of fraud, under secs. 13 and 54, respectively, would be made the basis of setting the contract (of sale or purchase) aside. To support this proposition we shall explore the quasi-contractual principles which enable one contracting party, the victim of a crime committed by the other party in entering the contract, to defeat this contract.In Browning v. Morris, in an oft-quoted statement by Lord Mansfield, the following principle was declared: But, where contracts or transactions are prohibited by positive statutes, for protecting one set of men from another set of men; the one, from their situation and condition, being liable to be oppressed or imposed upon by the other; there, the parties are not in pan delicto; and in furtherance of these statutes, the person injured, after the transaction is finished and completed, may bring an action and defeat the contract.

Preventive Confinement of Dangerous Offenders

2004 ◽  
Vol 32 (1) ◽  
pp. 56-72 ◽  
Author(s):  
Stephen J. Morse
Keyword(s):  
Legal Theory ◽  
The Other ◽  
Legal Issue ◽  
Central Theme ◽  
Sexual Predators ◽  
Dangerous Offenders ◽  
New Form ◽  
The Law ◽  
The One ◽  
Constitutional Regime

How to respond justly to the dangers persistent violent offenders present is a vexing moral and legal issue. On the one hand, we wish to reduce predation; on the other, we want to treat predators fairly. The central theme of this paper is that it is difficult to achieve both goals without compromising one of them, and that both are being seriously undermined. I begin by explaining the legal theory, doctrine and practice governing dangerous offenders (DO) and demonstrate that the law leaves a gap in the ability to confine them. Next I explore the means by which the law has overtly or covertly sought to fill the gap. Many of these measures, especially the new form of civil commitment for sexual predators, dangerously conflate moral and medical categories. I conclude that pure preventive detention is more common than we usually assume, but that this practice violates fundamental assumptions concerning liberty under the American constitutional regime.

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