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.
Author(s): Eric Enongene Ekembe, Lauren Harvey, Eric Dwyer
Publisher: Palgrave Macmillan
Year: 2023
Language: English
Pages: 301
City: Cham
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
