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Study on public service translation in cross-border healthcare
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| 42 |
Youth Bilingualism, Identity and Quechua Language Planning and Policy in The Urban Peruvian Andes
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In: Dissertations available from ProQuest (2019)
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Policies on language education in Indonesia
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 2, Pp 308-315 (2019) (2019)
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| 44 |
Miks õppida “väikest keelt”? Integratiivne vs. instrumentaalne motivatsioon välisüliõpilaste eesti keele õppimisel
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 15, Pp 83-98 (2019) (2019)
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| 45 |
Developing Higher English Language Proficiency for Vietnamese Primary EFL Teachers: a Critical Ethnographic Study
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Vu, Trinh. - : Auckland University of Technology, 2018
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| 46 |
The Notion of Plurilingual and Pluricultural Competence in the Teaching of Foreign Languages in France ...
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| 47 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ; Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990)
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In: Schweizerische Zeitschrift für Bildungswissenschaften 40 (2018) 1, S. 153-173 (2018)
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| 48 |
Language Ecology in Cyprus, Sweden and Estonia: Bilingual Russian-Speaking Families in Multicultural Settings
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In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 107-117 ; 2399-9101 (2018)
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| 49 |
Europäische Wissensordnung im Schweizer Fremdsprachenunterricht (1961-1990) ... : Configuration européenne des savoirs et enseignement des langues étrangères en Suisse (1961-1990) ...
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| 50 |
English-only policy in an Australian ELICOS setting: perspectives of English students, teachers and academic management
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| 51 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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| 52 |
The Notion of Plurilingual and Pluricultural Competence in the Teaching of Foreign Languages in France
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| 53 |
Können die Experten das, was sie sollen? Schwachstellen des soziokulturellen Rahmenkonzeptes des BMZ
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In: Entwicklung und Zusammenarbeit : E + Z ; internationale Zeitschrift ; 33 ; 7 ; 4-5 (2018)
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| 54 |
An analysis of the changes to New York State commissioner's regulations part 154 and the impact on the landscape of English language education
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Marks, Caroline. - : State University of New York College at Fredonia, 2018
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| 55 |
Economic security as a factor of the stable development of a state ; Економічна безпека як фактор стабільного розвитку держави
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In: Economies' Horizons; No. 3(6) (2018): Economies' Horizons; 137-144 ; Економічні горизонти; № 3(6) (2018): Економічні горизонти; 137-144 ; 2616-5236 ; 2522-9273 (2018)
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| 56 |
THE WAR BETWEEN UKRAINE AND RUSSIA: A GEOPOLITICAL CONTEXT ; УКРАИНСКО-РОССИЙСКАЯ ВОЙНА: ГЕОПОЛИТИЧЕСКИЙ КОНТЕКСТ ; УКРАЇНСЬКО-РОСІЙСЬКА ВІЙНА: ГЕОПОЛІТИЧНИЙ КОНТЕКСТ
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In: Міжнародні відносини: теоретико-практичні аспекти; № 2 (2018); 13-21 ; International Relations: Theory and Practical Aspects; № 2 (2018): International Relations: Theory and Practical Aspects; 13-21 ; Международные отношения: теоретико-практические аспекты; № 2 (2018): Международные отношения: теоретико-практические аспекты; 13-21 ; 2616-7794 ; 2616-745X (2018)
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| 57 |
Repensando o lugar do livro nas relações internacionais : literatura e política externa brasileira na travessia de um país emergente
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From Language Policy to Pedagogic Practice: Elementary School English Education in Japan
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| 59 |
“Speak English”: Challenges of and Opportunities for Implementing National Education Language Policy in Rural Nicaragua
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Abstract:
The Nicaraguan Ministry of Education (MINED) developed a national language policy to include English as a required subject for the entire five years of secondary school. This case study explores how teachers implement English language mandates in public high schools in rural Nicaragua along with how they are supported by Ministry-provided resources, curriculum, and training. For students living in rural Nicaragua, educational opportunities are affected by the complex interaction of geographic, socioeconomic, and political influences. The traditional narrative of rural Nicaragua is one of scarcity – insufficiently developed infrastructure, a shortage of qualified teachers, inadequate resources, generational poverty, geographic isolation, and limited access to modern technology. This study adds a more nuanced perspective to this deficit narrative by exploring how educators draw upon existing resources to implement and expand upon the mandated language curriculum. This qualitative inquiry also highlights additional perspectives on how stakeholders, such as teachers, parents, students, and administrators, conceptualize the value and utility of English language education. Although the MINED articulates the purpose of English acquisition as a catalyst for greater engagement in a globalized economy, stakeholders express different views of its importance and usefulness to their everyday realities. The findings indicate that the MINED has provided increased support for English instruction by creating a complete English language curriculum, distributing new English textbooks for all grade levels, increasing access to technology, enhancing electronic resources through a well-designed educative portal, and establishing a system of regular collaborative planning meetings. Although these developments represent a significant improvement, there remain serious challenges regarding school infrastructure, large class sizes, integration of technology in rural areas, assessment of student learning, and linking English curriculums to the reality of college and career readiness. Students, parents, and school staff consistently express a strong belief that learning English is important and potentially useful in the four areas of university study, employment, intercultural communication, and immigration. Although students are highly motivated to learn English for future economic, academic, and social benefits, all stakeholders acknowledge that students are not proficient in English after five years of study in a rural high school.
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Keyword:
Education; Education policy; Foreign language education
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URL: http://hdl.handle.net/1903/20958
https://doi.org/10.13016/M21G0HZ11
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| 60 |
Foreign language portfolio and EU funded foreign language courses in Poland
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In: Lingua Posnaniensis, Vol 60, Iss 1, Pp 59-80 (2018) (2018)
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