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Encuentros con la escritura en el ingreso a la educación superior: representaciones sociales de los estudiantes en seis áreas de conocimiento
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Humour loss in the Indonesian translation of Harry Potter and the Sorcerer's Stone
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Language learning motivation of students from a special educational school in Hong Kong
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Autonomy in teaching practice: Insights from Vietnamese English language teachers trained in Inner-Circle countries
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On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses
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Supporting online L2 academic reading comprehension with computer-mediated synchronous discussion and elaborative feedback
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Bown, A. - : The Reading Matrix, Inc, 2018
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Constructing identities online- an exploratory study of Saudi youths' strategies
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Language Outcomes at 7 Years: Early Predictors and Co-Occurring Difficulties
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Language education policy among the Association of Southeast Asian Nations (ASEAN)
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Language education policy and practice in East and Southeast Asia
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The Languages of Higher Education in East and Southeast Asia: Will EMI Lead to Englishisation?
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Direct teaching of vocabulary after listening: is it worth the effort and what method is best?
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Elaborative feedback to enhance online second language reading comprehension
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Bown, A. - : Canadian Center of Science and Education, 2017
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English as a lingua franca and its educational impact in Asia
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Actors and agency in academic language policy and planning
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Abstract:
Nearly two decades have passed since Kaplan and Baldauf [1997. Language planning from practice to theory. Clevedon: Multilingual Matters] drew attention to the dearth of language policy and planning (LPP) in higher education. Despite the continuing inflow of English as an additional language students into Anglophone universities, and a boom in English-medium instruction policies in non-Anglophone tertiary institutions [Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. British Council], LPP research remains relatively underdeveloped in higher education. We suggest that current understandings of academic language policy and planning in higher education would benefit from contextualised analyses of actors and agency [Chua, C. S. K., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 936–951). New York, NY: Routledge; Zhao, S. H., 2011. Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 905–923). New York, NY: Routledge; Zhao, S. H., & Baldauf, R. B. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems & Language Planning, 36(1), 1–24]. In order to address this gap, we conducted semi-structured interviews with 10 academic language program planners at different universities across Australia. We examined how the micro-level processes of program development and implementation were both constrained and enabled by the participation of different actor groups, operating at different levels (micro, meso, macro) and each with their own capacity to influence change. We conclude by arguing that coherent university-wide language policies, formulated by decision-making bodies representative of a variety of stakeholder groups and sensitive to program implementation needs at the micro level, represent a step towards improving the current situation. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1080/14664208.2016.1115323 http://hdl.handle.net/10072/99403
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