English Language Proficiency for All University Graduates Stipulated by Law: A Realistic or Idealistic Goal? An Appraisal of a Tertiary ELT Policy from Montenegro-Reference-Cited by-同舟云学术

English Language Proficiency for All University Graduates Stipulated by Law: A Realistic or Idealistic Goal? An Appraisal of a Tertiary ELT Policy from Montenegro

Published:2023 Issue: Volume: Page:221-241
ISSN:
Container-title:Interface between English Language Education Policies and Practice
language:
Short-container-title:

Author:

Bratić Vesna,Vuković-Stamatović Milica

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-031-14310-6_11

Reference55 articles.

1. Abou-El-Kheir, A., & Macleod, P. (2017). English education policy in Bahrain–a review of K-12 and higher education language policy in Bahrain. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 9–32). Springer.

2. Aghagolzadeh, F., & Davari, H. (2017). English education in Iran: From ambivalent policies to paradoxical practices. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 47–62). Springer.

3. Aloreibi, A., & Carey, M. D. (2017). English language teaching in Libya after Gaddafi. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 93–114). Springer.

4. Arnbjörnsdóttir, B., & Prinz, P. (2017). From EFL to EMI: Developing writing skills for the humanities. ESP Today-Journal of English for Specific Purposes at Tertiary Level, 5(2), 172–195.

5. Barnawi, O. Z., & Al-Hawsawi, S. (2017). English education policy in Saudi Arabia: English language education policy in the Kingdom of Saudi Arabia: Current trends, issues and challenges. In R. Kirkpatrick (Ed.), English language education policy in the Middle East and North Africa (pp. 199–222). Springer.