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This review illustrates how language ideologies about correctness, in speaking and writing, have been discussed in research on the role of language in education. Research illustrates a give-and-take between the interests of multilingual speakers and advocates of language diversity on the one hand and, on the other, the correctness ideologies embedded in institutional demands for correctness and standardization (in schools and language policies) and commodification (in the global educational marketplace). More subtle than ideologies of correctness, language ideologies about "appropriate" language emerge as related to race, ethnicity, gender, and other embodied biases, and the nuanced mechanisms of language socialization illuminate the persistent dynamics of these appropriateness ideologies. Finally, we discuss the relevance of postcolonial epistemologies, the collaborative participatory research methods that are reframing what counts as correct and appropriate for the study of language and education, and the emerging role of generative artificial intelligence for language in education. [ABSTRACT FROM AUTHOR]

Purpose – A world with an increasing number of questions needs people willing to contribute solutions. The fulcrum of this study is centred on assessing the language dynamics and impact of the English language hegemony over local languages in the social, political, and economic life of the Zambian population. The study gleans on the implications of English hegemony and its concomitant colonial undertones and effects particularly on marginalised groups. Notably, the study provides a critical and reflexive development study analysis that eschews the norm: this approach – leaning towards the developmental interests of indigenous and local constellations – enables a rethink of who really benefits from language policies and politics, allowing for a repositioning of who in fact the language development paradigm is for. Method of Enquiry/Design – Data were collected through an analysis of both latent and extant literature derived from a variety of scholarly sources on language dynamics and imperial notions associated with domineering languages. This approach of navigating through a juxtaposed pool of scholarly works provided a confluence of propositions that informed the study's inferences, particularly by highlighting the subtleties embedded in the English language hegemony. Most significantly, the themes are also informed by this author's own personal field anthropological observations; having been born and grown up in Zambia under this same hegemonic English language environment. Findings – The study finds that language regimes that put English above local languages (as is the case in Zambia) have enormous ramifications on the education and emancipatory objectives of locals, especially the marginalised groups. For instance, women are burdened in the sense that they must – in addition to the confronts associated with the imposition of the English language – also struggle to navigate the already challenging patriarchy terrains that are rooted in the Zambian cultural and political settings. Imposing additional inequalities makes the attainment of societal development goals a tall order to achieve. The study concludes that to redress this situation, the local educational curriculum needs to be re-designed and aligned to respond to the aspirations and context of local constellational demands. Also, Black consciousness as an ideology framed in liberation philosophy needs to be re-energised as a pathway towards a society free from systematic foreign oppression; this is the only way that sustainable development could be attained in Zambia. Originality/Value – The study exposes the prevalent fallacy – especially by Western institutions – that Zambians willingly seek out to learn the English language: To the contrary, the choice and acquisition of the English language is often a result of coercive circumstances. In contemporary Zambia, the English language is – to a greater extent – a means to an end; a means for survival in the modern environments that prioritise English language over any local language or local skill. In Zambia, the criteria for skill or intelligence are only seen through the prism of English language competency. Local initiatives and skills suffer stigma as they are perceived to be primitive, backwards, and redundant. English and 'whiteness' are seen as the 'standard measure of goodness'. In fact, many white-collar job workers are ashamed of speaking their local languages in public spaces. In this context then, English in Zambia is not a luxury but a convenient necessity that allows local people to navigate other critical avenues of contemporary life. The study also lays bare the fact that the English language hegemony has brought about elements of distortion of ethnic identity particularly on how people can access their cultural rights. Furthermore, far from being a neutral language – English, in fact aids the entrenchment of neo-imperialist tendencies such as discrimination, exclusion, and subtle promotion of economic inequalities, and educational elitism. [ABSTRACT FROM AUTHOR]

This qualitative study explores intersections between U.S. language policies (federal and state-level) and instructional practice in early childhood settings for multilingual learners (MLs). We draw on the theoretical framework of culturally sustaining pedagogy to engage in a critical content analysis of U.S. federal and state-level policy from three states. In the cross-analysis of policy and pedagogy, we also examine data from ML teachers' instructional artifacts, open-ended surveys, and semi-structured interviews. The findings provide insight into how educators draw on culturally sustaining and asset-based approaches to teaching MLs. Additionally, findings demonstrate how ML teachers negotiate policies that prioritize English language and academic achievement and those focused on teaching discrete language skills (i.e., phonological awareness and phonics) by continually centering children's linguistic and cultural repertoires. Participants in this study advocated for linguistic pluralism in their instruction and as leaders in their schools and communities. The study further illustrates how policies mandate specific aspects of instruction and leave linguistically inclusive pedagogies to individual educators. This tension can be beneficial for educators' freedom in interpreting and navigating the policy in their classroom but can also create disparities for young learners and their literacy opportunities. The significance implies a need for revisiting early childhood ML teachers' role in creating policy that fosters linguistic and cultural inclusion in language and literacy teaching. [ABSTRACT FROM AUTHOR]

This article, grounded in sociolinguistics, examines the identity building, language transmission and educational strategies of immigrant d/Deaf multilingual learners (IDML). The scientific literature mainly focuses on a single pair of languages – the national spoken language and the national signed one. For example, Deaf Studies traditionally analyse the situation of the White Deaf user of English and American Sign Language (ASL). A major change has recently occurred with the emergence of multilingual, multicultural and inclusive Deaf Studies. At the same time, professionals and members of the school community regularly have to face the increasing diversity of d/Deaf students’ profiles. Qualitative data were collected on an IDML cohort residing in and attending primary or secondary schools in France from families who use a spoken or signed language other than French or French Sign Language (LSF) at home. The main results reveal how the building of d/Deaf identity depends on linguistic and cultural transmission within families and to what extent the diversity of IDML is considered in educational strategies at school. The goal of the present paper is to stress the urgent need for this new and crucial research area on IDML to be developed in the French context and beyond. [ABSTRACT FROM AUTHOR]

This article delves into the influence of the French language on Cambodian society, drawing on qualitative studies conducted in collaboration with the National Institute of Education of Cambodia. By employing models such as the Ecology of Pressures and the Language Management Theory, it aims to comprehend the impact of the French language on the contemporary Cambodian identity, public perceptions of this foreign language, the life trajectories of Cambodian students, and current language policies. The study illuminates the unique significance and role of the French language in the postcolonial context of Cambodia and its ramifications for education and Cambodian society as a whole. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of language is consistently ignored within teacher training across Africa, with training designed based on the assumption that learners are fully competent in the medium of instruction (MOI). This causes widespread challenges and often means that children cannot access education in a familiar language. This is particularly true at the primary level, where the familiar languages of the children may not be the same as the specified medium of instruction. Focusing on Tanzania, this paper discusses the need to embed language supportive pedagogies into teacher training at all levels, but particularly at the primary level. The paper discusses interviews with key stakeholders in education which illustrate language attitudes and language use within the classroom. Data from these interviews also highlights the challenges which teachers face relating to language, and the creative methods they use to resolve these challenges. We argue that monolingual approaches to language-in-education are not effective, and that formal training in multilingual, language supportive pedagogies is required to provide teachers with the skills they need to effectively engage with multilingual classrooms. Based on multilingual realities, we make practical suggestions for language supportive pedagogies. We view these pedagogies as an essential factor in teacher training which is linked to wider notions of access and equality, but which is currently being overlooked. Umuhimu wa lugha katika mafunzo ya walimu ni suala linaloendelea kupuuzwa barani Afrika. Mara nyingi mafunzo ya ualimu yanapoandaliwa inachukuliwa kuwa wanafunzi wote wanaifahamu vizuri lugha ya kujifunzia na kufundishia (LKK). Suala hili linasababisha changamoto kubwa, na mara nyingi hudhaniwa kwamba watoto hawawezi kupata elimu zao za asili wanazozimudu vizuri. Hali hii hujitokeza zaidi katika ngazi ya elimu ya msingi, ambapo lugha ambayo watoto wanaifahamu mara nyingi inatofautiana na lugha rasmi ya kujifunzia na kufundishia. Kwa kutumia Tanzania kama kifani cha uchunguzi, makala hii inajadili umuhimu wa kuwa na mtaala unaozingatia lugha katika mafunzo ya ualimu katika ngazi zote hususani katika ngazi ya elimu ya msingi. Makala inatumia data za usaili kutoka kwa wadau muhimu wa elimu kuhusu mitazamo ya matumizi ya lugha darasani. Data zinazotokana na usaili zinahusu changamoto za lugha ambazo walimu hukabiliana nazo, na mbinu bunifu wanazozitumia kuzikabili. Hoja yetu ni kwamba mbinu za utumizi wa lugha moja katika elimu si faafu katika mazingira ya wingilugha, na mafunzo rasmi yahusuyo ufundishaji unaozingatia lugha katika mazingira ya wingilugha yanahitajika ili kuwapa walimu maarifa wanayohitaji ili kufundisha vyema madarasa yenye wingilugha. Kulingana na uhalisia wa wingilugha, tunatoa mapendekezo ya mtazamo huu wa mafunzo ya ualimu kuwa kigezo muhimu katika mafunzo ya ualimu ambacho kinahusishwa moja kwa moja na mawazo mapana ya upatikanaji na usawa, masuala ambayo kwa sasa hayazingatiwi.

We propose a Mutual Language Policy to mediate shared interests between Chinese and indigenous workers in minimalizing frictions related to language attitudes, socio-cultural attitudes, ideologies and identities. So far, language policy has only sided with indigenous interests initiated by the government and has not involved foreign interests. By using multiple case study, we analyzed language attitudes, socio-cultural attitudes, as well as ideologies and identities of Chinese and indigenous workers to understand the frictions that occurred. We found that the language attitude of the Chinese workers was considered positive while the dominant use of Mandarin was only caused by the lack of mastery of both Indonesian and English. Next, the socio-cultural attitude of Chinese workers that seemed exclusive was basically caused by two main things,firstly, their concern about counterculture and contra behavior towards indigenous people.Secondly, the social class in employment context. Finally, the defense of the ideology and identity of the indigenous community seemed so strong was because of the collective defense system. Shared interests among them in a mutual language policy concept are also discussed.

Sign language is significant in its linguistic complexity and sociocultural values to its users. The linguistic situation of sign languages in the Middle East is controversial. For Arab deaf communities, each country has a rich and complex national sign language without the need for a superior, more standard unifying Arabic sign language (ArSL). There have been attempts to unify sign languages by creating ArSL. This initiative has been mostly taken by nondeaf persons and has been met with opposition and resistance. This paper investigates sign languages in Kuwait and the attitudes towards both Kuwaiti Sign Language (KSL) and ArSL from both deaf individuals and sign language translators/teachers using surveys, informal interviews, and fieldwork visits. The research question is: What sign language would the deaf community and sign language interpreters/teachers in Kuwait choose (KSL, ArSL, or both) to better serve the deaf community. This paper is designed to uncover the impact of language policies on communities' representations of self and explore the richness and complexity of national sign languages that can be underestimated by language policymakers. The findings of this study indicate a preference for KSL or the use of both KSL and ArSL, but not ArSL alone. [ABSTRACT FROM AUTHOR]

This mini-ethnographic case study examined the enactment of the mother tongue (MT) medium of instruction policy in teaching information and communication technology (ICT) to preschoolers or early childhood development (ECD) learners in a Zimbabwean school. The study employed an eclectic cognitive sense-making, ethnography of language policy and planning (ELPP), and technological, pedagogical, and content knowledge (TPACK) framework to look into practices of one preschool teacher, Mrs K, in her quest to enact the mother tongue policy. Despite her 26 years of experience in teaching preschoolers, Mrs K had not received adequate training on teaching ICT, a new subject in the ECD curriculum. While at first glance, she appeared to be abiding by the policy, some of her lessons proved to be teacher-dominated, and the classroom dialogue formulaic thus undermining the all-pervading learner-centred pedagogy on which the new curriculum edifice was premised. The paper thus explores the complex interplay of knowledge of content, technology and pedagogy; experience; cognitive and other contextual factors in impacting teacher sense-making and enactment of the mother tongue policy in teaching ICT to pre-school learners. One major factor which appeared to be influencing teacher understanding of policy was lack of ICT content knowledge and knowledge of how to teach ICT using both English and MT. The policy reformers seemingly rushed to implement the curriculum without capacitating teachers on how to use the mother tongue to teach ICT at ECD level. The study thus proposes strategies for teacher professional development in ICT, particularly for resource-constrained environments. [ABSTRACT FROM AUTHOR]

It has been widely recognised that plurilingual pedagogy offers many benefits both for language learning and learning in general. However, in contexts where the linguistic profile of students is diverse, it can still be challenging for teachers to view working with the language resources of their students as feasible. In this article, we discuss how engaging students in digital multimodal composing (DMC) can support teachers' uptake of plurilingual pedagogy. We draw on data collected from a design-based qualitative study that investigated the implementation of plurilingual pedagogy in primary classrooms in Australia. In this study, teachers engaged in professional learning on plurilingual strategies alongside digital multimodal composing. The study identified a number of affordances of digital multimodal composing that were particularly beneficial for inclusion of students' varying knowledge of language. They included (1) an aural mode of meaning-making, (2) a playful composing process and (3) a flexible interplay of languages and modes in digital texts. The article concludes by discussing approaches to the use of digital multimodal composing for plurilingual strategies in linguistically diverse settings. [ABSTRACT FROM AUTHOR]

The paper aims to present the current state, problems, challenges and opportunities of Hungarian native language education. It does so as a tribute to the memory and oeuvre of László Kálmán, who passed away in 2021, and as a way of preserving his approach characterized by a critical approach, but also by a focus on possible solutions. On the one hand, the study outlines the goals and tasks of native language education, including language teaching, drawing heavily on the concept of communicative competence as defined and represented by László Kálmán (see e.g. Kálmán 2010; Kálmán & Molnár 2009). On the other hand, the current state of native language education is described in the light of this framework. In addition to the current regulation of the content of native language education, the study will also describe the current situation with regard to the available teaching aids and textbooks. In this context, and partly independently of it, the paper will examine the question of what major areas of native language education need to be changed and what opportunities are available in this respect. [ABSTRACT FROM AUTHOR]

This research investigates the crucial role of English Language Proficiency (ELP) in shaping career prospects amid Indonesia's dynamic job market. The study aims to comprehend the viewpoints of recent Indonesian university graduates on the significance of English proficiency for their professional growth, considering the escalating global interconnectedness where English is pivotal for professional communication. Conducted qualitatively with 30 graduates from diverse academic fields, the research reveals unanimous agreement among participants regarding the paramount importance of English proficiency in career advancement, particularly in international contexts. Despite this consensus, a significant gap exists between employers' expectations and graduates' actual capabilities, emphasizing the need for improved English language education at the university level. The study also highlights varied experiences of graduates in utilizing English across sectors, emphasizing its critical role in navigating professional challenges. The findings underscore the urgency for educational institutions to revise English language training to meet global economic demands. This adaptation aims to equip Indonesian graduates with practical language skills crucial for professional success and global competitiveness. The research advocates for policy and strategy revisions, encouraging policymakers and educational leaders to enhance language training frameworks in Indonesian universities for comprehensive career development.

Even though multilingual education has been in existence for a long time, the new era has brought another contestation around this educational substitute. Multilingual education which is often realized through multilingual language policy seems to be the best way to prepare future generations to participate in constructing democratic societies in and intercultural world. South Africa is no exception to this development. The language policy and governance in the schooling system of South Africa cannot be seen in isolation from that of the rest of the African continent and the world. This article disinters the extent to which the bodies responsible for the governing of schools in South Africa can formulate and implement language policies that serve the demographic language interest of societies that they serve. This article contextualizes the rights-based approach through fostering a deeper understanding of how different participants and role players in the education system can form the links between rights and participation with a view to bringing about change in language policy formulation and implementation in schools.

En aquest article analitzem la política lingüística en dos països que compten amb diverses llengües oficials, Suïssa i Sud-àfrica, i en els quals el paper de la llengua anglesa ha evolucionat respecte a les llengües "nacionals" locals des de la dècada de 1990. Ens centrem en la política lingüística com a manifestació de les lluites socials i, fent especial èmfasi en l’anglès, estudiem els documents polítics actuals en aquests dos contextos tan diferents. L’ús de la “neutralitat” com a lent analítica ens permet demostrar que la política lingüística va més enllà dels plans d’estudi i de la inclusió o exclusió de les llengües i, al seu lloc, neutralitza les idees socials que estan en consonància amb la concepció d’un futur “d’èxit” en una conjuntura sociohistòrica determinada. Per acabar, reflexionem sobre la neutralitat com a component de les ideologies lingüístiques, en virtut de les quals s’autoritzen llengües específiques per a objectius polítics contingents i canviants, cosa que té conseqüències com ara la inclusió en la política educativa o l’exclusió de la política educativa de determinades llengües i la distribució desigual del coneixement, els recursos i l’autoritat.

