Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15995
Title: 
Priorities in English language education policy and classroom implementation
Authors: 
Keywords: 
English teaching
Acquisition planning
Assessment
Policy implementation
Teacher rationale
Student needs
Issue Date: 
2005
Citation: 
Silver, R., & Skuja-Steele, R. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4(1), 107-128.
Abstract: 
This report presents findings from the PPELE study of English language
instruction in classrooms in five countries and discusses how those findings relate to stated
governmental policies on language and education. Data from classroom lessons and teacher
rationale statements show that teachers are aware of policy initiatives related to language
education and to the potential longer-term needs of students for English. However, teachers
focus on immediate classroom priorities that influence daily lessons and give emphasis to student
learning. These findings support a multidirectional interpretation of language policy – derived
not only out of structural priorities and classroom priorities, but also influenced by the social and
personal dimensions of classroom teaching and by of teachers’ goals and beliefs.
Description: 
This is the final draft, after peer-review, of a manuscript published in Language Policy. The published version is available online at http://link.springer.com/article/10.1007/s10993-004-6567-1
URI: 
ISSN: 
1573-1863 (online)
1568-4555 (print)
Other Identifiers: 
10.1007/s10993-004-6567-1
Appears in Collections:Journal Articles

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