Challenges for Language Education and Policy: Making Space for People, 1st Edition (Paperback) book cover

Challenges for Language Education and Policy

Making Space for People, 1st Edition

Edited by Bernard Spolsky, Ofra Inbar-Lourie, Michal Tannenbaum

Routledge

352 pages

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Description

Addressing a wide range of issues in applied linguistics, sociolinguistics, and multilingualism, this volume focuses on language users, the ‘people.’ Making creative connections between existing scholarship in language policy and contemporary theory and research in other social sciences, authors from around the world offer new critical perspectives for analyzing language phenomena and language theories, suggesting new meeting points among language users and language policy makers, norms, and traditions in diverse cultural, geographical, and historical contexts.

Identifying and expanding on previously neglected aspects of language studies, the book is inspired by the work of Elana Shohamy, whose critical view and innovative work on a broad spectrum of key topics in applied linguistics has influenced many scholars in the field to think “out of the box” and to reconsider some basic commonly held understandings, specifically with regard to the impact of language and languaging on individual language users rather than on the masses.

Reviews

“Valuable for specialists and general readers alike, this extraordinary collection illuminates the personal and social origins and implications of real-life language policies with a level of authority, insight, and specificity not found elsewhere. It connects language policies to the aspirations, benefits, challenges, and tensions experienced by language managers and learners around the world.”

Mary McGroarty, Northern Arizona University, USA

Table of Contents

Preface: Dear Elana, Bernard Spolsky

Introduction: A Portrait of the Researcher in a Never-Ending Journey, Ofra Inbar and Michal Tannenbaum

Chapter 1: Language Tests for Residency and Citizenship and the Conferring of Individuality, Tim McNamara, Kamran Khan, and Kellie Frost

Chapter 2: Setting Standards for Multilingual Curricula to Teach and Test Foreign Languages, Bessie Dendrinos and Voula Gotsoulia

Chapter 3: In the Name of the CEFR: Individuals and Standards, Monica Barni

Chapter 4: Acknowledging the Diversity of the Language Learner Population in Australia: Towards Context-Sensitive Language Standards, Catherine Anne Elder

Chapter 5: Students’ Voices: The Challenge of Measuring Speaking for Academic Contexts, Lindsay Brooks and Merrill Swain

Chapter 6: Ethical Codes and Responsibility, Alan Davies

Chapter 7: Cultivating an Ecology of Multilingualism in Schools, Ofelia García and Kate Menken

Chapter 8: English in Ethiopia: Making Space for the Individual in Language Policy, Elizabeth Lanza and Hirut Woldemariam

Chapter 9: Portraits of Language Activists in Indigenous Language Revitalization, Nancy H. Hornberger

Chapter 10: Refugees in Canada: On the Loss of Social Capital, Thomas Ricento

Chapter 11: Linguistic Landscapes Inside Multilingual Schools, Durk Gorter and Jasone Cenoz

Chapter 12: “We Are Not Really a Mixed City”— A De-Jure Bilingual Linguistic Landscape – The Case of Jewish-Arab Mixed Cities in Israel, Dafna Yitzhaki and Theodorus du Plessis

Chapter 13: Hebraization in the Palestinian Language Landscape in Israel, Muhammad Amara

Chapter 14: Hebrew in the North American Linguistic Landscape: Materializing the Sacred, Sharon Avni

Chapter 15: Welcome: Synthetic Personalization and Commodification of Sociability in the Linguistic Landscape of Global Tourism, Adam Jaworski

Chapter 16: A Researcher’s Auto-Socioanalysis: Making Space for the Personal, Claire Kramsch

Chapter 17: Understanding the Holocaust: A Personal History, Critical Literacy Analysis of a Gestapo File, David I. Hanauer

Chapter 18: Language Experience Changes Language and Cognitive Ability: Implications for Social Policy, Ellen Bialystok

Chapter 19: Strategies for the Super-Multilingual in an Increasingly Global World, Andrew D. Cohen

Chapter 20: Gender, Sexuality and Multilingualism in the Language Classroom, Lyn Wright Fogle and Kendall A. King

Chapter 21: Examining Markers of Identity Construction in English Language Learning: Some Implications for Palestinian-Israeli and Jewish-Israeli Language Learners, Julia Schlam Salman, Elite Olshtain, and Zvi Bekerman

Chapter 22: Integrational Linguistics and L2 Proficiency, James P. Lantolf

About the Contributors

About the Editors

Bernard Spolsky is Professor Emeritus of English at Bar-Ilan University, Israel.

Ofra Inbar-Lourie is head of the Teachers’ Education Unit of Tel Aviv University, School of Education, Israel.

Michal Tannenbaum is a Senior Lecturer and the head of the Language Education Program at Tel Aviv University, Israel.

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
FOR007000
FOREIGN LANGUAGE STUDY / English as a Second Language
LAN010000
LANGUAGE ARTS & DISCIPLINES / Literacy