Bilingualism is associated with a number of false beliefs, myths and misconceptions, which carry implications for bilingual education and policymaking. While the language used, often in the media, to express such misconceptions may have become more subtle, a negative bias remains and is arguably more difficult to detect and defend against. The current study examined the endorsement of common misconceptions by bilingual and monolingual participants as a function of the phrasing used to construct the misconception statements. Participants (N = 103; 47% bilingual) completed an online survey comprising common misconceptions about bilingualism as well as filler items, rating their agreement with the statements using a 7-point Likert-type scale. The phrasing of the misconceptions was varied such that participants read either a strongly worded or weakly worded version of the statements. The results showed that participants gave higher ratings of the statements in the weakly worded condition. While overall the average endorsement of the misconceptions was low, 82% of participants agreed with at least one misconception and 29% agreed with half the statements or more. There was no significant difference between monolinguals' and bilinguals' ratings. The findings suggest that misconceptions about bilingualism remain prevalent and are readily detectable when worded ambiguously. [ABSTRACT FROM AUTHOR]

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Filologija is the property of Croatian Academy of Sciences & Arts (HAZU) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of German as a Foreign Language is the property of German as a Foreign Language and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent developments in multilingualism and multilingual education in minority-dominated regions in China highlight the importance of policy studies to support the national goals of achieving multilingualism [Feng, A. W., and B. Adamson, eds. 2015. Trilingualism in Education in China: Models and Challenges. Dordrecht: Springer], especially in remote western regions such as Xinjiang Uygur Autonomous Region (XUAR) that pose geographical, socio-political, and educational challenges. This study investigates the effectiveness of language policies and the implementation of multilingual education for minority dominated regions in XUAR, and of the extent to which those policies support multilingual education. The data mainly comprise policy documents issued at the national, regional and institutional level, supplemented by interviews with policy makers at regional and local levels. The study finds that, while the policies at both national and regional levels regarding language education in China are generally supportive of multilingualism, in reality, some of the implemented practices at local school levels in XUAR are not totally consistent with the policy goals, while weak local capacity also hinders the implementation of multilingual education. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Language & Law / Revista de Llengua i Dret is the property of Revista de Llengua i Dret and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses a series of websites of language institutions in Japan and highlights the consistent contradictions between the language policies advertised and the recruitment of non-native English-speaking teachers (NNESTs) conducted. I did a qualitative website study that involved an analysis of the most in-demand ELT companies and organizations in Japan. The websites were of ELT institutions, which were a mix of private institutions that teach for profit, and organisations that are mediators in supplying teachers (Assistant Language Teachers–ALTs) for schools around the country. The aim of this was to compare and contrast the discourse in language ideology with recruitment policies at these companies regarding NNESTs. Conducting a study of these companies’ websites enabled me to find and highlight trends in recruitment and language ideologies where I found a series of inconsistencies but also some encouraging trends in moves towards a more global outlook in teacher recruitment and discourse ideology. At the heart of the analysis was the question of whether a move towards more NNEST recruitment was due to changes in language ideology or economic necessity. The increase in non-native English-speaking teacher recruitment in Japan would be an encouraging development in attitudes and policy if it was related to a recognition of how the linguistic landscape in the 21st century is evolving but it seems apparent that economic factors are the motivating factor.

Drawing upon Bourdieu’s concept of capital, this article examines the enactment of the Programa Nacional de Bilingüismo (National Bilingual Program), a policy that aims to provide Colombian students equal opportunities to learn English. In this exploratory, sequential mixed-methods study, data were collected from teachers and students from three Grade 5 classrooms of public schools in Colombia. The findings revealed that the plan’s differentiated enactment generates unequal access to opportunities to build language capital and unequal levels of academic language achievement among the three schools. We argue that the enactment of the plan to equalize opportunities and achievement and therefore build the language capital of Colombian students is obstructed by existing funding structures.

This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers’ trajectories of action were analyzed through semi-structured interviews, teachers’ narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers’ steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.

In the modern world, English has become widespread only in the “inner circle” countries (Great Britain, Ireland, USA, Canada, Australia and New Zealand) where English is the native language of the population. English is also actively used in outer circle countries. Countries in this circle include India, Nigeria, Bangladesh, Pakistan, Malaysia, Kenya, South Africa, etc. In the “Outer Circle” countries, English is not the native language of a significant part of the population, but it plays an important role in government actions and daily communication. There are also “expanding circle” countries (Russia, China, Japan, Korea, Egypt, Germany, France, etc.) where English is not the native language of the majority of the population and is not used in public administration. In these countries, English is used in some fields of activity such as education, business, science, culture and tourism. [ABSTRACT FROM AUTHOR]

