Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The…

Nigeria and Ghana are two Anglophone countries in West Africa that have adopted the teaching of the French language in their education systems because of their proximity to francophone countries and the necessity for regional integration. Whereas the language has gained some official status in the national curriculum (National Policy on Education)…

This policy analysis will explore the prevalence and purpose of compulsory practical English courses for students across all faculties in universities in Japan. Special attention will be given to English courses taught in two non-English major colleges within a large private Japanese university in Western Japan, which since their inception have…

Louisiana is currently the only state in the United States that requires foreign language (FL) study for some, but not all of their high school students, and these requirements are undergoing seismic changes. Considering that "geographic," "economic," and "integration" factors contribute to whether a school can…

China's impressive growth over the last three decades warrants the need to re-evaluate the position and positioning of English in the country's educational system. For long, English has been taught and learned compulsorily alongside Chinese and maths in primary and secondary schools in the mainland of China. It was not until recent years that the…

This article reviews the existing literature concerning the policy of English for Young Learners (EYL) and its implementation in ASEAN state members. The source of the review comprises peer-reviewed journal articles, conference proceedings, book chapters, research reports, official government documents, official websites, and newspaper articles…

The aim of this study is to explore whether latent classes, i.e. subgroups of students, representing specific motivational profiles can be found among learners of different foreign languages (L2s) in Finnish comprehensive schools. The focus is on whether motivational profiles are different for learning a compulsory foreign language (English) or an…

This small scale ethnographic study is carried out in a public school of Kaski district in order to explore pedagogical practices from the perspectives of primary teachers as a course requirement of M Phil in Education Studies from Graduate School of Education, Tribhuvan University. Interview with three primary teachers was taken along with…

In view of the importance of increasing multilingualism in the United States, the current study examined state policy for high school graduation requirements in the 50 states and the District of Columbia as an index of the way in which the study of world language is positioned and prioritized in K--12 education. Only seven states require the study…

CLIL (Content and Language Integrated Learning) was introduced in the Italian school system in 2003 through a Reform Law, which made it mandatory for upper secondary schools. This paper is aimed at describing the most important steps of this innovation, with the relevant implications for policymakers, teachers and students. Italy's CLIL mandate is…

Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was…

This paper takes stock of the state of language learning in the UK, as the country teeters on the edge of Brexit and becomes used to being led by the first Prime Minister in over 50 years to have studied Languages at university. The author, Megan Bowler, a Classics student at the University of Oxford, looks at the broad benefits to individuals,…

This paper explores the policy development supporting the implementation of English language teaching (ELT) in Chile at primary level over the last two decades. This policy--which made English instruction compulsory for all Chilean students from fifth grade--has had to deal with a series of significant challenges since its introduction. One key…

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three…

Recent modifications to the Turkish educational system have mandated that instruction in English begin in the 2nd grade, rather than the 4th grade, as was previously required. Consequently, substantial modification of the elementary (2nd through 8th grade) English language teaching program has been carried out in order to accommodate this change.…