Interface between English Language Education Policies and Practice: Examples from Various Contexts

Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
1: English Language Policies and Practice in the World: From Problems Toward Solutions
	Introduction
	English Language Policies and the EMI Question
	Change Processes in ELT Policy
	Where Policy Becomes Irrelevant and Practice Steers the Wheel
	Teacher Involvement in Policy Innovation
	Conclusion
	References
Part I: Change Process in ELT Policy
	2: Teaching at—Not to—the Middle in Japan: Examining How ELT Policies Aimed at Extremes Influence Mid-Tier Institutions
		Introduction
			Mid-Range Deviation Scores
		MEXT and ELT
			Remedial Education
			ELT in Mid-Tier Institutions
		Methodology
			The Survey
		Results and Discussion
			RQ1: How Aware Are Faculty Members of MEXT’s Current Policies?
			RQ2: How Have English Language Teachers Evaluated MEXT’s Policies for Their Own Faculties?
		Conclusion
		References
	3: The Implementation of the 4+4+4 Educational Policy in Turkey: Reflections from English Classrooms
		The Global Status of English and the 4+4+4 Policy
		Research on ELT Policy
		English Instruction in Turkey
		Methodology
		Results
			RQ1: What Is the State Primary School English Teachers’ Educational Backgrounds Regarding TEYL?
			RQ2: What Are Teachers’ Perceived Pedagogical Weaknesses?
			RQ3: What Are Teachers’ Perceived Needs for More Effective Teaching Practices?
			RQ4A: How Do the Teachers Put Policy into Classroom Practice in Terms of the Frequency of Activities?
			RQ4B: How Do Teachers Put the Policy into Classroom Practice in Terms of Achieving Success in a TEYL Classroom?
			RQ5: What Challenges Do Teachers Face in the Implementation of the 4+4+4 Policy?
			RQ6: What Are Teachers’ Evaluations Regarding New 2nd-, 3rd-, and 4th-Grade Curricula?
		Discussion
		Conclusion
		References
	4: Teachers’ Appreciation of ELT Policies and Practices in Egypt
		Introduction
		Background
			A Retrospective of Egyptian History and Its Ministry of Education
			English Language Policies
			School Types, MoE Authority, and ELT in Egypt
		Methodology
			MoE Process and Practice: A Proposal for a Critical Lens
			Participants
			Interviews and Data Analysis
		Results
			Teaching to the Test
			Context
			Portfolios
			Professional Development
			Teacher Voice
			Low Salary
			Views of Reforms
		Discussion
		References
	5: ELT Policies in Multilingual Contexts: An Analysis of Rural-Urban Experience in Ghana
		Introduction
		Language-in-Education Policy Reform and Implementation in Africa and Ghana
		Methodology
		Findings
			English and Twi in the Classroom
			Mode of Enforcing English Speaking
			Adherence/Resistance to English-Only Policy
			English for Inter-ethnic and Global Interaction
		Discussion and Conclusion
		References
Part II: Practice Steering the Wheel
	6: Integrating Communicative Language Teaching Activities in Overcrowded Classrooms: Policy and Practice Issues in South Sudan Secondary Schools
		Teaching and Learning in Overcrowded Classrooms
			Large Classes and Communicative Language Teaching
			The Purpose of the Study
		Methodology
		Results and Discussion
			RQ1: Teachers’ Perception of Class Size and Challenges Faced
				Challenges Faced
				Physical Factors
				Classroom Processes
				Assessment and Feedback
			RQs 2 and 3: Strategies and Success
				Managing Limited Classroom Space and Time
				Engaging Learners
				Encouraging Interaction and Language Practice
				Interaction and Language Practice
				Dealing with Lack of Teaching Materials
		Conclusion
		References
	7: ELT Policies and Practices in Superdiverse Central Ohio: From “Flexible” to “English-Centric”
		Introduction
			Radically Languaculturally Sustaining Theory and Practice
		Methodology
		Findings
		Discussion and Conclusion
		References
	8: English Language Teaching in Colombia: From Policy to Reality
