Medium of instruction ideologies: accommodation of multilingualism in the bilingual regime of Navarre

The management of bilingualism in the Spanish autonomous community of Navarre is a source of tension. The implementation of English medium of instruction in the public educational system has clashed with attempts to break with the linguistic territoriality regime by promoting Basque schooling. This paper brings together ideologies on English and minority languages and explores how political practice is intertwined with language policy and planning and language ideology. More specifically, it examines the institutionalization of language ideologies through language policy-making in education and, particularly, through medium of instruction. The paper begins with a description of the bilingual regime in Navarre and an examination of how ideologies have shaped and legitimized language policy in education. It then moves on to an analysis of both Basque and English medium of instruction ideologies that inform policy-making. This paper shows that the dynamics introduced by multilingualism in education have had a reinforcing effect on previous language ideologies on bilingualism and, ultimately, have aggravated the language dispute. Finally, it discusses how medium of instruction serves as a terrain for language competition and as part of a broader struggle for language policy and institutional power

Creative Destruction: Singapore's Speak Good English Movement

World Englishes203341-355WOEN

Dilemmas in ELT: Seeds of discontent or sources of transformation?

System283403-41

???Speaking English naturally???: the language ideologies of English as an official language at a Korean university

This study explores language ideologies of English at a Korean university where English has been adopted as an official language. This study draws on ethnographic data in order to understand how speakers respond to and experience the institutional language policy. The findings show that language ideologies in this university represent the institutional norms and expectations of English. The interpretive frame used to respond to the policy is best represented by the discourse of ???speaking English naturally'. While some informants are positive that the language policy will enable them to transform themselves into competent speakers of English, others are sceptical about the effect of the policy in everyday communication, including classroom activities and interaction with international members of the university. Hence, within the space of interactions demarcated by the university, the ideology of English hegemony has contradictory effects upon the patterns and the rationales of language choice in routine situations. This case study illustrates important dilemmas and confusion in social interactions that typically occur in Korea when spaces are designated for English use, because the space of English as an official language is primarily linked with the language ideology of monolingualism.clos