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Assessment Policy in Teacher Education: Responding to the Personnel Implications of Language Policy Changes

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Abstract

This paper examines the response made by the University of Calgary to changes in Alberta’s language policy in its language teacher education programme. The paper outlines recent policy changes in Alberta aimed at developing language education in schools and then examines how such changes have had an impact on planning for the delivery of education for language teachers at the University of Calgary. The University’s response led to the development of a new assessment approach for selecting candidates for teacher education.

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... In this journal, for example, among articles published in the past decade, we found only one written specifically on teacher education policy: "Closing the Gap at Cherubini, Hodson, Manley-Casimir, and Muir (2010) evaluate the content and potential impact of a recent policy initiative in Aboriginal education issued by Ontario's Ministry of Education. There exist articles exploring teacher education policy in individual provinces, or sometimes in two provinces (e.g., Aitken, Webber, Lupart, Scott, & Runté, 2011;Grimmett & D'Amico, 2008;Naqvi & Coburn, 2008;Young & Boyd, 2010;Young, Halb, & Clarke, 2007). However, the only substantive cross-comparative study we located on teacher education programs in Canada presents a partial overview of teacher education in certain provinces (Crocker & Dibbon, 2008);4 noticeably absent from this report is any discussion of teacher education policy. ...
... Another pivotal policy that has affected recent teacher education is the change made to Alberta's language policy in 2006, which mandated that every Grade 4 student enroll in a second language class. This has so far resulted in changes to the training of teachers throughout the province and was documented in at least one teacher education program (Naqvi & Coburn, 2008 ...
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This paper empirically investigates Grimmett's (2008, 2009) thesis that recent Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization resulting from a neoliberal policy environment. Specifically, we examine teacher education governance, policy reform, and political context from 2000 to 2010, across four Canadian provinces: Alberta, British Columbia, Manitoba, and Ontario. Our paper highlights the presence of deregulation and professionalization in Canadian teacher education policy while also revealing additional opposing force. We provide an overview of the policy context in US teacher education as a point of reference.
... Разом із тим, не зважаючи на досить невелике навантаження на майбутніх фахівців, університети штату намагаються утримувати якість освіти на гідному рівні [94]. ...
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... There seemed to be a subtle tension between the Vepsian activists in Petrozavodsk and the former school teacher in Šoutjärv' and this did not foster cooperation nor did it benefit the teaching outcomes. Instead, it is important to foster mutual trust since the relationship among the various agents involved in a revival movement decays when there is lack of trust (Navqi and Coburn 2008). Such a situation seems to have changed once Anastasiya Evtushenko took on the role of Vepsian teacher at the school, given her long-term relations and friendship with the activists from Petrozavodsk. ...
... There seemed to be a subtle tension between the Vepsian activists in Petrozavodsk and the former school teacher in Šoutjärv' and this did not foster cooperation nor did it benefit the teaching outcomes. Instead, it is important to foster mutual trust since the relationship among the various agents involved in a revival movement decays when there is lack of trust (Navqi and Coburn 2008). Such a situation seems to have changed once Anastasiya Evtushenko took on the role of Vepsian teacher at the school, given her long-term relations and friendship with the activists from Petrozavodsk. ...
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In South Africa where, according to Statistics South Africa (2013), some 25 languages are used on a daily basis, the need for a language policy for managing language diversity became evident after the first democratically elected government took office in 1994. The new government was committed to the promotion of constitutional multilingualism and the protection of language rights as a vehicle to push for social transformation.
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Contributors. Acknowledgements. Preface. Introduction. Language Planning in Japan. Language Planning in the Two Koreas. Language Planning in Taiwan. Language Planning in the Philippines. Language Planning in Indonesia. Language Planning in Malaysia and Brunei Darussalam. Language Planning in Singapore. Language Planning in Australia. Language Planning in New Zealand. Language Planning in Melanesia. Language Planning in Perspective. References. Appendix A: Maps of the Pacific Basin. Author Index. Content Index. Language Index.
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Presents a collection of 24 theoretical and empirical studies on language planning policy, modernization, and education. Topics include cultural and cross-cultural linguistics and language issues, the theory and definition of language planning, language standardization in Africa, the effects of mass opinion on language policy, and problems in implementing a langauge policy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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In the United States, language ‘rights’ have been tethered to ethnic or racial entitlements as a means to redress historical patterns of discrimination and exclusion. The perception that language ‘rights’ are about the redress of past wrongs has had negative effects on efforts to gain broad public support for the teaching and maintenance of languages other than English. The language-as-resource orientation (Ruiz 1984) is considered as an alternative to a language rights approach. However, analysis of texts produced by advocates of the heritage language movement reveals the shortcomings of the language-as-resource metaphor in advancing broad-based support for the teaching, maintenance, and use of minority languages in the U.S. While efforts to promote heritage language education as a national strategic priority may result in short-term governmental support, wider and more sustained popular support for such programs will require significant modifications in the underlying values and ideologies about the status and role of languages other than English in education and public life.
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