Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.734609
Title: The impact of institutional language policy on attitudes towards languages in the Institutes of Technology in the Republic of Ireland
Author: Carthy, Úna
ISNI:       0000 0004 6499 0269
Awarding Body: Ulster University
Current Institution: Ulster University
Date of Award: 2017
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Abstract:
This study investigated the impact of institutional language policy on attitudes of lecturers and students in the Institute of Technology sector in the Republic of Ireland. The findings contribute substantially to Language Policy research in general, and, specifically, to the findings of prior investigations of Higher Education Institutions in Ireland. Informed by the Critical Theorists, the approach adopted is multimethod in nature, incorporating both a quantitative and qualitative phase. The first phase of the investigation collected quantitative data, using an online questionnaire. The second phase collected qualitative data from the datasets which had emerged from the first phase. Two major findings have emerged: firstly, current and emerging policy in loT A Group (i.e. those loTs with an institutional awareness of language policy) appears to be having some impact on attitudes, as these are in a marginally better position than loT B Group (those loTs that currently have no institutional awareness of Language Policy). While this difference is statistically small, it nonetheless shows that institutional language policy does make a difference. The second finding is more substantial and statistically significant: it has emerged that positive attitudes among both cohorts are not currently being harnessed at institutional level (in both A and B Groups) in order to create more curricular space for language learning. Admittedly, while the findings do not provide significant evidence that current policy is having an impact on attitudes (it may be some years before the impact of emerging policies will manifest itself), they do provide significant evidence of a disconnect between attitudes and policy. From these findings, it is reasonable to conclude that loT language policy could be much more effective, if it were brought into step with prevailing attitudes among lecturers and students.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.734609  DOI: Not available
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