Interface between English Language Education Policies and Practice: Examples from Various Contexts

Description

This book is about the policy-practice praxis in English language education, and draws on research from a diverse range of under-explored international settings to showcase the importance of contextual realities on how policy and practice interact. The case studies covered in the volume come from five continents (Africa, Europe, Asia, and South and North America) and cover 11 countries in total. The authors cover a wide range of themes and identify a number of issues at the interface between policy and practice. In some cases they also highlight local initiatives for navigating these issues, providing contextually-grounded guidance and experience which will be of use to teachers and teacher trainers in other settings. This book will be of interest to policy makers, EMI researchers, ELT practitioners, teacher trainers and trainees, and the broader Applied Linguistics research community. Contents Notes on Contributors Abbreviations List of Figures List of Tables 1: English Language Policies and Practice in the World: From Problems Toward Solutions Introduction English Language Policies and the EMI Question Change Processes in ELT Policy Where Policy Becomes Irrelevant and Practice Steers the Wheel Teacher Involvement in Policy Innovation Conclusion References Part I: Change Process in ELT Policy 2: Teaching at—Not to—the Middle in Japan: Examining How ELT Policies Aimed at Extremes Influence Mid-Tier Institutions Introduction Mid-Range Deviation Scores MEXT and ELT Remedial Education ELT in Mid-Tier Institutions Methodology The Survey Results and Discussion RQ1: How Aware Are Faculty Members of MEXT’s Current Policies? RQ2: How Have English Language Teachers Evaluated MEXT’s Policies for Their Own Faculties? Conclusion References 3: The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms The Global Status of English and the 4+4+4 Policy Research on ELT Policy English Instruction in Turkey Methodology Results RQ1: What Is the State Primary School English Teachers’ Educational Backgrounds Regarding TEYL? RQ2: What Are Teachers’ Perceived Pedagogical Weaknesses? RQ3: What Are Teachers’ Perceived Needs for More Effective Teaching Practices? RQ4A: How Do the Teachers Put Policy into Classroom Practice in Terms of the Frequency of Activities? RQ4B: How Do Teachers Put the Policy into Classroom Practice in Terms of Achieving Success in a TEYL Classroom? RQ5: What Challenges Do Teachers Face in the Implementation of the 4+4+4 Policy? RQ6: What Are Teachers’ Evaluations Regarding New 2nd-, 3rd-, and 4th-Grade Curricula? Discussion Conclusion References 4: Teachers’ Appreciation of ELT Policies and Practices in Egypt Introduction Background A Retrospective of Egyptian History and Its Ministry of Education English Language Policies School Types, MoE Authority, and ELT in Egypt Methodology MoE Process and Practice: A Proposal for a Critical Lens Participants Interviews and Data Analysis Results Teaching to the Test Context Portfolios Professional Development Teacher Voice Low Salary Views of Reforms Discussion References 5: ELT Policies in Multilingual Contexts: An Analysis of Rural-Urban Experience in Ghana Introduction Language-in-Education Policy Reform and Implementation in Africa and Ghana Methodology Findings English and Twi in the Classroom Mode of Enforcing English Speaking Adherence/Resistance to English-Only Policy English for Inter-ethnic and Global Interaction Discussion and Conclusion References Part II: Practice Steering the Wheel 6: Integrating Communicative Language Teaching Activities in Overcrowded Classrooms: Policy and Practice Issues in South Sudan Secondary Schools Teaching and Learning in Overcrowded Classrooms Large Classes and Communicative Language Teaching The Purpose of the Study Methodology Results and Discussion RQ1: Teachers’ Perception of Class Size and Challenges Faced Challenges Faced Physical Factors Classroom Processes Assessment and Feedback RQs 2 and 3: Strategies and Success Managing Limited Classroom Space and Time Engaging Learners Encouraging Interaction and Language Practice Interaction and Language Practice Dealing with Lack of Teaching Materials Conclusion References 7: ELT Policies and Practices in Superdiverse Central Ohio: From “Flexible” to “English-Centric” Introduction Radically Languaculturally Sustaining Theory and Practice Methodology Findings Discussion and Conclusion References 8: English Language Teaching in Colombia: From Policy to Reality Prelude Escuela Nueva Programa Nacional de Bilingüismo Responsible ELT Awareness of the Hegemony of English Critical Language-Policy Research Resistance Methodology Research Questions Setting Octavio Calderón Participants Interviews and Coding Findings English as the “Universal Language” Misinterpretation of 1994 General Law of Education Unrealistic Expectations of English Proficiency Levels Policy Inhibiting English Learning Top-Down Policy Role of Escuela Nueva in English Learning Discussion Conclusion References 9: Broken Promises? The Florida Consent Decree, Multilingual Learners in Mainstream Classes, and Assimilationist Practice Introduction Previous Inquiries and Research Questions Methodology Phase I: Observations Phase 2: Qualitative Codebook—ESOL Strategies and Approaches Proficiency Lesson Preparation Code Breaking Connection: Building Background Culture Comprehensible Input ESOL Strategies Classroom Interactions, Community, and Collaboration Challenges Phase 3: Data analysis Results Which ESOL Strategies Are Currently Implemented in Mainstream Classrooms? To What Extent Are Mainstream Teachers with ESOL Credentials Making Use of ESOL Strategies in Their Classrooms? Proficiency Lesson Preparation Code Breaking Connection: Building Background Culture Comprehensible Input ESOL Strategies Classroom Interactions, Community, and Collaboration Challenge MLL-Focused Versus All-Students-Focused Strategies Conclusion References Part III: Teachers’ Position in Policy Innovation 10: Policy on Global Issues in Sub-Saharan Africa: A Possible Role for ELT from Examples in Guinea Bissau, Senegal and DRC Introduction Why Global Issues in ELT? On Policy Reforms The ELT Context in Guinea Bissau, Senegal and DRC ‘Global Issues’ in the Educational Policies The Voices of Teachers and Learners Suggested Materials and Resources Conclusion References 11: English Language Proficiency for All University Graduates Stipulated by Law: A Realistic or Idealistic Goal? An Appraisal of a Tertiary ELT Policy from Montenegro Introduction ELT Policies ELT Policies at Tertiary Level Around the World ELT Policies at Tertiary Level in Europe ELT Policy at Tertiary Level in Montenegro Research Aims and Methodology Results and Analysis First Survey: The Opinion of Content Teachers Second Survey: The Opinion of EFL Teachers Third Survey: The Opinion of Students Problems in Implementing the Policy Results Achieved So Far Under This Policy Discussion Conclusion References 12: Assessing Teachers’ Perceptions of Relevant ELT Policies in Cameroon Introduction Key Issues in English Language Education Policy Innovation Transportation Beliefs Training and Continuing Professional Development (CPD) Willingness to Adopt/Change Policy Teachers’ Opinions in Policy Innovation Context of the Study Methods Raising the Value of English to Learners Teacher Responsibility Curriculum Reforms Human Capital Resources and CPD The Relevance of Teachers’ Opinions in Policy Innovation The Link Between the Suggestions Conclusion References Part IV: Interface 13: So … What’s the Interface? The Specter of Smush and Poof Introduction Starting from Rather than Looking to the Global South Methodology Perspective Two Key Overarching Themes Administrators Aim High for Content and English Typical EMI Scenario Smush and Poof! Bullying Administrative Expectations of Poof! Large Classes English Proficiency as Gatekeeper So … What’s the Interface? Language Practices Generally Ignored Colonial Schooling and “Epistemic Violence” Critiques of EMI Solutions/Future Inquiry References Index