European Journal of Language Policy最新文献

{"title":"Language Education Policy Among the Association of Southeast Asian Nations (ASEAN)","authors":"A. Kirkpatrick","doi":"10.3828/EJLP.2017.2","DOIUrl":"https://doi.org/10.3828/EJLP.2017.2","url":null,"abstract":"This article first traces the development of English in ASEAN to its current role as the sole working language of the organisation and then briefly compares certain of the EU's language polices with ASEAN's. The article points out that English has become the major 'foreign' language taught in ASEAN, often at the expense of local languages. The article argues that, as the major role of English in ASEAN is as a lingua franca, English should be taught as a lingua franca. This would have the added advantage of delaying the teaching of English, thereby allowing primary schools to focus more on local languages. The article concludes with a case study of Myanmar, for which a language education policy is suggested.Resumé:Cet article décrit d'abord le développement de l'anglais dans l'ANASE (Association des nations de l'Asie du Sud-Est – ASEAN), qui aboutit à son rôle actuel de langue de travail unique de l'organisation. Il compare brièvement certaines des politiques linguistiques de l'UE avec celles de l'ANASE. L'article souligne que l'anglais est devenu la principale langue \"étrangère\" enseignée dans l'ANASE, souvent au détriment des langues locales. L'article soutient que, comme le rôle majeur de l'anglais dans l'ANASE est celui de lingua franca, l'anglais doit donc être enseigné comme lingua franca. Cela aurait l'avantage supplémentaire de retarder l'enseignement de l'anglais, ce qui permettrait aux écoles primaires de se concentrer davantage sur les langues locales. L'article se termine par une étude de cas du Myanmar (Birmanie), et propose une politique d'éducation linguistique pour ce pays.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"9 1","pages":"25 - 7"},"PeriodicalIF":0.0,"publicationDate":"2017-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2017.2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Singlish: An Illegitimate Conception in Singapore's Language Policies?","authors":"Ying‐Ying Tan","doi":"10.3828/EJLP.2017.6","DOIUrl":"https://doi.org/10.3828/EJLP.2017.6","url":null,"abstract":"Abstract:Singapore, like many post-colonial states, longs for a common language to unite its linguistically heterogeneous population. Singlish, which comprises primarily elements of English, Malay, Hokkien, Mandarin-Chinese and Cantonese, is a language spoken by almost every Singaporean, and can be considered to be Singapore's common language. Unfortunately, this common language, Singlish, is also a language that the authorities are eager to get rid of. The Singaporean state holds the belief that Singlish is a corrupted and incorrect form of English, and is detrimental to the image and development of the nation. Singlish, has therefore, since 2000, been the subject of a large scale, state-run language campaign, the purpose of which is to delegitimise and eliminate this language. This paper traces the development of Singlish and argues that the birth of Singlish would not have been possible without the socio-political and historical factors that have created it. Applying, for the first time, Mufwene's (2001) theory of language ecology and evolution to the field of language planning and policy, I will show that Singlish is in fact an inevitable but unwelcomed conception of state language policies.Resumé:Symptomatique de beaucoup de pays postcoloniales, Singapour, c'est-à-dire l'état singapourien, désire une langue commune afin de mettre en unité ses citoyens qui partagent entre eux des langues hétérogènes. Et cela est en dépit du fait que presque tout Singapourien parle Singlish, une langue qui se constitue des éléments de l'anglais, du malais, du hokkiène, du mandarin et du cantonnais. L'état vise cependant à supprimer le Singlish puisqu'il croit que ce dernier est une forme corrompue et défectueuse de la langue anglaise et qu'elle compromet l'image et le progrès du pays. Dès 2000, le Singlish a ainsi été la cible d'une campagne étatique de grande envergure cherchant à le délégitimiser et à l'éliminer. À l'encontre de la perspective de l'état et de son rejet du Singlish, cet article trace la généalogie du Singlish en s'appuyant sur la théorie du langage écologique et évolutionnaire de Mufwene (2001), et met en avant l'argument que la naissance et l'existence continue du Singlish, bien que contestées, sont essentiellement indéniables, étant donné les facteurs historiques et socio-politiques qui l'ont effectivement créé.