Advocating an Empirically-Founded University Admission Policy

Autor/inn/en	Deygers, Bart; Vanbuel, Marieke
Titel	Advocating an Empirically-Founded University Admission Policy
Quelle	In: Language Policy, 21 (2022) 4, S.575-596 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deygers, Bart) ORCID (Vanbuel, Marieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-022-09615-6
Schlagwörter	Applied Linguistics; Language Planning; Correlation; College Admission; Admission Criteria; Foreign Students; Language Proficiency; Case Studies; Policy Analysis; Second Language Learning; Advocacy; College Students + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Sprachwechsel; Korrelation; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Language skill; Language skills; Sprachkompetenz; Case study; Fallstudie; Case Study; Politikfeldanalyse; Zweitsprachenerwerb; Sozialanwaltschaft; Collegestudent
Abstract	Few studies have yet described concrete efforts by researchers in applied linguistics to systematically impact language policy. In linguistics, there is a general lack of published work on interactions between research and policy, and authors have decried a general dearth of policy literacy among applied linguists. The goal of the current paper is to describe how applied linguistics research can bring about policy impact by presenting a narrative account of one approach aimed at impacting university admission language policies. The first part of the paper presents research-based recommendations regarding language requirements for international students, the second focuses on mechanisms to communicate these recommendations to policy makers. The case study presented in this paper serves to argue that applied linguistic research and policy impact can go hand in hand, on the condition that policy recommendations are concrete, timely, seen as relevant, and researchers have a fundamental understanding of the policy-making context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01