The Key to Global Understanding: World Languages Education—Why Schools Need to Adapt

Tochon, François

doi:10.3102/0034654308325898

Cited by 42 publications

(49 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…During the last decade, a lot of research focuses on the inseparable nature and relationship between culture and language (such as Byram, 1997;Kramsch, 2001;Pulverness, 2003;McKay, 2003) which reflects that language learning grounded in culture may guide the learners to develop a sense of multiculturalism and they may have an improved sense of achievement in learning a foreign language (Byrnes, 2008;Rubio, 2007;Tochon, 2009). …”

Section: Relevant Studiesmentioning

confidence: 99%

English Language Teaching and Cultural Implications in Saudi Arabia

Farooq

Soomro²,

Umer³

2018

IJEL

View full text Add to dashboard Cite

Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching in Saudi Arabia. The data were collected from 121 (60 male and 61 female) teachers of different cultural background through a questionnaire on their perceptions and implication of teaching target culture in the classroom through English language courses. It was revealed that all teachers have knowledge about the aspects of the target culture to some extent, but how they deal with the target culture is affected highly by the curricular considerations and limitations.

show abstract

Section: Relevant Studiesmentioning

confidence: 99%

English Language Teaching and Cultural Implications in Saudi Arabia

Farooq

Soomro²,

Umer³

2018

IJEL

View full text Add to dashboard Cite

show abstract

“…Rhodes and Pufahl warn that while US high school foreign language programs have remained stable in the last decade, foreign language programs at the elementary and middle school levels have 'decreased substantially ' (2009, 7). Such findings are particularly troubling in light of the numerous benefits of a bilingual/multilingual education (Tochon 2009). …”

Section: Discussion: Policy Recommendations For Increasing Global Commentioning

confidence: 96%

Gaining global perspective: educational language policy and planning

Hanna

2011

International Journal of Bilingual Education and Bilingualism

View full text Add to dashboard Cite

Beginning with the passage of No Child Left Behind (NCLB), language-based educational policy in the United States has shifted toward an emphasis on English language acquisition and away from an emphasis on native language assistance. The English Language Acquisition, Language Enhancement, and Academic Achievement Act clearly mandates English language acquisition as the commanding objective of instructional programming for Limited English Proficiency (LEP) students. This paper addresses a critical question that emerges in light of this shift: Is it possible to develop educational language policies that effectively achieve global competition objectives and civil rights objectives concurrently? Using an ecological systems theory framework for examining education and language, this paper examines the current educational language policies of three globally competitive nations to delineate how each addresses language based social justice and language based civil rights. The policy analysis focuses on relevant literature from applied linguistics, research on multilingualism, and emerging technologies to evaluate educational language policies across the macro-spheres. Recommendations for educational language policies that may be capable of satisfying language based social justice objectives and language based civil rights objectives concurrently are discussed.

show abstract

“…Indeed, in their survey of 1,835 public elementary schools, Pufahl and Rhodes (2011) found that only 15% taught world language in 2008, a figure that represented a significant decline from a previous survey they had conducted in 1997, while 91% of high schools surveyed offered world language instruction (p. 261). This contrasts with the known benefits of starting world language education earlier in children's educational trajectory, as is done in many other countries (Pufahl et al, 2001;Tochon, 2009). In 1999, the Educational Testing Service Policy Information Center reported that, based on a national sample of students who graduated from high school in 1994, 74% of high schools represented in the study did not require any world language course work for graduation (Finn, 1999, n.p.).…”

Section: Introductionmentioning

confidence: 89%

Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

O'Rourke

Qiang

Rottman

2016

Foreign Language Annals

View full text Add to dashboard Cite

In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K–12 education. Only seven states require the study of a world language other than English as a prerequisite for high school graduation for all students. The majority of states do not include world languages as a requirement for high school graduation, but almost half include world language coursework as an option of fulfilling an elective graduation requirement. Overall, while there are some positive developments, principally the Seal of Biliteracy initiative, world language education is not prioritized in state‐level policies. Continued efforts, possibly at the federal level, are required to maintain and promote world language education in the United States

show abstract

The Key to Global Understanding: World Languages Education—Why Schools Need to Adapt

Cited by 42 publications

References 77 publications

English Language Teaching and Cultural Implications in Saudi Arabia

English Language Teaching and Cultural Implications in Saudi Arabia

Gaining global perspective: educational language policy and planning

Prioritization of K–12 World Language Education in the United States: State Requirements for High School Graduation

Contact Info

Product

Resources

About