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"9 1","pages":"104 - 85"},"PeriodicalIF":0.0,"publicationDate":"2017-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2017.6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language Policy in Asian Contexts: Introduction","authors":"Ying Wang","doi":"10.3828/EJLP.2017.1","DOIUrl":"https://doi.org/10.3828/EJLP.2017.1","url":null,"abstract":"Studies reported in this journal have so far mostly addressed language policy issues in European contexts. This special issue brings together six contributions addressing language policies in Asian contexts. The purpose is to join the discussion of language policies by bringing in Asian insights and experiences as well as from Asian perspectives. It is the hope of this special issue to enable the comparison of language policy research on the basis of the presumably East-West divide, so as to reveal overarching concerns beyond sociocultural and geo-political boundaries and to understand the convergence and/or divergence of language policy issues in different local representations in a wider context.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"9 1","pages":"1 - 5"},"PeriodicalIF":0.0,"publicationDate":"2017-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45068644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Loi Toubon and EU law: a happy or a mismatched couple?","authors":"Stefaan van der Jeught","doi":"10.3828/EJLP.2016.9","DOIUrl":"https://doi.org/10.3828/EJLP.2016.9","url":null,"abstract":"“L’Etat, c’est la langue”, still aptly summarizes French language policy, which has since the 16th century consistently upheld the same principles. The Toubon law which was passed more than 20 years ago, is a logical continuation of that policy. This law contains far-reaching linguistic obligations, mandating the use of French not only in the public spheres, but also in domains governed by private law. Language rules are imposed on private operators with regard to the labelling of products, labour contracts, company rules, advertisements in public places, etc. The law has been fiercely criticised ever since it was passed, especially in the British and American press and blogs. Its compatibility with EU law is questioned. This contribution limits itself to a purely legal assessment of the Toubon law, in particular as to the issue of compatibility with EU law. It is argued that, generally speaking, the Toubon law is legally waterproof in that sense, as it does not impose the exclusive use of French, but all...","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"9 1","pages":"139-152"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.9","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70472121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A planning error revealed: Mother Tongue education (1998–2010) in Hong Kong","authors":"E. Chu","doi":"10.3828/EJLP.2016.10","DOIUrl":"https://doi.org/10.3828/EJLP.2016.10","url":null,"abstract":"This paper evaluates the exceptionally forceful “mother-tongue” (MT) education policy in force in Hong Kong from 1998 to 2010, where instruction, print materials and assessments were required to be done in students’ first language, Chinese. Apart from relevant literature, a number of sources are searched, including the quantitative data obtained from the Hong Kong Examination and Assessment Authority (HKEAA), qualitative data of surveys, and the official documents commissioned by the Education Bureau (EDB) within the period. While MT education has arguably minimized mixed-code teaching in content subjects, there is clear evidence that it failed to raise L2 standard through specialized teaching as promised. Much more students off the top tier being denied for admission to university, the principle of equality of educational participation is violated. A postmortem analysis, drawing on the more recent findings from the field of applied linguistics, shows that the adoption of bifurcation medium of instruction model and the ineffective L2 exposure are the culprits. All this, together with the lack of monitoring of the policy in its initial stage, are speculated as the major causes of its failure. Résumé: Cet article évalue la politique d’éducation en vigueur à Hong Kong 1998–2010 proposant une promotion de «langue maternelle» exceptionnellement rigoureuse (MT). Selon cette politique, l’instruction, les matériaux imprimés et les évaluations devaient nécessairement se passer dans la première langue des élèves, c’est-à-dire en chinois. En dehors de la documentation pertinente, un certain nombre de sources sont examinées, y compris les données quantitatives obtenues chez l’autorité d’examen et d’évaluation de Hong Kong (HKEAA), les données qualitatives d’enquêtes, ainsi que les documents officiels commandés par le Bureau de l’éducation (EDB) pendant cette période. Alors que l’éducation MT a sans doute minimisé enseignement de code mixte dans les classes des sujets de contenu, il est évident qu’il n’a pas réussi à relever le niveau L2 par moyen d’un enseignement spécialisé, comme promis. Beaucoup plus d’étudiants de la tranche supérieure se voient refuser l’admission à l’université, et le principe de l’égalité de participation à l’éducation est donc violé. Une analyse post-mortem, adaptée des recherches les plus récentes du domaine de la linguistique appliquée, met en question l’adoption d’un modèle d’instruction basé sur la bifurcation ainsi que la présentation inefficace de la L2. On peut postuler que tout cela, combiné avec le manque de suivi de la politique dans sa phase initiale, fournit l’explication principale de l’échec de cette politique.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"8 1","pages":"153 - 172"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.10","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When the language bonus becomes an onus: a Belgian case study","authors":"Rebecca Van Herck, Dieter Vermandere","doi":"10.3828/EJLP.2016.12","DOIUrl":"https://doi.org/10.3828/EJLP.2016.12","url":null,"abstract":"Abstract: Belgian public servants are entitled to a language bonus, ranging from €20 to €110 per month, when they need to use two official languages, mainly Dutch and French, in their jobs. Some of the employees (window clerks) of a state-owned, public service company (company X) receive this bonus, but only those who work in Brussels, because it is an official bilingual area (French/Dutch). To get an insight into the language practices and beliefs of their Flemish colleagues, we analysed the answers of a survey study of 129 participants working in the monolingual area (Dutch). The language bonus is a source of dissatisfaction for clerks working in monolingual regions, such as Antwerp, because they also need to be multilingual to perform their jobs, but do not receive the bonus. The results indicate that there is a discrepancy between the language policy of Belgium (the language laws) on the one hand and the policy of company X and the language beliefs and practices of the clerks on the other. We conclude our article with a discussion about the language bonus and make an assessment about expenditure on it in Belgium, which we estimate at €51 million per year. We argue that the bonus has to be viewed as a language management strategy and thus has to be evaluated regularly to become fully effective. Résumé: Les employés du gouvernement belge ont droit à une prime linguistique allant de €20 à €110 par mois lorsqu’ils doivent utiliser deux langues officielles, principalement le néerlandais et le français, sur le poste de travail. Certains employés (guichetiers) d’une entreprise de service civil appartenant à l’état (entreprise X) reçoivent cette prime, mais seulement ceux qui travaillent à Bruxelles, parce qu’il s’agit d’une région officiellement bilingue (français/néerlandais). Afin d’obtenir un aperçu des pratiques et convictions sur le plan linguistique de leurs collègues flamands, nous avons analysé les réponses de 129 participants travaillant dans la région unilingue (néerlandophone) à une enquête spécifique. Il s’avère que la prime linguistique est une source d’insatisfaction pour les employés qui travaillant dans les régions unilingues telles qu’Anvers, parce qu’ils doivent aussi être multilingues pour accomplir leur travail, mais ne reçoivent pas la prime. Les résultats indiquent qu’il existe un écart entre la politique linguistique de la Belgique (les lois linguistiques) d’une part et la politique d’entreprise X et les convictions et pratiques linguistiques des employés de l’autre part. Nous concluons notre article par une discussion à propos de la prime linguistique et nous faisons une évaluation quant aux dépenses annuelles liées à celle-ci en Belgique; que nous estimons à €51 millions par an. Nous soutenons que la prime doit être considérée comme une stratégie de gestion linguistique et donc être évaluée régulièrement pour devenir pleinement efficace.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"8 1","pages":"191 - 207"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.12","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical discourse analysis in developing vocational English context","authors":"Perizat Yelubayeva, Assel Chaklikova, Nelli Asmatullayeva","doi":"10.3828/EJLP.2016.13","DOIUrl":"https://doi.org/10.3828/EJLP.2016.13","url":null,"abstract":"In this article the authors analyse their educational study findings on bringing Critical Discourse Analysis (CDA) frameworks into an educational environment and English teaching classes in particular. Treatment of critical discourse analysis as a set of approaches to decide issues related to the language and society interaction has been increased. The goal of this study was to design a teaching model for developing undergraduate students’ critical thinking and discourse analysis skills. This paper attempts to introduce the pedagogical model and techniques based on the Dimensional Model of Discourse to develop CDA in English for specific purposes (ESP) classrooms at Kazakh Ablai Khan University of International Relations and World Languages. The purpose of the study was formulated as a set of specific questions. Is it necessary to provide students with an opportunity to gain discourse analysis skills? How to design English classes in order to give students an opportunity to