Language Policy, Language Teachers' Beliefs, and Classroom Practices

Autor/inn/en	Farrell, Thomas S. C.; Kun, Serena Tan Kiat
Titel	Language Policy, Language Teachers' Beliefs, and Classroom Practices
Quelle	In: Applied Linguistics, 29 (2008) 3, S.381-403 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amm050
Schlagwörter	Standard Spoken Usage; Language Planning; Foreign Countries; English (Second Language); Teaching Methods; Second Language Learning; Beliefs; Language Variation; Case Studies; Elementary School Teachers; Teacher Role; Singapore + Suchen Sie Ihr Suchwort? Gesprochene Sprache; Umgangssprache; Sprachwechsel; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Belief; Glaube; Sprachenvielfalt; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Singapur
Abstract	The widespread use of a local variety of English, Singapore Colloquial English, or Singlish, has become somewhat of a controversial issue in Singapore especially in the eyes of the Singapore government. For example, in 2002 the Singapore government launched The "Speak Good English Movement" (SGEM) with the objective of promoting the use of Standard English among Singaporeans. Furthermore, Singapore's newspapers have recently suggested that the responsibility for halting the deterioration (perceived or real) of the standards of English rests with Singapore's English language teachers. The case study presented in this paper offers one lens from which to view a policy-to-practice connection by outlining the impact of language policy on the beliefs and classroom practices of three primary school teachers concerning the use of Singlish in their classrooms. The results confirm those of previous studies that teachers' reactions to language policy is not a straightforward process and as such it is important to understand the role teachers play in the enactment of language policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10