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Teacher's Perception of a Language Policy: "Teaching LINC"
1997
The TESL Canada Journal
The boundaries of English language teaching are being expanded with recognition that the language classroom has cultural and political aspects. Policies that legislate the learning and teaching of additional languages are one relevant aspect of this context. However, little empirical work has been done on how language policies are realized in the classroom. In this article data from interviews with teachers in LINC classrooms are analyzed. Results suggest that teachers perceive the policy in
doi:10.18806/tesl.v15i1.690
fatcat:pq4kznjizfh45cskxy6arx2w6e