Although most international organisations are, in principle, multilingual, the ten-member Association of South East Asian Nations (ASEAN) has adopted a radical approach by operating monolingually, ostensibly for convenience and pragmatism. In order to provide an evaluation of the ASEAN policy context, this paper compares and contrasts ASEAN to two…

Over the past few decades, many Southeast Asian governments have promoted English language education (hereafter ELE) as a linguistic pathway for developing human capital and improving global economic competitiveness of their nations. However, Kirkpatrick (2017. Language education policy among the Association of South East Asian Nations (ASEAN).…

As global language policy, English language teaching (ELT) development aid is as old as the field of language policy and planning. Contemporary discourses of ELT aid management acknowledge voices of project beneficiaries such as teachers. Beneficiary testimonials may satisfy the neoliberal demand for accountability, efficiency and evidence of…

The Common European Framework of Reference for Languages (CEFR) has long been considered a global policy in language education. It has been borrowed and adopted by different polities across the world. However, it is still not clear why the CEFR, intended for European usage, has become a ubiquitous tool for overhauling the quality of teaching and…

This article examines a group of Vietnamese ethnic minority students' language attitudes towards formal and informal language policies of the domains of school, church and ethnic community and towards their individual bilingualism. Multiple semi-structured interviews with eight college-age minority students are used as the main source of the data.…

Learner autonomy (LA) is generally accepted as an important goal, either explicit or implicit, in language education policies across polities. Fostering LA in educational settings primarily depends on the role of teachers in enacting macro-level policies at the micro level. While various top-down and bottom-up frameworks for language policy…

As neoliberal ideals of deregulation, accountability, quality and financial autonomy take hold of education worldwide, higher education institutions (HEIs) in developing economies are adopting strategies to improve educational quality; attract local and international students; enhance institutional ranking and global competitiveness; and, more…

A large body of work has investigated the presence of English and its teaching and learning in the developing world where English is used as a second/foreign language. While this work has provided plausible explanations for the global spread of English as well as its uptake by education policy-makers and communities, there has been limited…

As the power of tests lies in their uses, language tests that are used to assess immigration eligibility exercise enormous power. Critical Language Testing calls for exposing the power of tests by examining the intentions of introducing tests and their effects on individuals and society, especially from the perspective of test-takers. This case…

One major impact of globalisation on education is denoted by the growing trend to use English, the global language, as a medium of instruction (MOI) in emerging polities that are trying to enhance their English-speaking capacities. This article emphasises developing an understanding of MOI from a language policy and planning as well as an…

The use of English as a medium of instruction (MOI) in polities across the world has drawn attention of language policy and planning scholars and researchers. Increasingly, research on MOI policy and practice focuses on how macro-level policies are translated into action by "actors" including teachers and students in the micro-context.…