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Communication In Crisis: Foreign Language Learning on the Decline in a Globalising World
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- Author(s) / Creator(s)
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FLL is essential for preparing students for an interconnected world, yet its promotion faces challenges, some rooted in sociohistorical occurrences. This project examines the complex role of school leaders (SLs) and policymakers in promoting foreign language learning (FLL) within educational institutions. It also highlights the key role SLs play in addressing the challenges faced by foreign language teachers, including a lack of institutional support and the emotional toll this takes on their practice. It emphasizes the need for SLs to create supportive environments that foster FLL and meet the professional and emotional needs of said teachers. Motivational factors in FLL are explored, asserting that successful second language acquisition is driven by personal motivation and autonomy, not obligation. The study critiques policies that attempt to force FLL, advocating instead for environments where students connect language learning to their personal aspirations. Additionally, the project explores the sociohistorical context of FLL, particularly in Canada, where historical tensions between anglophone and francophone communities continue to shape language policies, underscoring the long-lasting effects of such policies. Recent legislative efforts, like Quebec’s Bill 96, illustrate their potential to hinder FLL. The aim of this project is to explore the attitudes of key stakeholders, particularly SLs and policymakers, toward FLL and to propose insights into how language policies can be reformed to create more inclusive and motivating FLL environments. Ultimately, it contributes to the discourse on global language education, advocating for policies that respect linguistic diversity and align with contemporary educational needs.
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- Date created
- 2025-04-07
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- Type of Item
- Research Material