scholarly journals Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy

2019 ◽  
Vol 19 (1) ◽  
pp. 35-47
Author(s):  
Ian Cushing
Keyword(s):  
Education Policy ◽  
Classroom Interaction ◽  
Language Education ◽  
Critical Examination ◽  
Language Policies ◽  
Teacher Interviews ◽  
Policy Documents ◽  
Content Type ◽  
The Uk ◽  
Current Curriculum

Purpose This paper is a critical reflection on the linguistic conservatism as found within current curriculum policies and assessment regimes in the UK, arguing that they represents a form of linguicism which serves to entrench linguistic social injustices. This paper aims to trace the “trajectory” of policy across different levels, discourses and settings, with a particular focus on how linguicism is conceptualised, defended and resisted by teachers. The author draws connections between language ideologies within policy discourse, language tests and teacher interviews. Design/methodology/approach This study adopts a critical approach to examining educational language policies and assessments. It begins with the assumption that policies and tests are powerful political and ideological tools, which can steer teachers into making certain decisions in the classroom, some of which they may not believe in or agree with. Data are drawn from policy documents, test questions and teacher interviews, with a focus on how teachers talk about language and pedagogies in their classrooms. In total, 22 teachers were interviewed, with this data being transcribed and thematically indexed. Findings The findings reveal how linguicism is embedded within UK education policy, and how this comes to be replicated within teachers’ discourse and practice. There are three main findings: that teachers can come to operate under a form of “pedagogical coercion”, whereby language policies and tests have a powerful hold on their practice; that teachers see current policy as championing standard English at the expense of non-standardised varieties, and that teachers often see and talk about language as a proxy for other social factors such as education and employability. Research limitations/implications This study provides a critical perspective on language education policies in the UK, arguing for greater awareness about the nature and dangers of linguicism across all levels of policy. Data generated from classroom interaction would be a useful avenue for future work. Originality/value This paper offers an original, discursively critical examination of language education policy in the UK, with a particular focus on the current curriculum and using original data generated from teacher interviews and associated policy documents.

scholarly journals Internationalisation strategy, faculty response and academic preparedness for transnational teaching

2018 ◽  
Vol 60 (9) ◽  
pp. 1084-1096 ◽  
Author(s):  
Tasawar Nawaz
Keyword(s):  
Cross Cultural ◽  
Faculty Members ◽  
Policy Makers ◽  
Policy Documents ◽  
Content Type ◽  
Staff Members ◽  
Cultural Teaching ◽  
Internationalisation Strategy ◽  
Academic Faculty ◽  
The Uk

Purpose Transnational education (TNE), interpreted as the mobility of education programmes and providers between countries, has grown exponentially as a worldwide phenomenon in recent years. Higher education institutions (HEIs) have mainly used such opportunities to internationalise their degrees and programmes, and have paid scant attention on preparing academics to teach cross-culturally. As a result, academics being at the coalface of teaching and learning often feel under-informed, under-supported, underprepared and under-confident when it comes to cross-cultural teaching, suggesting that universities have largely failed to prepare their academic faculty members to face the challenges of internationalisation. This is particularly important for new and young players such as the post-92 universities in the UK. However, such institutions have largely been ignored by the previous research in this area. Reverting the research focus on young HEIs, the purpose of this paper is to highlight the importance of preparing faculty staff members in the context of a post-92 university in the UK, to teach cross-culturally at partner institutions via the TNE route. Design/methodology/approach The paper adopts Deardorff’s intercultural competency process model to develop a framework (focussing on three core elements of knowledge, skills and attitudes) that could help the academic staff members to prepare for teaching internationally. The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Findings As the post-92 university in focus, like its counterparts, continues to proliferate its degrees and programmes through the TNE route, academics who are tasked with transnational teaching have an increased responsibility to develop the competencies required to work with learners from diversified cultural backgrounds. However, there has been less interest at university or faculty level in ensuring that academic faculty members who teach in transnational context are prepared for the specific rigours of transnational teaching. Research limitations/implications The research findings have broader implications at individual, organisational and industry-level for individual academic faculty members to progress further in their career, HEIs to improve the quality of training programmes and policies and the HE industry to adjust the strategy towards internationalisation. Practical implications In the absence of any formally structured training, the paper proposes pre-departure informal training workshops/seminars conducted by seasoned academics at faculty, school or department level to help new academics transform their knowledge, skills and attitudes in order to facilitate positive interactions with students in a cross-cultural teaching environment. Although the focus is on one post-92 university; however, the proposed framework could be adopted across HEIs worldwide. Originality/value The paper is based on a detailed analysis of university’s internationalisation strategy, policy documents and related reports for the 1999–2016 period. The initial analysis is further supplemented by 11 interviews with the main stakeholders, i.e. academics, educational developers and policy makers. Informed by the best practices, the paper also discusses the implication of intercultural competencies for cross-cultural teaching.

