摘要: Educational policy is deeply influenced by language attitudes, for a central mediating factor in education (Kelly 1969). Schools, universities and institutions of further are thus determined language(s) attitudes towards language. This occurs several ways: through the instruction chosen or prescribed; through contact with other languages use within broader environment given educational institution (e.g., mother tongue pupils students where these differ from local language); through range curricular options offered under rubric “foreign languages”; through on topic (reflection [s], comparison evaluation languages, grammar lessons); through contribution made to standardization “purification”
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