References
[1]. Alderson, J. C., & Wall, D. (1993). Does washback
exist? Applied Linguistics, 14(2), 115-129. https://doi.org/10.1093/applin/14.2.115
[2]. Alsagoff, L. (2012). The development of English in
Singapore: Language policy and planning in nation
building. In Low, E. L., & Hashim, A. (Eds.). English in
Southeast Asia: Features, Policy and Language in use.
John Benjamins Publishing, (pp. 137–154). https://doi.org/10.1075/veaw.g42.13als
[3]. Balçıkanlı, C. (2021). 50 Soruda Dil Öğrenme. Bilimve
Gelecek Kitaplığı.
[4]. Bardel, C., Erickson, G., & Österberg, R. (2019).
Learning, teaching and assessment of second foreign
languages in Swedish lower secondary school–dilemmas
and prospects. Apples: Journal of Applied Language
Studies, 13(1),7-26. https://doi.org/10.17011/apples/urn.201903011687
[5]. Basok, E. (2017). Language Teaching Policies and
Practices in the Turkish EFL Context and the Effects on
English Teachers' Motivation (Doctoral dissertation, The
University of Texas at San Antonio).
[6]. Bokhorst-Heng, W. (1998). Language planning and
management in Singapore. English in new cultural
contexts: Reflections from Singapore, 287-309.
[7]. Bonnet, G. (2004). The Assessment of Pupils'Skills in
English in Eight European Countries 2002. Ministère de
l'éducationnationale – Direction de la programmationet
du développement.
[8]. Brevik, L. M., & Rindal, U. (2020). Language use in the
classroom: Balancing target language exposure with the
need for other languages. Tesol Quarterly, 54(4), 925-953.https://doi.org/10.1002/tesq.564
[9]. Hickey, R. (2019). English in the German-speaking
World. Cambridge University Press, Cambridge.
https://doi.org/10.1017/9781108768924
[10]. BMBWF. (n.d.). Mittelschule. Retrieved from
https://www.bmbwf.gv.at/Themen/schule/schulsystem/sa/ms.html
[11]. Christophersen, P. (1991). A bilingual Denmark. English Today, 7(3), 7-10. https://doi.org/10.1017/S0266078400005617
[12]. Council of Europe. (n.d.). Common European
Framework of Reference for Languages: Learning,
Teaching, Assessment. Retrieved from https://rm.coe.int/16802fc1bf
[13]. Crystal, D. (2003). English as a Global Language.
Cambridge University Press, Cambridge.
[14]. Cummins, J. (1984). Bilingualism and Special
Education: Issues in Assessment and Pedagogy.
Multilingual Matters, Clevedon.
[15]. Dahl, A., & Vulchanova, M. D. (2014). Naturalistic
acquisition in an early language classroom. Frontiers in
Psychology, 5, 329. https://doi.org/10.3389/fpsyg.2014.00329
[16]. Dalton-Puffer, C., Faistauer, R., & Vetter, E. (2011).
Research on language teaching and learning in Austria
(2004–2009). Language Teaching, 44(2), 181-211.
https://doi.org/10.1017/S0261444810000418
[17]. The Ministry of Higher Education and Science.
(2016). The Danish Education System. Received from
https://ufm.dk/en/publications/2016/the-danish-education-system
[18]. Dansk Sprognævn. (2012). Dansksprogsstatus.
Retrieved from https://dsn.dk/vi-arbejder-ogsa-med/sprogpolitik/sprogpolitikker-1/dansk-sprogs-status-2012/DSN_sprogstatus2012.pdf
[19]. DeKeyser, R. M. (2000). The robustness of critical
period effects in second language acquisition. Studies in
Second Language Acquisition, 22(4), 499-533.
https://doi.org/10.1017/S0272263100004022
[20]. Deterding, D. (2007). Singapore English. Edinburgh
University Press.
[21]. Dixon, L. Q. (2005). Bilingual education policy in
Singapore: An analysis of its sociohistorical roots and
current academic outcomes. International Journal of
Bilingual Education and Bilingualism, 8(1), 25-47.
https://doi.org/10.1080/jBEB.v8.i1.pg25
[22]. Drew, I., Oostdam, R., & Van Toorenburg, H. (2007).
Teachers' experiences and perceptions of primary EFL in Norway and the Netherlands: a comparative study.
European Journal of Teacher Education, 30(3), 319-341.
https://doi.org/10.1080/02619760701486159
[23]. Education First. (n.d.). The World's Largest Ranking of
Countries and Regions by English Skills. Received from
https://www.ef.com/wwen/epi/
[24]. ELT Programme of Turkish Ministry of National
Education (2017). Milli Egitim Bakanligiİngilizce Dersi
Ogretim Programi. Retrieved from http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=149
[25]. Enever, J. (2011). ELLiE: Early Language Learning in
Europe:[evidence from the ELLiE study]. British Council,
London.
