Language policy-making in multilingual education: mass media and the framing of medium of instruction
Language policy-making in multilingual education: mass media and the framing of medium of instruction
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多语言教育中的语言政策制定：大众媒体和教学语言的框架
DOI：
10.1080/14664208.2014.947018
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
J. Tollefson
中科院分区：
文献类型：
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作者：
J. Tollefson
在某些情况下，多语言教育中的教学语言（MOI）政策引发了大众媒体的公开辩论，涉及政治家、商界领袖、政府官员、家长和学童。这些关于内政的公开讨论常常涉及政治权力和经济资源分配的斗争，以及国家文化认同、国家安全、公平和社会正义等问题。尽管有大量关于框架和媒体效应的学术文献，但很少有研究探讨大众媒体在 MOI 政策制定中的作用。具体来说，大众媒体如何塑造多语言背景下采取的政策？本文对主要报纸对多语言教育中两个重要的教学语言争议的报道进行了比较分析：香港的母语与英语教学语言以及亚利桑那州对英语和西班牙语的作用的持续讨论。利用表征理论、合法化理论和框架的概念框架，我确定了这些背景下教学语言政策意识形态框架的主要组成部分、有关教学语言的媒体文本中隐含的政治议程，以及对语言政策研究和实践的影响。
In some settings, medium of instruction (MOI) policies in multilingual education break out into public debates in mass media involving politicians, business leaders, government officials, parents, and school children. These public discussions of MOI often index struggles over the distribution of political power and economic resources, and issues such as national cultural identity, national security, equity, and social justice. Although there is a vast scholarly literature on framing and media effects, very little research has examined the role of mass media in MOI policy-making. Specifically, how do mass media shape the policies that are adopted in multilingual contexts? This article reports on a comparative analysis of the coverage in major newspapers of two important MOI controversies in multilingual education: mother tongue versus English MOI in Hong Kong and the continuing discussion of the role of English and Spanish in Arizona. Using the conceptual frameworks of representation theory, legitimization theory, and framing, I identify the major components of the ideological framing of MOI policy in these contexts, the political agendas implicit in media texts about MOI, and the implications for language policy research and practice.