Bilingual Education and Policy

Hélot, Christine; Garcı́a, Ofelia

doi:10.1017/9781108333603.028

Cited by 20 publications

(2 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similarly, the GBES document can be considered an expediency-oriented language policy (Wiley & Tollefson, 2013) as it favors the local languages more than the dominant languages; however, the extent of its usage is limited to 3 years with the unclear application of mother tongues beyond 3 years. Language programs based on the transition model aim to prepare the learners for the dominant language, unlike developmental programs where students develop their language and the dominant language for a very long period (Helot & Garcia, 2019). Therefore, the discourse within the document relates to language-as-right and language-as-resource ideologies.…”

Section: Findings and Discussionmentioning

confidence: 99%

Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents: What are the Existing Language Ideologies?

Khan

Zaki

2022

Sage Open

View full text Add to dashboard Cite

Language education policies contain discourses that have language ideologies embedded within them. This study explores the language ideologies in official language education policy documents of Pakistan from 2000 to 2020. Using Corpus Assisted Critical Discourse Analysis techniques, a 1.28 million-word-corpus was generated from 32 policy documents collected from official websites of UNESCO and the Ministry of Federal Education and Professional Training, Pakistan. The corpus analysis of frequency, collocation, and MI significance values were utilized to find out the typicality of topics and semantic preferences, while the concordance analysis revealed discourse prosody around the languages mentioned in the corpus. Moreover, seven documents were downsampled through dispersion plot. Discourse Historical Analysis was carried out on these documents based on discursive strategies of argumentation, predication, and perspectivization with reference to intertextuality and interdiscursivity. The findings show that English and to some extent Urdu occupy the ideological space related to education. The local languages were discussed in positive light, but they were marginalized in educational ideological space. The analysis also showed that the policies had underlying monoglossic ideology that can be seen having tolerance-oriented and expediency-oriented policy ideologies for local languages. This implies that the official policies of Pakistan marginalized the local languages in the discourse of language education. These findings invite policymakers to bring the local languages in the ideological space of education and introduce high level of ideological uniformity, consistency and goal setting for English, Urdu, and local/indigenous languages in the language-in-education policies of Pakistan that matches, captures and promotes the linguistic diversity in Pakistan.

show abstract

Section: Findings and Discussionmentioning

confidence: 99%

Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents: What are the Existing Language Ideologies?

Khan

Zaki

2022

Sage Open

View full text Add to dashboard Cite

show abstract

“…Today, bilingual education including English is even offered as early as three months in private day-care institutions in many European countries, attesting to the growing commodification of BE when it includes the English language (Caporal Ebersold, 2018). Hélot & García (2019) analyse BE according to the status of the languages involved, equal in the case of French and English in Canada for example, or unequal with Spanish and English in the US, because Spanish speakers have been minoritized and expected to assimilate. BE has also been known to give a new legitimacy to some languages.…”

Section: The Two Main Leps In Europe: Early Foreign Language Educatio...mentioning

confidence: 99%

Language education policies for young learners in Europe

Hélot

Bonacina-Pugh

2023

European Journal of Language Policy

Self Cite

View full text Add to dashboard Cite

She has published extensively in French and English on issues related to language in education policies, bi-multilingual education, intercultural education, language awareness, early childhood education, and children's literature and multiliteracy. Her latest co-authored book "Small is Multilingual: Language and Identity in Micro-Territories" was published by Peter Lang in 2020. She is the president of the French NGO D'une langue à l'autre

show abstract

Task-Based Language Teaching

冯凯月¹

View full text Add to dashboard Cite

show abstract

Bilingual Education and Policy

Cited by 20 publications

References 42 publications

Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents: What are the Existing Language Ideologies?

Corpus Assisted Critical Discourse Analysis of Pakistan’s Language Education Policy Documents: What are the Existing Language Ideologies?

Language education policies for young learners in Europe

Task-Based Language Teaching

Contact Info

Product

Resources

About