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Priorities in english language education Policy and classroom implementation

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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 teachers’ goals and beliefs.

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Abbreviations

EL:

English language

PPELE:

pedagogical practices in English

TL:

teacher’s log

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Authors and Affiliations

  1. National Institute of Education English Language and Literature, Nanyang Technological University, 1 Nanyang Walk, Block 3, Rm 100, Singapore, Republic of Singapore, 637616

    Rita Elaine Silver & Rita Skuja Steele

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  1. Rita Elaine Silver
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  2. Rita Skuja Steele
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Correspondence to Rita Elaine Silver.

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Silver, R.E., Steele, R.S. Priorities in english language education Policy and classroom implementation . Lang Policy 4, 107–128 (2005). https://doi.org/10.1007/s10993-004-6567-1

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  • DOI: https://doi.org/10.1007/s10993-004-6567-1

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