Books in the Language Policy series

This book investigates different ways in which neoliberal language and teaching policies have influenced the English language in global south countries across Asia, Africa and Latin America. Through the three main sub themes covered by the book, namely Neoliberalism and English Language Teaching Policies, Neoliberalism Ideology as in English Language Teaching Materials, and Experiences of Neoliberal Subjects, it investigates various aspects and means through which neoliberalism is realized in a variety of contexts.Through the first subtheme the volume covers the English language education policies of Chile, Bangladesh, India, and Morocco. The second sub theme concerns how different neoliberal values such as consumerism, entrepreneurship, and individualism are localized and constructed in the locally developed English language materials of Thailand, Taiwan, Malaysia, and Vietnam. The third sub theme includes studies on the impact of neoliberalization of English in relation to Colombian, Brazilian, and Pakistani stakeholders. This book is a valuable resource for academics, postgraduate students, researchers, policy makers, educators, and practitioners who are interested in neoliberalism in English language.

This edited volume consists of chapters celebrating the career of scholar Sjaak Kroon, who has produced ground-breaking work in the field of ethnography of education, immigrant minority language teaching and language politics. The chapters cover the use of immigrant minority languages in education and the development of policies at all levels and across the globe in this sometimes over-policed field. It particularly focuses on language policy analysis in which both the top-down institutional and the bottom-up ethnographic dimensions are blended, and in which globalization is the main macro-perspective. The chapters describe sensitive tools for investigating, unravelling and understanding the grey space connecting formal language policies to informal politics and practices of language on the ground.  

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations.

This book offers a comparative approach within a general framework of studies on minority languages of Western Europe and Russia and former Soviet space, focusing on linguistic, legal and categorization aspects.

The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands.

It traces the language policy and planning related developments for Chinese characters, with particular emphasis on post-1950 period in the People's Republic of China (PRC) and the more recent challenges that technology, and particularly the World Wide Web, have posed for the language.

In the sociopolitics of language, sometimes yesterday's solution is tomorrow's problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

Language Policy beyond the State invites readers to (re-)consider the ways language policy is constituted, taken up, and researched if we look within and past the state.

This volume offers insights on English language education policies in Middle Eastern and North African countries, through state-of-the-art reports giving clear assessments of current policies and future trends, each expertly drafted by a specialist.

Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching.

In the sociopolitics of language, sometimes yesterday¿s solution is tomorrow¿s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching.