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Beneficiary voices in ELT development aid: ethics, epistemology and politics
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The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
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Language choice in peer interactions and the role of peers in minority language maintenance : acase study from Vietnam
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Teaching English to the test: why does negative washback exist within secondary education in Bangladesh?
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7 |
English as a medium of instruction and the discursive construction of elite identity
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8 |
Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity
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9 |
Economics of English: Examining the Demand for English Proficiency in the Vietnamese Job Market
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12 |
Bilingualism as a resource: language attitudes of Vietnamese ethnic minority students
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13 |
The spread of private tutoring in English in developing societies: exploring students’ perceptions
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14 |
Subtractive schooling and identity: a case study of ethnic minority students in Vietnam
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15 |
Language choice, identity and social distance: ethnic minority students in Vietnam
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16 |
English-in-Education Policy and Planning in Bangladesh: A Critical Examination
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Abstract:
This chapter draws on critical perspectives on language policy and planning and language-in-education policy implementation framework to provide an overview of the history of English language education policies, policy implementation and their outcomes in Bangladesh. It traces the factors that have influenced the policies, their implementation and their rather dismal outcomes. The chapter describes the socio-political and sociolinguistic contexts within which Bangladeshi education is located, providing a historical overview of English in education policy from British colonial rule to Pakistani rule to the post-independence period. It then explores the status of English language education within the Bangladeshi education system and describes the various actors that have shaped English language teaching policy and practice within Bangladesh. The section that follows explores policy outcomes and the complex set of factors which have hindered the successful implementation of quality English language teaching in Bangladesh. We draw our conclusion at the end, which also includes a set of recommendations for policy implementation in the country.
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URL: http://oro.open.ac.uk/45200/ http://www.springer.com/br/book/9783319224633 https://doi.org/10.1007/978-3-319-22464-0_2
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17 |
Globalization, English language policy, and teacher agency: focus on Asia
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"A fair go for all?' Australia's language-in-migration policy
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20 |
Foreign language policies in Asia and Australia in the Asian century
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