Language Teaching in Monolingual Policy Settings: Teacher Views of Successful Language Learning and Effective Language Programmes

Autor/in	Fielding, Ruth
Titel	Language Teaching in Monolingual Policy Settings: Teacher Views of Successful Language Learning and Effective Language Programmes
Quelle	In: Language Learning Journal, 50 (2022) 3, S.344-359 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fielding, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2020.1762711
Schlagwörter	Teaching Methods; Educational Policy; Language Planning; Educational Benefits; Monolingualism; Economic Factors; Individual Characteristics; Program Implementation; Second Language Programs; Intercultural Communication; Learning Motivation; Self Concept; Cross Cultural Studies; Foreign Countries; Teacher Attitudes; Kindergarten; Elementary Secondary Education; Language Teachers; Cultural Awareness; United Kingdom (England); Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Sprachwechsel; Bildungsertrag; Ökonomischer Faktor; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interkulturelle Kommunikation; Motivation for studies; Lernmotivation; Selbstkonzept; Cultural comparison; Kulturvergleich; Ausland; Lehrerverhalten; Language teacher; Sprachunterricht; Cultural identity; Kulturelle Identität; Australien
Abstract	Language is commonly positioned as an economic resource. Recent debates have argued that policy interpretations of language as economic resource can potentially undermine language positioning and reduce understanding of the cognitive, cultural and social benefits of language learning. In monolingual policy contexts, such a positioning means that only specific languages of immediate economic value are embraced in policy. It also means the broader educational and intercultural long-term benefits of language learning are overlooked. Economic framing also means that language teachers must continually justify the importance of their work and prove the success of their programmes. Failure is often attributed to individual learner factors rather than acknowledging wider societal and programme impacts upon learning success. This paper reports on the factors teachers have identified as essential for success as they endeavour to implement languages programmes (or courses) within challenging policy settings in two English-speaking countries. A range of programme factors emerge as essential for long-term implementation within English-speaking contexts. Above all is the need for executive staff to lead the wider school valuing of languages education for its broader benefits. For language success to move beyond isolated school contexts, policy mandates are needed to ensure more time-on-task for languages in English-speaking countries. This in turn may begin a shift towards public valuing of language learning for broader educational and intercultural benefit. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01