		Prelude
			Escuela Nueva
			Programa Nacional de Bilingüismo
		Responsible ELT
			Awareness of the Hegemony of English
			Critical Language-Policy Research
			Resistance
		Methodology
			Research Questions
			Setting
			Octavio Calderón
			Participants
			Interviews and Coding
		Findings
			English as the “Universal Language”
			Misinterpretation of 1994 General Law of Education
			Unrealistic Expectations of English Proficiency Levels
			Policy Inhibiting English Learning
			Top-Down Policy
			Role of Escuela Nueva in English Learning
		Discussion
		Conclusion
		References
	9: Broken Promises? The Florida Consent Decree, Multilingual Learners in Mainstream Classes, and Assimilationist Practice
		Introduction
		Previous Inquiries and Research Questions
		Methodology
			Phase I: Observations
			Phase 2: Qualitative Codebook—ESOL Strategies and Approaches
				Proficiency
				Lesson Preparation
				Code Breaking
				Connection: Building Background
				Culture
				Comprehensible Input
				ESOL Strategies
				Classroom Interactions, Community, and Collaboration
				Challenges
			Phase 3: Data analysis
		Results
			Which ESOL Strategies Are Currently Implemented in Mainstream Classrooms?
			To What Extent Are Mainstream Teachers with ESOL Credentials Making Use of ESOL Strategies in Their Classrooms?
				Proficiency
				Lesson Preparation
				Code Breaking
				Connection: Building Background
				Culture
				Comprehensible Input
				ESOL Strategies
				Classroom Interactions, Community, and Collaboration
				Challenge
			MLL-Focused Versus All-Students-Focused Strategies
		Conclusion
		References
Part III: Teachers’ Position in Policy Innovation
	10: Policy on Global Issues in Sub-Saharan Africa: A Possible Role for ELT from Examples in Guinea Bissau, Senegal and DRC
		Introduction
		Why Global Issues in ELT?
			On Policy Reforms
		The ELT Context in Guinea Bissau, Senegal and DRC
		‘Global Issues’ in the Educational Policies
			The Voices of Teachers and Learners
		Suggested Materials and Resources
		Conclusion
		References
	11: English Language Proficiency for All University Graduates Stipulated by Law: A Realistic or Idealistic Goal? An Appraisal of a Tertiary ELT Policy from Montenegro
		Introduction
		ELT Policies
			ELT Policies at Tertiary Level Around the World
			ELT Policies at Tertiary Level in Europe
			ELT Policy at Tertiary Level in Montenegro
		Research Aims and Methodology
		Results and Analysis
			First Survey: The Opinion of Content Teachers
			Second Survey: The Opinion of EFL Teachers
			Third Survey: The Opinion of Students
			Problems in Implementing the Policy
			Results Achieved So Far Under This Policy
		Discussion
		Conclusion
		References
	12: Assessing Teachers’ Perceptions of Relevant ELT Policies in Cameroon
		Introduction
		Key Issues in English Language Education Policy Innovation
		Transportation
		Beliefs
		Training and Continuing Professional Development (CPD)
		Willingness to Adopt/Change Policy
		Teachers’ Opinions in Policy Innovation
		Context of the Study
		Methods
		Raising the Value of English to Learners
		Teacher Responsibility
		Curriculum Reforms
		Human Capital Resources and CPD
		The Relevance of Teachers’ Opinions in Policy Innovation
		The Link Between the Suggestions
		Conclusion
		References
Part IV: Interface
	13: So … What’s the Interface? The Specter of Smush and Poof
		Introduction
			Starting from Rather than Looking to the Global South
		Methodology Perspective
		Two Key Overarching Themes
			Administrators Aim High for Content and English
			Typical EMI Scenario
		Smush and Poof!
		Bullying
			Administrative Expectations of Poof!
			Large Classes
			English Proficiency as Gatekeeper
		So … What’s the Interface?
			Language Practices Generally Ignored
			Colonial Schooling and “Epistemic Violence”
		Critiques of EMI
		Solutions/Future Inquiry
		References
Index