The Republic of Kazakhstan and the Republic of Turkey are two countries with deep historical, linguistic and cultural ties. Both belong to the category of Turkic-speaking peoples, which makes them especially close in many ways. These ties have ancient roots and have strengthened and developed over time. Turkish President Recep Tayyip Erdogan announced an initiative to create a single alphabet for Turkic countries. The Turkish President noted that member countries of the Organization of Turkic States will continue efforts to strengthen cooperation in the field of higher education in order to improve the level of human relations based on language, culture and history. "Of course, language is very important to strengthen our unity. A single alphabet is also an important component; the support of presidents is important here. Our Council of Higher Education has made special recommendations to the secretariat of the organization, and I am confident that our organization will consider this," Recep Tayyip Erdogan said at the 10th meeting of the Organization of Turkic States in Astana in his speech at the summit (Erdogan: Language and common alphabet are important for the unity of Turkish states). These words from the head of Turkey show the importance of linguistic and cultural ties between the two countries, and this becomes the main topic of our article. In this article we study the influence of language policy on stimulating Turkic-speaking relations between Kazakhstan and Turkey, based on the historical situation and current efforts. prospects for further cooperation. [ABSTRACT FROM AUTHOR]

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland. [ABSTRACT FROM AUTHOR]

Introduction. The problem of preserving and protecting the native language today is one of the main ones facing any people thinking about their future in the conditions of globalization, European economic integration and a modern multinational and multi-confessional state. The purpose of this article is to examine the internal processes of the destruction of the status of a single official language as a link between the country and the analysis of the discriminatory status of the Spanish language in modern Spain and the prediction of the consequences of such discrimination of language policy, as well as a comparative analysis of the language situation in Spain and Russia. Materials and Methods. This section specifies what has served as material for the analysis and describes the research techniques used. The object of the study is the Spanish language as the official language of the Kingdom of Spain, its role and its changes in the regions in the process of political processes over the past decades. Comparative- historical and typological research methods are used, as well as methods of observation, analysis, modeling. Results. This is the main section, which aims to confirm or reject a working hypothesis (or hypotheses) by means of analysis, synthesis and elucidation of data. The reasons for the unbalanced state of the language situation in Spain, as well as the negative consequences of the language policy pursued by the government, are analyzed. Practical recommendations have been developed to overcome the existing critical problems in the field of the country's language policy, based on the Russian example. Discussion and Conclusion. In this part, the results are to be briefly summarized and the main directions for further research indicated. The results presented in the article contribute to the scientific understanding of the problem of the status of the state official language in modern Spain. They contribute to the development of awareness of the seriousness and danger of the problem. If we Spaniards do not realize the seriousness of what is happening and do not force the government, the opposition and all legitimate parties to respond to this critical situation, then the future of the Spanish language and the Spaniards themselves in Spain seems pessimistic, since we will be foreigners in our beautiful country.

The article focuses on the historical evolution of multilingual education and its changing perspectives, particularly in the context of global and Indian education systems. Topics include the transition from monolingualism to dynamic bilingualism and then to translanguaging; the role of language policies in India; the shift in the National Education Policy of 2020 towards preserving linguistic diversity; and promoting the use of mother-tongue and regional languages in education at all levels.

In today's globalised world, a single named language such as English, Norwegian or Spanish, no matter how 'big' it is, rarely satisfies all the needs of communication, cooperation, education or any other area of human life. Neither is the entire language repertoire plausible for everyday use, simply because it is impossible to use too many languages daily. Instead, people normally use a certain group of their vehicle languages, which is known as their Dominant Language Constellation (DLC). The DLC approach enables holistic and simultaneously true-to-life factual research of today's language practices. Multilinguals' individual and group DLCs are progressively studied qualitatively and quantitatively. In addition, visualisation methods, including DLC-maps and playdough models, are employed. However, no computer-assisted tool for the visualisation and analysis of DLCs has been suggested. In this article, we briefly refer to models of multilingualism, present the advantages and methods of DLC modelling and describe a pilot study with computer-assisted DLC modelling that enables design and analysis of individual and group DLCs for researchers and practitioners. Our aim is to define a generic computer-produced model that represents language practices and may include the state of an individual's multilingual knowledge and skills. [ABSTRACT FROM AUTHOR]

The article discusses the issue of the relation between education and the processes of assimilation and discrimination of Indigenous minorities (Indian and Inuit) in Canada. Particular emphasis is placed on reconstructing educational practices and the educational policy within the Canadian school system (especially destruction of the pupils' ethnic identity in residential schools). An attempt is made at examining the relationship between schooling, religion, socialisation, forced Christianisation, language policy, and the development of aboriginal minorities in Canada. [ABSTRACT FROM AUTHOR]

