A Cross-Cultural Analysis of Language-in-Education Policies and Their Implementations in Developing Countries: The Case of Selected Asian and African Countries

Autor/inn/en	Alcazaren, Holden Kenneth G.; Rafanan, Emerald R.
Titel	A Cross-Cultural Analysis of Language-in-Education Policies and Their Implementations in Developing Countries: The Case of Selected Asian and African Countries
Quelle	In: TESOL International Journal, 12 (2017) 2, S.92-102 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Cross Cultural Studies; Language of Instruction; Educational Policy; Native Language; Second Language Learning; African Languages; Language Usage; Teaching Methods; Educational Practices; Language Planning; Policy Formation; English (Second Language); Language Role; Language Attitudes; Global Approach; Foreign Countries; Meta Analysis; Multilingualism; Indo European Languages; Thai; Tagalog; Mandarin Chinese; Cambodians; Austro Asiatic Languages; Dravidian Languages; Indonesian Languages; Social Influences; Political Influences; Brunei; Thailand; Malaysia; Philippines; Botswana; Kenya; Rwanda; South Africa; Tanzania; Uganda + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Sprachwechsel; Politische Betätigung; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Globales Denken; Ausland; Meta-analysis; Metaanalyse; Mehrsprachigkeit; Multilingualismus; Indoeuropäisch; Kambodschanisch; Indonesisch; Sozialer Einfluss; Political influence; Politischer Einfluss; Philippinen; Kenia; Ruanda; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania
Abstract	Many nations have attempted to create different language-in-education policies that would cater not only to the needs of learners but also to the demands of preserving a country's native languages. The emergence of multilingual education has led to a proliferation of research that shows the benefits of using a learner's first language. These issues have led the authors to investigate the different language-in-education policies of Brunei, Cambodia, Malaysia, Thailand, the Philippines, Botswana, Kenya, Rwanda, South Africa, Tanzania, and Uganda, and how they establish students' first languages as a medium of instruction. This paper examined 30 research articles with the goal of providing an in-depth understanding of each country's policies and implementation practices. The study also explored the different challenges and pedagogical implications of these policies to better understand emerging issues and insights. An identified issue is the devaluation of one's first language due to people's negative perspectives and poor policy planning. It was also not surprising that most of these developing communities understand the importance of English as a language of globalization. Thus, emphasizing the importance of establishing one's first language and strengthening the use of the English language in educational systems are two important considerations for policy planning. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01