Language Policy in the Tertiary Context

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Abstracts

Language Policy in the Tertiary Context: Challenges and Creative Responses
This colloquium draws together a wide range of perspectives on the issues of the broader language policy consequences of adopting English as medium of instruction in higher education, while also paying attention to the reality of the use of English as medium of education in schools. The main strands of reflection that will be built into the colloquium are geographic (European and Asian, SE and N Asian, East and West European), institutional (Ministers of Education, Regional Organizations, Parliaments, Universities and Schools), and also interpretive perspectives (those of scholarly research and those of policy implementation and politics). This rich array of angles from which to view English and its connections with and consequences for other languages in multi-lingual, multi-script and multi-cultural societies today aims to expose technical, efficiency, identity, ideological and developmental rationales for the adoption and use of English to scrutiny and to stimulate discussion of language policy. We are aware that while there are regional and continental differences that condition local practice, there are also shared global features from which we can all profit by learning about and discussing.

English, Asia and Education Perspectives from the Philippines and SE Asia
by Dr Edilberto C. de Jesus

The multiplicity of languages spoken in Southeast Asia has historically presented a problem for the governments of the region. For the colonial powers, the central concern was language as a tool for administration and control and they approached the problem in different ways. The fact that they brought their own language into the region further complicated the linguistic situation. Managing linguistic differences became a more difficult issue for the post-colonial governments, which had to worry about strengthening the cohesion among different ethnic and religious communities. The new dimension of this problem is the emergence of English as the dominant language of commerce and technology in the world and the region’s de facto lingua franca. The need to promote a national language as a unifying element for the country remains. But governments must also help their people learn English to enable them to compete in an increasingly globalized market. The concern for bilingual competence thus places a double burden on the school system. In many countries, however, governments cannot deal with the language problem effectively until they address the more fundamental education problem.

English and Education: Perspectives from Applied Linguistics: Academic Language Testing in the UK
by Prof Alan Davies

The paper argues that developments in academic language testing in the UK since 1950 have been strongly influenced by Applied Linguistics. This influence has publicly validated academic language tests to the extent that they have acted as a de-facto language policy. Two questions are addressed in this paper: what makes a good test and what is academic language proficiency? For the first, it is concluded that for prediction alone, grammar is good; for face validity in academia (especially with subject specialists), an ESP approach is good. For general appeal, we would favor IELTS because a language proficiency test needs more than prediction. Prediction, we might say, is only one part of what an academic language proficiency test is for. It also needs such qualities as communicative ability, efficient delivery, being well-maintained and research-led, having monitored impact so that it can be welcomed with the seriousness it deserves by admissions officers, government officials, employers, and by the candidates themselves. For the second question, academic language proficiency is the language of argument, of analysis and of explanation and reporting, in all cases not being specific to any particular academic area. It is skilled literacy and the ability to move easily across skills. In other words, it is the literacy of the educated and it accepts the construct of there being a general language factor which is the case for all those entering higher education, whatever specialist subject(s) they will study. The norms and control provided by academic language tests are social facts which effectively take the place of an official language policy.

Teaching Science in English in Higher Education in Malaysia: Sufficient Supportive Structures and Systems?
by Prof Saran Kaur Gill

Public universities in Malaysia have experienced a major change in language of instruction from Bahasa Malaysia to English for science and technology. This has resulted in a major challenge for academics, particularly those who have been educated in the Malay medium and have been teaching in Bahasa Malaysia all these years. It is these academics who need support not only linguistically but also pedagogically to cope with the new change in medium of instruction. This paper aims to examine the implementation realities of teaching science in English, with a focus on the nature of the preparatory pedagogical training. In addition, these academics face another challenge. This arises as a result of the new status of universities as research universities which places tremendous pressure on academics to actively participate in research projects and ensure the relevant outcomes. The demands of research have to be dealt with simultaneously with their teaching responsibilities. As a result, many academics find themselves being pulled in these two varying directions. Therefore, this paper will examine the institutional structures and systems in place that assist academics to face the challenges of both teaching and research and ensure greater harmony in these dual activities.

Language Policy and Higher Education: Perspectives from Australia, the US and Europe
by Prof Joseph Lo Bianco
Few higher education institutions declare a formal language policy and even fewer engage in any of the processes of formulation of language policy which are conventionally associated with the practice and 'science' of language planning. Yet, of all institutions higher education is one in which the very practice of the core business implies and daily instantiates and enacts language decisions. This paper will look at some attempts to formalize language policies in higher education institutions, taking examples from Australia, the UK and the USA, policies that are wide-ranging and policies that are more narrowly targeted, and discuss what is gained and lost in the formalization of the activity.

 

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