The paper aimed to study the challenges as well as the potential benefits associated with using African languages as the main medium of instruction in Namibian schools. Of all the problems we face in African education today, the most nettlesome appears to be the question of language of instruction. In concrete terms, it boils down to the option between a colonially introduced language and a local language, preferably the mother-tongue. (Prah, 2008, p.1). Research indicates that there is more to gain in promoting African languages in all aspects of education and governance than the opposite. Countries that place greater emphasis on mother tongue instructions continue to thrive socially and economically. Countries such as China, Japan, South Korea, Vietnam are some of the Asian countries who were once dominated by Europeans who opted to invest in their languages and are thriving economically. The results of the research can be summed up as follows: the sole use of the English language as the main medium of instruction in schools is the reason for high failure rates in grade 10 and 12 final examinations. Due to a lack of enthusiasm from the government regarding the use of indigenous African languages as medium of instruction, many teachers and students alike still prefer English to be the main medium of instruction in schools at the expense of their languages. In conclusion, the government should revise its education policy on language instruction and put more emphasis on the need to robustly use indigenous African languages with English in all schools. [ABSTRACT FROM AUTHOR]

This study focuses on the training of teachers in all educational contexts for teaching Spanish as a second language (EL2) to immigrants. It is carried out within the framework of an R&D project (reference: EDU2013-43868-P) entitled “The training of teachers of Spanish for immigrants in different educational contexts”. The study’s participating subjects are 151 teachers from different educational contexts in Spain: university, primary and secondary education, ATAL (Aulas Temporales de Adaptación Lingüística – Temporary Classrooms for Language Adaptation) or linking classrooms, official language schools, academies and humanitarian associations. The research instrument used is a questionnaire comprising 47 items designed to assess the specific training received and actual capability to teach Spanish to immigrants. Data analysis is performed using the SPSS statistical program, applying descriptive and inferential analysis techniques in order to determine the significant relationship of dependence between variables. The results confirm that the teachers need and demand greater specific training, one that varies in its subject matter according to the experience of the teacher and his/her place of work. Those teachers who have only taught Spanish to native students are not aware of the differences involved in teaching immigrants. We have found no previous studies that measure the training and true capability of teachers to teach Spanish to immigrants. We therefore consider that the present study is pioneering in this field, as well as being highly relevant, since gaining competence in Spanish is the most efficient route to social and cultural integration for immigrants. [ABSTRACT FROM AUTHOR]

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The main tasks were determined: the study of innovative methods of teaching foreign languages involved a theoretical analysis of the domestic pedagogical experience; essential characteristics of the main concepts in the investigated problem context are carried out. The article analyzes the meaning of the terms “bilingual education” and “immersion education” This approach is not new, its varieties have been used to study non-linguistic subjects for centuries, and today it is considered an effective way of forming bilingualism. Nowadays, students’ native language is also used during education, so this approach has different names, such as “immersion education” or “bilingual teaching of subjects”. Teaching in two languages is quite common in European countries. As a rule, such training does not require artificial encouragement, as it contributes to the expansion of the general horizons of students through familiarization with the peculiarities of foreign culture, forms a tolerant attitude towards the views, cultural characteristics of another representative of culture, related to national specificity. This process stimulates the need for further self-education and self-development, and is a necessary condition for professional work in the modern world.

The importance of English as the dominant global language, the language of communication, technology, academia, economics, and entertainment is undeniable. Based on the steady economic growth throughout the country during the previous decade, Bangladesh was classified as a lower middle-income nation in a report published by the World Bank in 2016. Given these facts, it is undisputed that English plays an essential role in ensuring the continuation of economic development and the cultivation of skilled labour force that is compatible with international standards and highly demanded to meet the local needs of the employers. The purpose of this article is to situate the case of Bangladesh among other contexts of English as a foreign language (EFL) and English as a lingua franca (ELF) with reference to the (dis)similarities between language policy and planning-related events. The article provides a detailed understanding of the language policy and planning of Bangladesh as a postcolonial society. Although Bangladesh had embraced a nationalistic approach after its independence, the discussion of this study highlighted recent changes in the English language policy initiatives in the country and the increasing use of English in different domains. The current emergence of English in Bangladesh resulted from internal and external forces, needs, and aspirations.

