Policy for Language Education in England: Does Less Mean More?

Autor/in	Thompson, Linda
Titel	Policy for Language Education in England: Does Less Mean More?
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 35 (2004) 1, S.83-103 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/003368820403500107
Schlagwörter	Language Planning; Compulsory Education; Position Papers; Foreign Countries; English (Second Language); Languages; English Curriculum; English Instruction; Educational Policy; Policy Analysis; Educational Indicators; Trend Analysis; Politics of Education; Language Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sprachwechsel; Schulpflicht; Positionspapier; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language; Sprache; English langauage lessons; Englischunterricht; Politics of education; Bildungspolitik; Politikfeldanalyse; Educational indicato; Bildungsindikator; Trendanalyse; Educational policy; Sprachforschung
Abstract	This paper details major and significant developments in the teaching of English to pupils aged 5-16 years in the school system in England, the years of compulsory education. To begin with definitions of terms. There are four aspects of language education provision that pertain in England: (1) the teaching of English as the mother tongue; (2) the teaching of English as an Additional Language (EAL); (3) the teaching of other languages: community (CL); and (4) modem foreign languages (MFL). This paper addresses 1, 2 and 3. Throughout the nomenclature reflects that of the public documents that have outlined the details of provision. It is hoped this reflects changing attitudes, policy and provision of the teaching of EMT, EAL and CLs within mainstream education in England. There is no formal policy for language education in England (PLEE). Official views on the type and nature of language education, including which languages are to be taught, and by implication, the opposite, which are to be omitted from the official curriculum, are gleaned from a range of curriculum policy documents (listed in Appendix A). The absence of a formal language policy statement can be understood as a statement by omission. This paper will explore the implications of this absence and pose the question: "does less policy lead to more language education?" (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10