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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.
|Item Type:||Journal Article|
|Copyright Holders:||2011 Applied Linguistics Department University of Jyvaskyla|
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Ursula Lanvers|
|Date Deposited:||12 Dec 2011 17:18|
|Last Modified:||02 Aug 2016 17:36|
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