In support of plurilingual people living in multilingual societies: Policies and frameworks of European language education

2011 ◽  
Vol 2 ◽  
Author(s):  
Waldemar Martyniuk
Keyword(s):  
European Union ◽  
Education Policy ◽  
Linguistic Diversity ◽  
Language Education ◽  
The European Union ◽  
Language Education Policy ◽  
European Language ◽  
Council Of Europe ◽  
Policy Documents ◽  
Multilingual Societies

This article focuses on current European language education policy. It reviews relevant policy documents of the European Union and the Council of Europe. It also refers to the range of tools offered by the two intergovernmental organisations in support of linguistic diversity in contemporary European societies and the development of plurilingual abilities of their citizens

scholarly journals Dimensions of language education policy in Asia

2020 ◽  
Vol 30 (1-2) ◽  
pp. 7-33
Author(s):  
Anthony J. Liddicoat ◽  
Andy Kirkpatrick
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Education ◽  
Indigenous Languages ◽  
National Language ◽  
Foreign Languages ◽  
Nation State ◽  
Language Policies ◽  
Language Education Policy ◽  
National Languages

Abstract This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English

scholarly journals The notion of language in language education policy: a comparative analysis of Lithuania and Denmark

2017 ◽  
pp. 199-299
Author(s):  
Daina Urbonaitė
Keyword(s):  
Critical Thinking ◽  
National Identity ◽  
Education Policy ◽  
Language Teaching ◽  
Language Education ◽  
The State ◽  
Official Language ◽  
Language Education Policy ◽  
Standard Language ◽  
Policy Documents

The article analyses the notion and ideology of language formed at the state level in Lithuania and Denmark. The aim is to examine the notion of language and the understanding of language functionality conveyed in the documents of language education policy and ideology emerging in them, also the purposes raised for language education. The official language education policy formed by the state exerts direct influence on language teaching at school and on the students’ formation of the notion of language. Therefore, the questions raised in this research are aimed at identifying what is implemented with the official language education policy, how much attention is devoted to developing the students’ communicative, argumentative skills and skills of independent critical thinking, and how much the policy focuses on the advocacy of national ideology and identity. The data of the research includes national language education policy documents which determine the implementation of language policy in the system of education of Lithuania and Denmark. The following aspects have been analysed: language functions as presented in the education policy documents: the communicative function and the function of national identity; the formation of ideology of nationality through language education; the formation of standard language ideology in language education policy; also the students’ linguistic competences to be developed at school. The results have shown that the notion of language emerging in the Lithuanian language education policy documents encompasses ideologies of standard language, language correctness and linguistic nationalism. The main goal of the Lithuanian language teaching is the implementation and strengthening of a single standard language norm and the formation of the notion of language as a protector and disseminator of national identity. However, the aim to develop language as a communicative tool as well as to develop the students’ critical thinking is also identifiable. The main goal of the Danish education policy is the development of the students’ communicative language function, critical-analytical thinking, and the formation of the notion of language as a means of communication, as well as of the notion of linguistic variation.

scholarly journals The policy and policing of language in schools

2019 ◽  
Vol 49 (3) ◽  
pp. 425-450 ◽  
Author(s):  
Ian Cushing
Keyword(s):  
Language Policy ◽  
Social Factors ◽  
Language Ideologies ◽  
Media Discourse ◽  
Partial Product ◽  
Language Policies ◽  
Policy Language ◽  
Teacher Interviews ◽  
Policy Documents ◽  
Language Policing

ABSTRACTThis study investigates cases of language ‘policing’ as educational language policies, and the way that these are represented across different policy levels. Focusing on UK schools and using discursive approaches to language policy as a theoretical framework, I critically examine the motivations and justifications that institutions provide for designing and implementing policies whereby nonstandardised forms are ‘banned’, and how these are reported in metalinguistic discourse. Drawing on a range of data including media discourse, policy documents, teacher interviews and linguistic landscapes, I textually trace how educational language policies (re)produce prescriptive and linguicist ideologies, often using metaphors of crime, and often using language as a proxy for social factors such as academic achievement, employability, and standards. Overall, I argue that micro- and meso-level language policies are a partial product of the linguistic conservatism as found within current macro-level educational policy. (Language policy, language policing, schools, language ideologies)*

scholarly journals Utilising the UK Freedom of Information Act 2000 for crime record data

2015 ◽  
Vol 25 (3) ◽  
pp. 248-268 ◽  
Author(s):  
Derek Johnson ◽  
Edward Hampson
Keyword(s):  
Critical Examination ◽  
Freedom Of Information ◽  
Records Management ◽  
Freedom Of Information Act ◽  
Content Type ◽  
Police Service ◽  
Police Practice ◽  
Academic Researchers ◽  
The Uk ◽  
Police Forces

