Language Education Policy in England : Is English the elephant in the room?

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Show simple item record Lanvers, Ursula 2011-12-19T08:57:59Z 2011-12-19T08:57:59Z 2011
dc.identifier.citation Lanvers, U. (2011). Language education policy in England : Is English the elephant in the room? Apples – Journal of Applied Language Studies Vol. 5, 3, p. 63-78
dc.identifier.issn 1457-9863
dc.description.abstract This paper offers a critical review of language education policies and the state of language education in England over the last decade (2000-2010), which has been characterised by a bewildering array of initiatives to promote language learning, year-on-year improved grades of school exams, and language education policies showing little coherence. Conversely, both media and student voices on the subject of language learning in the UK reveal high awareness of the UK’s poor performance relative to other EU countries. This picture is interpreted within the context of Global English, proposing that a tacit assumption that English is enough offers a coherent explanation of current practices and policies. Citing economic, cultural and political arguments, the conclusion illustrates the costs to the UK of this dangerous assumption and proposes some strategies that might help to counter complacency towards language learning in the UK. en
dc.language.iso eng
dc.publisher Centre for Applied Language Studies at the University of Jyväskylä
dc.relation.ispartofseries Apples - Journal of Applied Language Studies
dc.rights © 2011: The author
dc.rights openAccess fi
dc.subject.other language education policy fi
dc.subject.other Global English fi
dc.subject.other language learning fi
dc.subject.other United Kingdom fi
dc.title Language Education Policy in England : Is English the elephant in the room? fi
dc.type Article en
dc.identifier.urn URN:NBN:fi:jyu-2011121911823
dc.subject.kota 612
dc.description.reviewstatus peerReviewed

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