[26]. Nuffic. (2019). Tweetalig Primair Onderwijs (Tpo).
Retrieved from https://www.nuffic.nl/onderwerpen/tweetalig-primair-onderwijs/tweetalig-primair-onderwijs-tpo
[27]. Eurydice. (2015-b). Denmark; Teaching and
learning in single structure education. Retrieved from
https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Denmark:Teaching_and_Learning_in_Single_Structure_Education
[28]. Eurydice. (n.d.). Denmark: Overview. Retrieved from
https://eurydice.eacea.ec.europa.eu/national-education-systems/denmark/overview
[29]. European Commission. (2012). Europeans and their
Languages: Special Eurobarometer 386. Retrieved from
https://www.eubusiness.com/Books/languages-12
[30]. European Commission. (2017). Eurydice Brief: Key
Dataon Teaching Languages at School in Europe.
Education, Audiovisual and Culture Executive Agency of
the European Union, Belgium.
[31]. Færch, C., Haastrup, K., & Phillipson, R. (1984).
Learner Language and Language Learning (Vol. 14).
Multilingual Matters Limited.
[32]. Fasoglio, D., de Jong, K., Pennewaard, L., Trimbos,
B., & Tuin, D. (2015). Modernevreemdetalen:
Vakspecifieketrend analyse 2015. Slo, national expertise
centrumleerplan-ontwikkeling.
[33]. Fasoglio, D., & Tuin, D. (2018). Hoe goed spreken
leerlingen Engels alszij het voortgezetonderwijsverlaten? De ERK-streefniveausonderzocht. Levende Talen
Tijdschrift, 19(1), 3-13.
[34]. Fernández, S. S., & Andersen, H. L. (2019). Oral
proficiency in second and third foreign languages in the
Danish education system. Apples: Journal of Applied
Language Studies, 13(1), 49-67. https://doi.org/10.17011/apples/urn.201903011689
[35]. Graddol, D. (2006). English Next (Vol. 62). British
council, London.
[36]. Harder, P. (2008). Hvader Parallelsproglighed?
Retrieved from https://cip.ku.dk/om/om_parallelsproglighed/oversigtsartikler_om_parallelsproglighed/hvad_er_parallelsproglighed/
[37]. Haijma, A. (2013). Duiken in eentaalbad;
onderzoeknaar het gebruik van doeltaalalsvoertaal.
Levende Talen Tijdschrift, 14(3), 27-40.
[38]. Hellekjær, G. O. (2010). SpråkmaktOgAvmakt: Bruk
Av OgBehov for Fremmedspråk I Statsforvaltningen.
FokusPåSpråk.
[39]. Hyltenstam, K., & Abrahamsson, N. (2003).
Maturational Constraints in SLA. The Handbook of Second
Language Acquisition. Blackwell Publishing, (pp. 539-588).
[40]. Kirkpatrick, A. (2010). The Routledge handbook of
world Englishes. Routledge.
[41]. Kramsch, C. (2009). The Multilingual Subject: What
Foreign Language Learners say about their Experiences
and why it Matters. Oxford University Press, Oxford.
[42]. Krulatz, A., Neokleous, G., & Henningsen, F. V. (2016).
Towards an understanding of target language use in the
EFL classroom: A report from Norway. International
Journal for 21st Century Education, 3, 137-152.
[43]. Landry, R., & Bourhis, R. Y. (1997). Linguistic
landscape and ethnolinguistic vitality: An empirical study.
Journal of Language and Social Psychology, 16(1), 23-49.https://doi.org/10.1177/0261927X970161002
[44]. Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary
acquisition in a second language: The construct of taskinduced
involvement. Applied Linguistics, 22(1), 1-26.
https://doi.org/10.1093/applin/22.1.1
[45]. Lee, K. Y., & Chua, L. H. (2012). My Lifelong
Challenge: Singapore's Bilingual Journey. Straits Times
Press, Singapore.
[46]. Lim, L. L. (2004). English in Singapore and Singapore
English: background and methodology. Varieties of
English around the World, (pp. 1-18). https://doi.org/10.1075/veaw.g33.03lim
[47]. Lo Bianco, J., Jones, S., & Loh, J. (2021). English
language education in Singapore: research, practice &
implications. Asia Pacific Journal of Education, 41(4), 635-640. https://doi.org/10.1080/02188791.2021.2012024
[48]. Michel, M., Vidon, C., de Graaff, R., & Lowie, W.
