Literaturnachweis - Detailanzeige
| Autor/inn/en | Maraf, Baya; Vanci Osam, Ulker |
|---|---|
| Titel | The Smile Revolution (Hirak) as a Driving Force for an English 'Tidal Wave' and Foreign Language Policy-Making in Algeria |
| Quelle | In: Current Issues in Language Planning, 24 (2023) 2, S.179-200 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Maraf, Baya) ORCID (Vanci Osam, Ulker) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1466-4208 |
| DOI | 10.1080/14664208.2022.2039510 |
| Schlagwörter | Foreign Countries; Second Language Learning; English (Second Language); Language Planning; Educational Policy; College Students; Educational Change; Activism; Language Attitudes; Algeria |
| Abstract | The present study provides an insight into foreign language policy endeavour in Algeria. It responds to the concept of an English 'tidal wave' (Spolsky [2004]. "Language policy." Cambridge University Press), and uses Spolsky's ([2009]. "Language management." Cambridge University Press) social approach and Djité's ([1994]. "From language policy to language planning." National Languages and Literacy Institute of Australia) definition of language policy. The study is a qualitative research which relies on the contribution of 20 Algerian university students who are affiliated with eight Algerian universities, and on the researchers' observations, social media pictures, videos, social media comments, and news outlet reports. The study concludes that there is a 'seismic wave' of English language (in terms of beliefs, practices and demands) amid the smile revolution protests (hirak) that will give rise to a future tidal wave of English based on the bottom-up involvement of participants in the policy-making process. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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