use discourse-based approaches in their learning? What tasks enable students to use discourse analysis to support language learning? Seeking answers for those questions we conducted an empirical study where the teaching process was designed to provide students an opportunity to develop their critical literacy through learning how to use spoken and written texts in their learning, to think beyond the level of sentence and how to analyse their own discourse in the context of classroom discourse. The results showed that the design led to developing students’ ability to distinguish the social and political aspects of a discussed topic by focusing their attention on specific kinds of textual, discursive and contextual features. We succeeded in enhancing the students’ awareness on how critical discourse often serves the interests of powerful individuals over those less privileged. That awareness is supposed to transform them from passive communicators to active collaborative communicators, which will help students examine, analyse and even change the world around them. Résumé: Dans cet article, les auteurs analysent les résultats de leurs études qui examinent l’éducation en analyse critique du discours (CDA), dans les classes d’enseignement d’anglais en particulier. Il y eu une augmentation du traitement de l’analyse critique du discours comme un ensemble d’approches pour décider des questions liées à l’interaction entre la langue et de la société. Le but de cette étude était de concevoir un modèle d’enseignement pour le développement de la pensée critique et de l’analyse du discours chez les étudiants de premier cycle. Ce document vise à présenter le modèle pédagogique et des techniques basées sur le modèle dimensionnel du discours conçu pour développer le CDA dans les classes d’anglais à des fins spécifiques (ESP) à l’Université Kazakhe Ablai Khan des Relations Internationales et des Langues du Monde. Le but de l’étude a été formulé comme une série de questions spécifiques, comm","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"8 1","pages":"209 - 223"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.13","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enactment processes in the implementation of European and national foreign language proficiency policies: The case of Spanish as an optional school subject in the Swedish school system","authors":"Guadalupe Francia, U. Riis","doi":"10.3828/EJLP.2016.11","DOIUrl":"https://doi.org/10.3828/EJLP.2016.11","url":null,"abstract":"This article presents an analysis of the implementation of EU policies for foreign language proficiency, focusing on Spanish as an optional school subject at the Swedish school system. It analyses frame factors that constrain such implementation and enactment processes in local interpretation of policy. European and national education policy documents, national statistics and interviews with teachers and stakeholders are analysed. Spanish is popular among pupils, but nonetheless pupil achievement is poor and dropout rates are high. The lack of qualified teachers of Spanish accounts for a large proportion of this, and teacher education seems to be a decisive curricular factor for a successful implementation of EU policies. In-service training strategies for teachers of Spanish are a low priority among local educational authorities. There is a mismatch between state responsibility for teacher education on one side and local needs of teacher supply and responsibility for in-service training on the other. Résumé: Cet article présente une analyse de la mise en œuvre des politiques de l’Union Européenne (UE) concernant les compétences en langues étrangères, en mettant l’accent sur espagnol comme matière à option de l’école suédoise. Il analyse différents obstacles à la mise en œuvre au niveau local. Il prend en compte des documents politiques d’éducation européens et nationaux, des statistiques et des entretiens avec un nombre d’enseignants et d’acteurs nationaux. L’espagnol est populaire parmi les élèves, mais néanmoins la réussite des élèves est faible et les taux d’abandon sont élevés. Le manque d’enseignants d’espagnol qualifiés donne une large part d’explication pour cet échec tandis que la formation des enseignants semble être un facteur décisif pour la réussite de la mise en œuvre de ces politiques de l’UE. Les autorités locales ne semblent pas donner la priorité à la formation continue des enseignants d’espagnol. Il existe un décalage entre, d’une part, la responsabilité de l’État pour la formation des enseignants et, d’autre part, les besoins locaux concernant l’offre et la responsabilité pour la formation continue.