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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Sprachliche Individualisierung mittels digitaler Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 140-153 (2022)
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Förderung des Bildungsspracherwerbs bei heterogenen sprachlichen Voraussetzungen im Unterricht mit digitalen Medien
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In: Haider, Michael [Hrsg.]; Schmeinck, Daniela [Hrsg.]: Digitalisierung in der Grundschule. Grundlagen, Gelingensbedingungen und didaktische Konzeptionen am Beispiel des Fachs Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 124-139 (2022)
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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The mediating role of parents and school in peer aggression problems ; Posredniška vloga staršev in šole pri vrstniškem nasilju
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In: CEPS Journal 12 (2022) 1, S. 169-188 (2022)
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The Ideological Stance of Multilingualism in Education in Malaysia in the Press 2000-2020
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 173-193 ; Multicultural Lingual and Multicultural Education (2022)
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Abstract:
The past 20 years have witnessed major shifts in language and education policy in Malaysia. This reflects a range of social, economic, and political forces that influence and shape the policymaking in this multi-ethnic and multicultural country. Past research has suggested that language and education policies in Malaysia tend to have two main stances and are generally related to Malay (the national language), English, Mandarin, and Tamil. One stance is related to issues of globalization and employability, and the other is related to national and ethnic identities. In view of these stances, this paper seeks to contribute to the discussion and debates on these issues by empirically investigating inherent ideological positions in official statements published in two newspapers in the past 20 years. Specifically, it adopts concepts from critical discourse studies, and uses methods from computational linguistics to examine official statements from a total of 30,508 Malaysian newspaper articles published between 2000 and 2020. The findings indicate that the role of Malay and national ideology, and the global positioning of English continue to be central concerns in the discussion of language and education in Malaysia. In addition, the importance of learning Mandarin is also emphasized. However, indigenous and minority languages are largely absent in the discourses on education policies in the country. The effects of this exclusion are already apparent in the shift to languages like Malay, Mandarin, and English as a first language, and the increasing number of languages considered to be under threat in Malaysia.
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Keyword:
Bildung und Erziehung; Bildungspolitik; Economics of Education; Education; Educational Policy; indigene Völker; indigenous peoples; language; language policy; Linguistics; Linguistik; Literatur; Literature; Literaturwissenschaft; Macroanalysis of the Education System; Makroebene des Bildungswesens; Malaysia; Mehrsprachigkeit; Minderheit; minority; multilingualism; rhetoric and criticism; Rhetorik; Science of Literature; Southeast Asia; Sprache; Sprachenpolitik; Sprachwissenschaft; Südostasien
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URL: https://doi.org/10.14764/10.ASEAS-0058
https://aseas.univie.ac.at/index.php/aseas/article/view/6347/6602
https://www.ssoar.info/ssoar/handle/document/76771
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| 7 |
Teachers' Perceptions of Cultural Contents in English Language Textbooks Used in Multicultural Classrooms at a Thai Primary School
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 227-241 ; Multicultural Lingual and Multicultural Education (2022)
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| 8 |
Difficulties and Challenges of Library and Information Science Students in Thesis Writing During the Pandemic
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In: Puissant ; 3 ; 353-365 (2022)
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| 9 |
Ethnic Content Integration and Local Curriculum in Myanmar
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In: ASEAS - Austrian Journal of South-East Asian Studies ; 14 ; 2 ; 155-172 ; Multicultural Lingual and Multicultural Education (2022)
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| 10 |
Towards Inclusion in Spanish Higher Education: Understanding the Relationship between Identification and Discrimination
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In: Social Inclusion ; 9 ; 3 ; 81-93 ; Inclusive Universities in a Globalized World (2022)
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| 11 |
"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
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| 12 |
Multilingual Education in the Republic of Kazakhstan: Problems and Prospects
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In: Social Inclusion ; 9 ; 1 ; 56-62 ; Social Inclusion and Multilingualism: The Impact of Linguistic Justice, Economy of Language and Language Policy (2022)
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| 13 |
University Applicants from Refugee Backgrounds and the Intention to Drop Out from Pre‐Study Programs: A Mixed‐Methods Study
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In: Social Inclusion ; 9 ; 3 ; 130-141 ; Inclusive Universities in a Globalized World (2022)
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| 14 |
Polymedia Based Instruction in Purposive Communication
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In: Puissant ; 1 ; 98-112 (2022)
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| 15 |
Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 16 |
Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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| 17 |
Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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| 18 |
Teacher Perceptions of Sociocultural Competence in Dual Language Education
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| 19 |
Studying languages in the times of COVID-19. Reflections on the delivery of teaching and learning activities and the year abroad
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In: Plutino, Alessia [Hrsg.]; Polisca, Elena [Hrsg.]: Languages at work, competent multilinguals and the pedagogical challenges of COVID-19. Research-publishing.net 2021, S. 105-111 (2021)
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| 20 |
Fühlen Denken Sprechen. Alltagsintegrierte Sprachbildung in Kindertageseinrichtungen
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In: Münster ; New York : Waxmann 2021, 196 S. - (Sprachliche Bildung; 7) (2021)
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