‘Speak only English!’ . . . ‘Let’s be inclusive and use our common language’. Signs or policies such as these in language schools or classrooms are well known to many readers. The two examples give different impressions but have similar background reasons. This article looks at some reasons for, effects of and considerations about such policies.
In general, such policies or signs come from an intent to optimise language learning and exposure to the target language (TL), especially in EFL* contexts where the classroom or language school environs might be the only place students are exposed to the language . . .
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