Brunei's SPN21 English Language-in-Education Policy: A Macro-to-Micro Evaluation

Autor/inn/en	Sharbawi, Salbrina; Jaidin, Jainatul Halida
Titel	Brunei's SPN21 English Language-in-Education Policy: A Macro-to-Micro Evaluation
Quelle	In: Current Issues in Language Planning, 21 (2020) 2, S.175-201 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharbawi, Salbrina) ORCID (Jaidin, Jainatul Halida)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2019.1657267
Schlagwörter	Language Planning; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Student Attitudes; Mathematics Instruction; Science Instruction; Educational Policy; Benchmarking; Foreign Countries; Learning Motivation; Teacher Student Relationship; Elementary Secondary Education; Student Motivation; Teaching Methods; Brunei + Suchen Sie Ihr Suchwort? Sprachwechsel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Politics of education; Bildungspolitik; Ausland; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In 2009, Brunei's Ministry of Education unveiled the National Education System for the twenty-first century, popularly termed the SPN21, to replace the 1984 bilingual education system (the "Dwibahasa"). What immediately stood out about the SPN21 is the apparent heavier emphasis placed on English over the Official language, "Bahasa Melayu," with English being introduced much earlier in the curriculum, i.e. as the medium of instruction for Mathematics and Science from Year 1 onwards. This paper aims to evaluate the efficacies of English language-in-education policies of SPN21, focusing on the interface between macro planning and micro practices. Rather than relying on evaluative measures in terms of national examination results as a benchmark of success, this paper assesses data gathered from two micro agents: the teachers and the pupils. Teachers, as implementers of language policies, collaborate with pupils in the classroom to achieve the goals articulated by the macro planners. The pupils in this study were assessed in terms of their motivation in English language learning whereas the teachers were assessed in terms of support received from the macro agents. The findings of the surveys are encouraging with indications that the English-enhancing initiatives thus far implemented will continue to produce the desired outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01