Search

This article examines the current situation of regional language bilingual primary education in Alsace and contends that the regional language presents a special case in the context of France. The language comprises two varieties: Alsatian, which traditionally has been widely spoken, and Standard German, used as the language of reference and writing. The advantages of learning Standard German have been highlighted by language-in-education policy-makers: as well as being the written form of the regional language, German is promoted as the most widely spoken language in the European Union, the language of neighbouring countries, an asset in the search for employment and an aid to learning another powerful language in our increasingly globalized world, namely English. Nevertheless, Alsatian can be, and in some cases is being, employed in the classroom, although it remains in a minority position in comparison to Standard German. Based on original research undertaken in the region, the article aims to explore current classroom practices, which are sometimes found to be incongruous with official language-in-education policy. It analyses the language attitudes of parents and considers the effect of these attitudes on the promotion of Alsatian and Standard German. Practices and attitudes in city and small town locations are compared to evaluate the influence of urban and peri-urban settings. As the transmission of Alsatian is no longer guaranteed in the home, the article investigates whether the school can promote this traditional, non-standardized regional variety alongside the dominant standard languages, and whether parents wish for this to happen. [ABSTRACT FROM AUTHOR]

In the discussion of English language spread policies, scholars have taken various viewpoints. One approach concerns the diffusion-of-English and language ecology paradigms, which distinguish externally dominant English spread and resistance to this hegemony. Others have questioned this approach, and proposed that English language spread is not limited to external control, but that local forces also play a role in the spread. These perspectives challenge English language teachers and others to look at the impact of the local situation on the spread of English. This paper discusses English language spread in education at primary school level in Turkey, Latvia and France. The description is based on a review of research on English spread in these three countries as well as analysis of documents such as class enrolments, policy in education, constitutional legislation and reports by ministries of education. Despite some differences in policy in the three countries, they are all experiencing increases in the study of English in primary education. The paper concludes with findings on the applicability of the diffusion-of-English and language ecology perspectives on English language spread in local EFL contexts. [ABSTRACT FROM AUTHOR]