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This report presents findings from the PPELE study of English language instruction in classrooms in five countries and discusses how those findings relate to stated governmental policies on language and education. Data from classroom lessons and teacher rationale statements show that teachers are aware of policy initiatives related to language education and to the potential longer-term needs of students for English. However, teachers focus on immediate classroom priorities that influence daily lessons and give emphasis to student learning. These findings support a multidirectional interpretation of language policy – derived not only out of structural priorities and classroom priorities, but also influenced by the social and personal dimensions of classroom teaching and by teachers’ goals and beliefs.
