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English language education policy in Asia / Robert Kirkpatrick Cham: Springer, 2016386 p. This volume offers comprehensive state-of-the-art overviews of educational policies concerning the teaching of English in a large number of Asian countries. Each contribution is written by a leading expert and gives a clear assessment of current policies and future trends. Starting with a description of the English education policies in the respective countries, the contributors then delve into the nuts and bolts of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.
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Future teachers as agents of language revitalisation: the case of Galician early childhood education / Renée DePalma, María-Helena Zapico-Barbeito, Iria Sobrino-Freire.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 303-317 In this article, we aim to explore the important role of future teachers in the revitalisation of minoritised languages. In the Spanish autonomous community of Galicia, language legislation stipulates that the minoritised language be supported in educational settings, yet this support has been weak at best, particularly for schools in urban areas. Teacher training colleges and universities are responsible for the preparation of new teachers who are able and willing to contribute to the school-based language revitalisation project. We report on classroom-based research in a university Early Childhood Education program, based on videotapes and written documents produced by students as classroom tasks, as well as a questionnaire they completed after the course. Our conclusions suggest that teacher training can activate teacher agency even before they enter the profession, in two main ways: 1) reflect critically on their own linguistic trajectories and competencies and 2) understand the linguistic realities in Galician society and schools. Using methodologies of guided practice and reflection, teacher education programmes can strengthen the potential of future teachers as agents of language revitalisation.
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Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians / Min Jung Jee.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 1 2018p. 70-93 This study investigated Korean heritage speakers’ Korean language proficiency (i.e. morphosyntax, collocation, and lexicon) in relation to their attitudes, motivation, and age at immigration (AI). Seventy-six adult Korean-Australians with Korean literacy participated. Overall, participants showed high levels of Korean proficiency in all three linguistic areas (over 80% of accuracy), and exhibited features of successful second/foreign language learners: a positive attitude toward learning Korean, strong interest in foreign languages, high motivation and self-efficacy, and low speaking anxiety. Their relatively high level of Korean proficiency can be explained by the crucial role of the family in maintaining the heritage language, supported by successive Australian governments’ positive attitudes toward multiculturalism and active support from the local Korean community. Late-childhood bilinguals (AI: 9–12) were found to be the ‘ideal 1.5 generation’, having the most positive attitudes and strongest motivations among the groups, while maintaining relatively high levels of Korean proficiency. This may be a result of frequent use of Korean at home and their self-perceived high proficiency in both Korean and English. Korean speaking anxiety was found to be the best predictor of Korean proficiency, implying room for instructional support. Providing explicit form-focused instruction and using Korean pop culture materials were discussed as pedagogical implications.
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