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May 11, 2009 / andreasterzuk

Implicit and Explicit Language Policies

The Faculty of Education at the University of Regina (where I am a faculty member) has a language competence policy statement. I’m okay with the idea of a language policy because I agree with the position that “if you don’t have explicit language policy, you have implicit language policy” (Neville Alexander in Brogden, 2009).

My faculty policy, though, feels like a 20th century document that doesn’t fit with the type of communication skills that I see as necessary for 21st century times.  As such, my faculty is looking to expand our definitions of meaning-making, explore what counts as legitimate  English in globalized times, and re-examine what sorts of supports are in place for students. These changes are necessary in terms of our students’ educational experiences but also have real implications for the types of practices they implement in their future classrooms.

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