Disentangling the complexities of English language education policies in diverse contexts: A comparative study

Abstract

This ecologically framed study highlights the complexities of English language education (ELE) policy making in Indonesia, Spain, and Thailand. The primary objectives are, first, to disentangle the complex influences that may have shaped the English language policies in the three contexts through an ecological lens, and second, to compare the crucial elements in their ELE policy making. Using an analytical model consisting of global, supranational, national, sub-national, and pedagogical influences, we conducted a thematic analysis on 18 documents selected for the purpose. The results identified both similarities and differences in the shaping influences of the ELE policies in the three contexts. This demonstrates that ELE policy is shaped by the nation’s unique characteristics. To improve the applicability of ELE policies, therefore, policymakers need to address the influences particular to the context and to be cautious when adopting or adapting policies deriving from other contexts, as there will never be a one-fit-for-all ELE policy.