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"8 1","pages":"173 - 189"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.11","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lifespan multilingual education, a long-term investment","authors":"Irina A. Leca","doi":"10.3828/EJLP.2016.3","DOIUrl":"https://doi.org/10.3828/EJLP.2016.3","url":null,"abstract":"It is estimated that over the next decades, the number of older adults will reach record levels worldwide. With the increasing age, the prevalence of neurodegenerative diseases, such as Alzheimer’s disease, is also estimated to increase. Therefore, protecting older adults from the age-related effects of cognitive decline is one of the greatest challenges of the next following decades, since these will increase pressure on families, health and education systems, and, above all, economies on a global scale. There is a growing body of evidence emphasizing the beneficial effects of bilingualism acting as a safeguard against cognitive decline linked to the aging process. Building on this evidence, this paper reviews the latest studies which examine the effects of bilingualism on cognition in older age, and investigates whether foreign language learning at a later stage in life can constitute an optimal solution for building cognitive reserve, as it is scientifically proven that language learning engages an extensive brain network that is known to overlap with the brain regions negatively affected by the ageing process. This paper aims to highlight the importance of lifelong bilingualism and, using a different perspective, to promote lifespan multilingual education.On estime qu’au cours des prochaines décennies, le nombre de personnes âgées atteindra des niveaux records dans le monde entier. En outre on estime qu’avec l’augmentation de l’âge, la prévalence de maladies neurodégénératives, telles que la maladie d’Alzheimer, augmentera à son tour. Pour cette raison, la protection des personnes âgées contre les effets du déclin cognitif liés à l’âge est l’un des plus grands défis des prochaines décennies, puisque ces effets vont augmenter la pression sur les familles, sur les systèmes de santé et d’éducation, et, surtout, sur les économies à l’échelle mondiale. Un nombre croissant de preuves met l’accent sur les effets bénéfiques du bilinguisme agissant comme une protection contre le déclin cognitif lié au processus de vieillissement. Se basant sur cette preuve, le présent article évalue les dernières études qui examinent les effets du bilinguisme sur la connaissance chez les personnes âgées, et cherche à déterminer si l’apprentissage de langues étrangères à un âge plus élevé peut constituer une solution optimale pour la construction de la réserve cognitive, étant donné qu’il a été scientifiquement prouvé que l’apprentissage des langues engage un réseau cérébral vaste qui est connu pour se chevaucher avec les régions du cerveau affectées négativement par le processus de vieillissement. Ce document vise à mettre en évidence l’importance du bilinguisme à vie et, en utilisant une perspective différente, de promouvoir l’éducation multilingue durant toute la vie.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"32 1","pages":"28 - 7"},"PeriodicalIF":0.0,"publicationDate":"2016-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconsidering the first steps of CLIL implementation in Vietnam","authors":"L. Thuy","doi":"10.3828/EJLP.2016.4","DOIUrl":"https://doi.org/10.3828/EJLP.2016.4","url":null,"abstract":"Among various measures introduced in the National Foreign Languages 2020 Project by Vietnam’s Ministry of Education and Training (MOET) to enhance foreign language (FL) competence of Vietnamese people, the implementation of Content and Language Integrated Learning (CLIL) has received much public attention and feedback from those concerned. This paper aims to discuss four critiques by the policy actors regarding the significance of CLIL in the Vietnamese context, teachers’ readiness, students’ readiness and CLIL materials. In addition, a case study was conducted to illustrate the discussion and provide a general picture of teachers’ perceptions of CLIL, how they implement CLIL and the difficulties they encounter in practice.Entre les différentes mesures introduit par Ministère de l’Éducation et de la Formation du Viet Nam dans le Projet national de langue étrangères 2020 afin d’améliorer compétence de la langue étrangère du Vietnamien, l’enseignement d’une matière par l’intégration d’une langue étrangère (EMILE) a reçu beaucoup d’attentions du public et les commentaires des initiés. Cet article vise à discuter de quatre critiques par les interprètes de la politique concernant l’importance de l’EMILE dans le contexte vietnamien, la disponibilité des élèves, des enseignants et de matériaux d’EMILE. En outre, une étude de cas est réalisée pour illustrer la discussion ci-dessus et de fournir une vision générale de la perception des enseignants sur l’EMILE, de la façon dont on met en oeuvre EMILE et des difficultés qu’on rencontre dans la pratique.","PeriodicalId":37640,"journal":{"name":"European Journal of Language Policy","volume":"41 1","pages":"29 - 56"},"PeriodicalIF":0.0,"publicationDate":"2016-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3828/EJLP.2016.4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}