(2021). Language Learning beyond English in the
Netherlands: A fragile future? European Journal of Applied
Linguistics, 9(1), 159-182. https://doi.org/10.1515/eujal-2020-0020
[49]. Ministry of Education and Research. (2004). Kultur
for learning [Culture for Learning]. Report No. 30 to the
Storting [Parliament] 2003-2004.
[50]. Ministry of Education Singapore. (n.d.). Report of
the English Language Curriculum and Pedagogy Review.
Retrieved from https://www.caic.com.sg/pdf/MOE%20English%20Review.pdf
[51]. Muñoz, C. (2006). The BAF project: Research on the
effects of age on foreign language acquisition. Age in L2
Acquisition and Teaching, 81-92.
[52]. Extra, G., & Yagmur, K. (2012). Language Rich
Europe: Trends in Policies and Practices for Multilingualism
in Europe. Cambridge University Press/British Council, 1-267.
[53]. Norwegian Directorate for Education and Training.
(2020). Subject Curriculum for Foreign Languages (FSP1-01). Retrieved from https://www.udir.no/kl06/fsp1-01/hele/kompetansemaal/foreign-language-levelii?lplang=eng
[54]. Özmen, K. S. (2011). Washback effects of the interuniversity
foreign language examination on foreign
language competences of candidate academics.
Novitas-ROYAL (Research on Youth and Language), 5(2),
215-228.
[55]. Pakir, A. (1994). Education and invisible language
planning: The case of English in Singapore. English and
Language Planning: A Southeast Asian Contribution, 158-179.
[56]. Pardamean, B., & Susanto, M. (2012). Assessing user
acceptance toward blog technology using the UTAUT
model. International Journal of Mathematics and
Computers in Simulation, 6(1), 203-212.
[57]. Peters, E. (2022). The Golden Age of Foreign
Language Learning: Age and Language Learning
Beyond the Classroom. Routledge, (pp. 14).
[58]. Rindal, U. (2010). Constructing identity with L2:
Pronunciation and attitudes among Norwegian learners
of English 1. Journal of Sociolinguistics, 14(2), 240-261.
https://doi.org/10.1111/j.1467-9841.2010.00442.x
[59]. Rindal, U. (2014). What is English? Acta Didactica
Norge, 8(2), 1-17. https://doi.org/10.5617/adno.1137
[60]. Schlick, M. (2002). The English of shop signs in
Europe. English Today, 18(2). 3-7. http://doi.org/10.1017/S0266078402002018
[61]. Schlick, M. (2003). The English of shop signs in
Europe. English Today, 19(1), 3-17. https://doi.org/10.1017/S0266078403001019
[62]. Schwarz, M. (2016). Beyond the walls: Vocabulary
learning from extramural English. ÖGSD Tagesberichte, 1,
58-61.
[63]. Silver, R. E. (2005). The discourse of linguistic capital:
Language and economic policy planning in Singapore.
Language Policy, 4(1), 47-66. https://doi.org/10.1007/s10993-004-6564-4
[64]. Smit, U. (2004). Language policies in Viennese
schools: The roles English plays. Vienna English Working
Papers,13(2), 69-87.
[65]. Spolsky, B. (2004). Language Policy. Cambridge
University Press, Cambridge, 1-28.
[66]. Statistik Austria. (2021). Schüler: innen. Retrieved
from https://www.statistik.at/statistiken/bevoelkerung-undsoziales/bildung/schulbesuch/schuelerinnen
[67]. Stroud, C., & Wee, L. (2007). Identity, second
language literacy and remedial crossing: Exploring
liminalities in social positioning in the classroom. TESOL
Quarterly, 41(1), 33-54.
[68]. Sundqvist, P. (2009). Extramural English matters: Outof-
school English and its impact on Swedish ninth graders'
oral proficiency and vocabulary (Doctoral dissertation,
Karlstad University).
[69]. Utdannings-direktoratet. (n.d.). Retrieved from
https://www.udir.no
[70]. DuitslandInstituut. (2017). Belevingsonderzoek Duits.
Retrieved from https://duitslandinstituut.nl/belevingsonderzoek-2017
[71]. Vattøy, K. D. (2017). Learning English in Norway.
Language Issues: The ESOL Journal, 28(2), 51-53.
https://doi.org/10.13140/RG.2.2.10696.78081
[72]. Yildirim, O. (2010). Washback effects of a high-stakes
university entrance exam: Effects of the English section of
the university entrance exam on future English language
teachers in Turkey. The Asian EFL Journal Quarterly, 12(2),
92-116.
