Planning language teaching: An argument for the place of pedagogy in language policy and planning

Diallo, Ibrahima; Liddicoat, Anthony J.

doi:10.1080/18334105.2014.11082024

Cited by 16 publications

(8 citation statements)

References 7 publications

(3 reference statements)

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“…A similar conclusion was made by researchers in Malayasia (Zahedpished, Abu Bakar, and Saffari, 2017), who argued that curricula in the international hospitality industry should be catered to the specific needs and wants of students, in actual situations where the language will be utilized. Finally, as Diallo and Liddicoat (2015) have argued, government officials also need to revise languagelearning policies at the national level, so that English is integrated into all educational curricula.…”

Section: Literature Reviewmentioning

confidence: 99%

English Language Proficiency in the Hospitality Industry of Western Ukraine: Pedagogical Challenges and Promises

Poznanskyy

Davis

2021

RREM

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This study measures the English proficiency levels of hospitality workers in the Ivano-Frankivsk region of Western Ukraine. It also compares English proficiency levels among hospitality workers in resort areas, urban cities, and rural communities. The authors believe the hospitality industry in the region falls short of its potential due to the rudimentary English language skills of its workers. As sociologist Pierre Bourdieu (1991) has argued, linguistic capital is a form of cultural capital, and this is certainly true in the hospitality industry. Although some language skills improvements have been made in the past decade, many hospitality workers in Western Ukraine, particularly in non-resort areas, do not exhibit even a basic mastery of English. After summarizing the main research findings, recommendations are made regarding possible pedagogical solutions to the current language skills problem. For English proficiency levels to sufficiency improve, curriculum changes will be necessary at the primary, high school, and university levels. University students enrolled in tourism and hospitality programs would also directly benefit from immersion learning opportunities, including on-the-job training abroad. These findings and recommendations have international significance, as hospitality programs everywhere could benefit from the adoption of more proactive and rigorous English language instruction programs.

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Section: Literature Reviewmentioning

confidence: 99%

English Language Proficiency in the Hospitality Industry of Western Ukraine: Pedagogical Challenges and Promises

Poznanskyy

Davis

2021

RREM

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“…The instructors' role is significant in influencing language policy in education positively or negatively. Diallo & Liddicoat (2015) indicate that language policy and language teaching (the implementation) are connected intricately. Teachers' profiles, training, attitudes are entangled in shaping their practices.…”

Section: Tamazight In the Algerian Schoolsmentioning

confidence: 99%

Teaching Tamazight in Mostaganem: Challenges and Perspectives

BELKHIR

ABDELHAY

2019

SSRN Journal

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Teachers are crucial agents of any language education planning as they can make it succeed or fail. In this article, we intend to provide state of the art, concerning teaching Tamazight in Algeria through a case study. We conducted research in Mostaganem city where Tamazight is introduced in 9 primary schools. This investigation aims to study the role of Tamazight teachers' entryprofiles and the challenges they are facing. We collect data by employing questionnaires and interviews. These research methods help to give insightful information about the reality, needs, and challenges of Tamazight's instructors. The findings reveal that educators need training, and involvement of specialists to arrange the contexts where Tamazight is being introduced (attitudes). So, more efforts should be spent to improve the situation for achieving the objectives behind the formulation of the Tamazight policy.

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“…Language policy in the field of education often does not pay attention to readiness and implementation in society, which means that the facts about the English language eloquence of the community in welcoming the EMI program often do not meet the EMI application requirements in the university. However, policies have been taken to implement EMI (Diallo & Liddicoat, 2014). Araminta and Halimi (2015) reported that from the needs analysis carried out at the Faculty of Engineering at the University of Indonesia, it was concluded that students need a program which can develop their English skills not to teach them English.…”

Section: B Emi In Higher Education In Indonesiamentioning

confidence: 99%

The Implementation of English in Higher education in the context of ASEAN Economic Community (AEC) in an International Accounting Department

Fauzanna¹

2018

Proceedings of the Sixth International Conference on Languages and Arts (ICLA 2017)

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Abstract-In response to the need to use English in the context of the ASEAN Economic Community (AEC), the IndonesianMinistry of Research and Technology and Higher Education has required that universities offer a bilingual curriculum in selected disciplines (Farmita, 2014) for the economic benefits for students and institutions (Shohamy , 2014). It is believed that English as a medium of instruction (EMI) would support internationalization of the higher education sector and would be advantages in competition within the region. Implementing a bilingual curriculum is especially complex in Indonesia, where a majority of the public speaks a local language as their first language and must master Indonesian to participate fully in the public realm. This study aims to evaluate an EMI program in an international Accounting Department. Document analysis and survey are conducted to reveal students' perspectives on the implementation of the program. This study finds that the program has been very supportive for students, regarding the bilingual activity and enough exposure to English . The limitation is in the support from the university regarding the facilities, improvement in teaching and learning methods.This studywill serve as the basis for more effective language teaching and program implementation in the context of AEC.

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Planning language teaching: An argument for the place of pedagogy in language policy and planning

Cited by 16 publications

References 7 publications

English Language Proficiency in the Hospitality Industry of Western Ukraine: Pedagogical Challenges and Promises

English Language Proficiency in the Hospitality Industry of Western Ukraine: Pedagogical Challenges and Promises

Teaching Tamazight in Mostaganem: Challenges and Perspectives

The Implementation of English in Higher education in the context of ASEAN Economic Community (AEC) in an International Accounting Department

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