Language in Education Policy 1997. Government No- tice No. 282, Vol. 1997. Pretoria: South African Department of National Education.Kruger. H. (2009) Language-in-education policy, publishing and the translation of children's books in South Africa, Perspectives: Studies in Translatology, 17:1,...
Much recent research examines how teachers navigate language policy in dual language bilingual education (DLBE) classrooms (Cervantes-Soon et al., 2017; Palmer & Martínez, 2013). While previous work has illustrated that teachers’ language use is v...
Language policy in education as an instrument for the promotion of hegemony has been utilized by nation‐states over the course of the past five centuries. The scholar Antonio de Nebrija, through the promotion of his Castilian Grammar, was among the first to advocate for overt instruction in a...
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Although there is an extensive and growing literature that addresses issues related to most aspects of language-in-education policy in South Africa, one area in which the literature remains fairly sparse has been that of the implications of current government policy for South African Sign Language ...
2003. The influence of language policy in Education on Mathematics classroom discourse in Malawi: the teacher's perspective. Teacher Development: an international journal of teachers' professional development, 7(2).Kaphesi, E. 2003. The Influence of Language Policy in Education on Mathematics ...
Keyword(s):English;globalisation;internationalisation;language policy;language practice;mother tongue-based education;Philippines Most Cited Individual agency in language planning: Chinese script reform as a case study Author(s):Zhao ShouhuiandRichard B. Baldauf, Jr. ...
The birth of language policy and planning (LPP) as a discipline located "language problems" in the newly decolonized "Third World". However, it did not take long to realize that the "developed world" also shared these problems, particularly related to minority communities whose languages as ...
The formulation of language education policy is normally guided by a combination of needs and needs‐discourse: a new ‘vision’ of the state, economic shift, talk of ‘crisis in education’, residual loyalties to the past or, conversely, to what Raymond Williams (1977) termed ‘emergent ideol...
Teachers in Timor-Leste are regarded by policymakers as the mere facilitators of the process of implementing Tetum and Portuguese language-in-education policy within the education system. Through the analysis of interview data presented here, I show that teachers assumed this role and shared the ...