Navigating language policy: Implications for EFL instruction and learning outcomes
Dongfang College of Zhejiang University of Finance and Economics, Zhejiang, China, 314408
Review Article
World Journal of Advanced Research and Reviews, 2024, 24(03), 3425-3436
Publication history:
Received on 02 November 2024; revised on 11 December 2024; accepted on 13 December 2024
Abstract:
Language policies play a crucial role in shaping the landscape of English as a Foreign Language (EFL) instruction and its associated learning outcomes. This paper examines the intricate relationship between language policy and EFL instruction, exploring how different policy frameworks influence teaching methodologies, curriculum design, and ultimately, student learning outcomes. By analyzing various language policy approaches from around the globe, this research aims to provide insights into effective strategies for navigating language policy in EFL contexts to optimize learning outcomes. Finally, future directions for research in the field of language policy and EFL instruction are discussed, emphasizing the need for continued inquiry into the dynamic interplay between language policy, pedagogy, and student achievement.
Keywords:
Language Policy; EFL Instruction; Pedagogical Approaches; Curriculum Design; Teacher Training; Learning Outcomes; Bilingual Education; Multilingualism; Globalization; Educational Equity
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Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0