The Interface between Macro and Micro-Level Language Policy and the Place of Language Pedagogies

Autor/in	Liddicoat, Anthony J.
Titel	The Interface between Macro and Micro-Level Language Policy and the Place of Language Pedagogies
Quelle	In: International Journal of Pedagogies and Learning, 9 (2014) 2, S.118-129 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/18334105.2014.11082025
Schlagwörter	Correlation; Educational Policy; Language Planning; Teaching Methods; Educational Change; Decision Making; Educational Practices; Language of Instruction; Policy Analysis; Foreign Countries; English (Second Language); Second Language Learning; Guidelines; Communicative Competence (Languages); Malaysia; Japan; China; South Korea; Europe + Suchen Sie Ihr Suchwort? Korrelation; Politics of education; Bildungspolitik; Sprachwechsel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Decision-making; Entscheidungsfindung; Bildungspraxis; Teaching language; Unterrichtssprache; Politikfeldanalyse; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Richtlinien; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Korea; Republik; Europa
Abstract	This paper investigates the place of pedagogy in language-in-education policy through an analysis of how the macro-level of government policy interacts with the micro-level of local educational practice. It argues that pedagogy is typically considered a micro-level activity and policy frequently devolves decision-making about pedagogy to micro-level agents. For this reason, pedagogy is often invisible in policy texts. Pedagogy becomes a concern for macro-level policy when micro-level practice is constructed as being a problem and policy seeks to intervene to reform practice. However, whether pedagogy is explicitly discussed in policy, it remains nonetheless relevant for policy implementation and ultimately for the success of policy change. The silence about pedagogy in policy texts may render invisible the capacity for pedagogical change at the micro-level and the capabilities and resources needed to effect change. The paper will examine these issues through an investigation of a series of language policy contexts in which pedagogy is either an explicit concern or it remains implicit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01