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Redefining the narrative in contemporary educational discourse

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In his talk Martin Solly (University of Florence) will focus on the language in which the policy-making underpinning educational reform in the sphere of language learning is couched. He starts from the premise (Wells 1999) that the language used for talking about education reflects the different perspectives of those involved: administrators responsible for educational planning and provision use different language to educationalists concerned with research. In particular he will concentrate on the language of policy-making concerning language learning in the European Union, the United Kingdom and the United States, with the aim of illustrating how language has a determining role in the construction, negotiation and narration of ‘new’ educational identities.

This talk is part of the Second Language Education Group series.

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