The 'Everywhere and Nowhere' English Language Policy in Queensland Government Schools: A License for Commercialisation

Autor/inn/en	Creagh, Sue; Hogan, Anna; Lingard, Bob; Choi, Taehee
Titel	The 'Everywhere and Nowhere' English Language Policy in Queensland Government Schools: A License for Commercialisation
Quelle	In: Journal of Education Policy, 38 (2023) 5, S.829-848 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Creagh, Sue) ORCID (Hogan, Anna) ORCID (Lingard, Bob) ORCID (Choi, Taehee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2022.2037721
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Educational Policy; Foreign Countries; Educational Finance; Inclusion; Educational Quality; Accountability; Commercialization; Educational Change; Privatization; Institutional Autonomy; Budgets; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Ausland; Bildungsfonds; Inklusion; Quality of education; Bildungsqualität; Verantwortung; Bildungsreform; Privatisation; Privatisierung; Institutionelle Autonomie; Finanzhaushalt; Australien
Abstract	The paper explores the policy logics of privatisation through service provision for students with English as an Additional language or dialect (EAL/D) in the state education system of Queensland, Australia. In the context of EAL/D, specifically targeted policy has been subsumed by a broader umbrella or meta-policy of inclusion, whilst at the same time, funding support for EAL/D learners is substantial. The devolution of EAL/D support to individual schools through autonomous targeted funding results in policy 'everywhere', distributed across broad portfolios dedicated to ensuring schools provide quality education services for all learners, but also 'nowhere', lacking systemic support and detail on how inclusion should be enacted for EAL/D and with no accountability placed on schools to demonstrate that they are addressing EAL/D learner needs. The co-location of EAL/D policy with a broad systemic policy of inclusion, the absence of systemic professional support, combined with devolution to school sites has had real effects on the policy in practice. The analysis demonstrates there is the potential opening of EAL/D provision to market forces at school sites, where the private sector can potentially sell commercial 'solutions' directly to schools, which have greater autonomy over one-line budgets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01