Translanguaging offers a new perspective on language learning by affirming and leveraging the diverse language practices that make up learners' unitary language repertoire as resources for their learning. Despite the potential pedagogical benefits of translanguaging, English-only policies are still prevalent in many language classrooms. Even when translanguaging is welcomed into the classroom, the conflicting attitudes of teachers, students and families pose ideological constraints on translanguaging which restrict learners from selecting and utilising features from their whole translanguaging repertoire. Guided by translanguaging and sociocultural theory, this study examines the tension between the affordances of student-led translanguaging in a Grade 5 Malaysian classroom with an English-only policy, and the constraints to learners' use of translanguaging. This paper reports on the results of a sociocultural critical discourse analysis of learners' peer interactions while engaged in collaborative learning, and interviews with 31 learners. The findings indicate that learners used translanguaging agentively to support one another's language learning, build rapport, resolve conflict, assert their cultural identity, and draw on knowledge across languages. However, learners' use of translanguaging was constrained to an extent by their teacher's and peers' language policies and practices, parental discourses about linguistic capital, and societal discourses on ethnicity, nationality, and marginalisation. [ABSTRACT FROM AUTHOR]

The prominent increase in English medium instruction (EMI) in higher education has triggered the need for investigating EMI in practice in various contexts. Studies focusing on linguistic attitudes of EMI practitioners and learners are beginning to emerge but there are few studies exploring language-related issues in EMI practice. In response to this, this study investigates how language-related issues in EMI are conceptualized, approached and navigated. Data are drawn from document analysis, classroom observations and semi-structured interviews. The study finds that EMI courses were established without much presence of linguistic diversity and without an overt policy. Seemingly, EMI is treated as an invaluable commodity in the pursuit of internationalization. This puts the consistence and quality of EMI into question. It also finds that the practitioners have made polarized language decisions despite of an overall ''English-only'' preference. The polarized decisions lead to two modes of silence, namely ''the English-only silence'' and ''the silence of English.'' In addition, nativized Englishes were found to play in a key role in constructing EMI discourses, despite of a deeply-rooted belief in the Standard English ideology. This conflict between practice and perception reinforces the complexity of practitioners' professional identity. Furthermore, it is also found that EMI, as an important way to pursue internationalization that celebrates heterogeneity, has a potential to circulate homogeneity. The findings are of significance for universities to (re)consider and (re)conceptualize language-related issues in EMI practice, and on the basis of this, design appropriate EMI curricula. [ABSTRACT FROM AUTHOR]

This article adopts a gendered take on Family Language Policy (FLP) by questioning the way that gender impacts on the issues faced by refugee woman during and after flight. For this reason, the ethnographically informed research addresses the concerns and experiences of mothers and daughters in the Somali community in Bristol, one of the fastest growing communities in the city but one that remains a 'neglected social group ... everywhere present but in many ways invisible' (Wallace & Kahin [2017]. Somali parents and schooling in Britain (p. 1). UCL Institute of Education Press.), with little known about their experiences on or after arrival (Warfa et al. [2006]. Post-migration geographical mobility, mental health and health service utilisation among Somali refugees in the UK: A qualitative study. Health & Place, 12(4), 503515.). The study of FLP not only contributes to our understanding of the processes of language shift and change, it also sheds light on broader language policy issues at societal levels. Analysis suggests that it is principally mothers who take on the demanding, yet invisible work of FLP in the home and that mismatched fluency between mothers and daughters results in a fracturing of family relations with the potential for long-term emotional repercussions. The findings have implications for educational and public sector organisations involving immigrant communities. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the local language maintenance of Tolitoli as a part of cultural sustainability supported by local communities, schools and the local government. The role of language education policy is also critically explored and examined. This paper focuses on the perception of local language endangerment, language education and language maintenance for the cultural sustainability in Kabupaten Tolitoli of Central Sulawesi. A case study was employed and the data collection is carried out thorough interview, observation and documentation. The findings show that the number of Tolitoli language speakers has reduced dramatically over the last few decades due to the language shift and poor language maintenance. Since decentralization or local autonomy policy was introduced, the indigenous people of Tolitoli language community members have become aware and more concerned with the Tolitoli Language endangerment threat particularly at some suburbs of urban Areas in Baolan Sub-district. The local government, community leaders and the local schools in Tolitoli currently provided real contribution to cope with the language endangerment potential. The Local Government of Tolitoli has introduced a local language and culture policy through legislation or PERDA. Tolitoli language has been incorporated into primary school curriculum, Tolitoli Language News Program has been introduced through local government Radio of RRI, every year the local government holds festival and competition of Tolitoli Songs, Tolitoli language speech contest, and the tribal leaders and local government has recommend the use of Tolitoli language in every wedding ceremony of Tolitoli ethnic group members. [ABSTRACT FROM AUTHOR]