Bilingual English Teachers' Perspectives on "English-Only" Policies in an EFL Setting

Autor/inn/en	Kani, Zeynep Gülsah; Igsen, Hatice
Titel	Bilingual English Teachers' Perspectives on "English-Only" Policies in an EFL Setting
Quelle	In: Educational Policy Analysis and Strategic Research, 17 (2022) 1, S.127-141 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kani, Zeynep Gülsah) ORCID (Igsen, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4289
Schlagwörter	Bilingual Teachers; Language Teachers; English (Second Language); Second Language Learning; Language Usage; Classroom Techniques; Educational Policy; Foreign Countries; Preschool Teachers; Elementary School Teachers; Private Schools; Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Klassenführung; Politics of education; Bildungspolitik; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Private school; Privatschule; Lehrerverhalten; Türkei
Abstract	Various language policies are implemented for foreign language teaching in educational institutions. One of these language policies is the monolingual approach called "English-only", which requires only the target language to be used in the classroom. This policy is largely implemented in private institutions in Turkey. Studies about teachers' perspectives on the English-only policy are relatively less. Hence, this research aimed to explore what the perspectives of bilingual EFL teachers working in schools where the English only policy is implemented are and what the effects of such practices are on their teaching methods and professional identities. A case study research design under a qualitative approach was adopted to explore eight bilingual EFL teachers' perspectives on language policies implemented in kindergarten and primary school of the private education institution where they worked. The results varied according to the professional background of the teachers and the department they worked. While language teachers who worked in kindergarten favoured the policy despite reacting negatively to the strict policies implemented by the school, primary school language teachers showed explicit resistance to the implementation of the English-only policy. Moreover, all the teachers expressed their uneasiness about being assigned fake English names and associated this with the impact of neoliberalism and other ideologies prevailing in the linguistic market on private institutions in Turkey. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01