Purpose – This research paper aims to consider the use of the UK Freedom of Information Act 2000 (FOIA) as a resource providing access to otherwise unavailable data from the UK Police forces. Not seeking to be a critical examination of Police practice, it offers insight to many aspects of records management appertaining to the police service provision of recorded crime. Authors consider whether record management is sufficiently integrated into police practice, given the transparency called for by the FOIA, contemporary societal needs and the growing requirement to provide high value evidence led assessments of activity both within and external to the service. Design/methodology/approach – FOIA was utilised to collect data from all police forces in England and Wales through multiple requests. Carried out over a 15-month period, three requests were collated and responses compared, allowing for examination of compliance with the legislation and reflections on the manner in which records were sought and ultimately disseminated. Findings – Generally, responding to FOIA requests was well managed by English Police Forces. Methods of data management and collection practice were exposed which the authors suggest pose questions on the strength of records management consideration that may be worthy of further work. Configuration management of records is highlighted as an essential function given the disparity of data releases experienced. Research limitations/implications – This research highlights the FOIA as a valuable methodological tool for academic researchers, but it is limited in respect of seeking firm contextual explanation of the Police internal procedures to answer requests. By making common requests over a long time period to the same Police forces, it provides a clear study of FOIA processes and raises potentially significant questions for records management consideration. Practical implications – Findings provide advice on developing use of the FOIA as an academic methodological resource and reflect on the findings impact on internal police use of data and information records. Originality/value – This paper allows for reflection on the importance of high-value records management in the day-to-day business of the police service and questions whether such knowledge areas are suitably considered. Covering an area of little previous academic enquiry, the research informs criminal justice practitioners of areas for potential further discussion and academic researchers on the validity of using the FOIA as a valuable information source.

What do we mean when we talk about dementia? Exploring cultural representations of “dementia”

2015 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Hannah Zeilig
Keyword(s):  
Social Sciences ◽  
Cultural Context ◽  
Critical Examination ◽  
Original Research ◽  
Cultural Representations ◽  
Cultural Issue ◽  
Content Type ◽  
News Reports ◽  
The Arts ◽  
The Uk

Purpose – The purpose of this paper is to contribute to debates about the category “dementia”. Dementia is discussed, as it is a social, political and cultural issue, rather than a solely medical phenomenon. Design/methodology/approach – The methodology synthesises perspectives from humanities with the social sciences. Thus a number of cultural texts are analysed critically and set alongside data from two original research projects exploring the use of the arts for people living with a dementia. Central to the research is a close and critical examination of news reports, films, plays and documentaries that represent “dementia”. The extent to which metaphorical language frames ways of talking about dementia formed a key part of this analysis. Findings – Until recently, “dementia” has been primarily defined in biomedical terms. This paper demonstrates that understandings of dementia should be extended to encompass social and cultural contexts. Research limitations/implications – The research concentrates on the UK context, but there are lessons that can be extrapolated from to other contexts. Social implications – This paper explores why it is important to understand “dementia” in terms of cultural context, the reasons we should challenge the language often used to describe people living with a dementia, the ways in which prevailing representations of people living with a dementia can affect perceptions and contribute to stigma. Originality/value – This paper presents an alternative perspective, that is not biomedical and draws on original research from both the humanities and social sciences investigating the stories that we tell about this complex condition.

The Ideology of interculturality in Japanese language-in-education policy

2007 ◽  
Vol 30 (2) ◽  
pp. 20.1-20.16
Author(s):  
Anthony J. Liddicoat
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Teaching ◽  
Japanese Language ◽  
Language Policies ◽  
Education Policies ◽  
Policy Documents ◽  
Language Spread ◽  
Japanese Identity

Language learning is frequently justified as a vehicle for promoting intercultural communication and understanding, and language-in-education policies have increasingly come to reflect this preoccupation in their rhetoric. This paper will examine the ways in which concepts relating to interculturality are constructed in Japanese language policy documents. It will explore in particular the ways in which ideologies of nationalism and Japanese identity have an impact on understandings of the nature and purpose of interculturality and how these are developed discursively in Japanese language-in-education policy documents. Language policies construct a discourse of interculturality which focuses on the development of a nationalistic adherence to a particular conceptualisation of Japanese identity, which is unique, homogenous, and monolithic. These themes will be discussed in the contexts of Japanese policy documents relating to foreign language teaching and Japanese language spread.

scholarly journals Power, policing, and language policy mechanisms in schools: A response to Hudson

2020 ◽  
Vol 49 (3) ◽  
pp. 461-475 ◽  
Author(s):  
Ian Cushing
Keyword(s):  
Education Policy ◽  
Language Policy ◽  
Language Ideologies ◽  
Applied Linguistics ◽  
Language Education ◽  
Standard English ◽  
Language Education Policy ◽  
Policy Documents ◽  
Lead Teachers ◽  
Policy Mechanisms

AbstractThis discussion is a response to Richard Hudson's response to my article, ‘The policy and policing of language in schools’ (Cushing 2019). Hudson argues that current education policy in England generally rejects and avoids prescriptivism and sets out to illustrate this in reference to a number of policy documents. As in my original article, I conceive of language policy as p/Political and one way in which language ideologies get turned into practices, through a series of policy mechanisms such as curricula, tests, and guidance for teachers. I show how these mechanisms do not ‘reject’ prescriptivism, but explicitly perpetuate it, and thus act as a system of coercion which can lead teachers into reproducing these ideologies in their practice. I argue that Hudson's argument is limited because of its depoliticised stance and understanding of key sociolinguistic concepts and issues, such as ‘Standard English’, ‘linguistic correctness’, and language education itself. (Language education policy, language ideologies, critical applied linguistics, schools, England)*

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