1st Edition

Global Perspectives on Language Education Policies

Edited By JoAnn (Jodi) Crandall, Kathleen M. Bailey Copyright 2018
    262 Pages
    by Routledge

    262 Pages
    by Routledge

    Presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field. The diversity of authors, research settings, and related topics offers a sample of empirical studies across multiple language teaching and university contexts. The fifth volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.

    Foreword, Joseph Lo Bianco

    Preface, Kathleen M. Bailey


    1. Introduction, JoAnn Crandall and Kathleen M. Bailey

    Part 1: The Teacher as Language Planner and Policy Maker

    2. Whither Mother-tongue (in) Education?: An Ethnographic Study of Language Policy in Rural Primary Schools in Pakistan, Aziz Khan

    3. Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers, Duc Manh Le

    4. Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism, Angelica Galante

    5. Refugee Women in the United States Writing Themselves into New Community Spaces, Nicole Pettitt

    Part 2: Adoption or Adaptation of Educational Language Policies by/in Institutions

    6. Policy Borrowing in University Language Planning: A Case of Writing Centers in Japan, Tomoyo Okuda

    7. Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools, Bal Krishna Sharma

    8. Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States, Nicholas Close Subtirelu

    9. Official and Realized Hiring Policy of Assistant Language Teachers in Japan, Takahiro Yokoyama

    Part 3: Perspectives of Diverse Stakeholders on Educational Language Policy and Planning

    10. Policy and Practicality in Timorese Higher Education: Lessons from Lecturers in Development-related Disciplines, Trent Newman

    11. The Absence of Language-Focused Teacher Education Policy in U.S. K12 Contexts: Insights from Language Socialization Research in a Ninth-grade Physics Classroom, Sarah Braden and MaryAnn Christison  

    12. Bilingualism for All?: Interrogating Language and Equity in Dual Language Immersion in Wisconsin, Laura Hamman

    13. Media Discourses of Language Policy and the "New" Latino Diaspora in Iowa, Crissa Stephens

    Part 4: Identity and Individual and "Invisible" Language Policy and Planning

    14. Rethinking Culturally and Linguistically Diverse Students’ Perceptions of Family Language Policies and Identities in an American Afterschool Program, Yu-Chi Wang

    15. Digital Literacy, Language Learning, and Educational Policy in British Columbia, Ron Darvin

    16. Small Stories of/in Changing Times in Paraguay: A Resource for Identity Work in Language Policy Appropriation, Katherine S. Mortimer

    17. Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts: The Case of Jamaica, Shondel Nero

    18. Summary and Concluding Observations, G. Richard Tucker


    JoAnn ( Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.

    Kathleen M. Bailey is Professor of Applied Linguistics in the TESOL/TFL Programs at the Middlebury Institute of International Studies at Monterey and at Anaheim University, USA. She is a past president of both TESOL and AAAL, as well as the current president of TIRF.

    "This volume offers a significant collection of international perspectives on how and where educational language policy happens, and how language teachers and stakeholders can impact policy. The collection presents both the work of rising stars and established scholars. It will be of value to both scholars and students of LPP and how it affects practice."

    --Terrence G. Wiley, Professor Emeritus, Arizona State University, and Immediate Past President of the Center for Applied Linguistics

    "This volume offers many examples of current research, carefully reported, to expand the knowledge and skills of investigators, educators, and decision makers concerned with English language learning and teaching. It is a timely and valuable contribution."

    --Mary McGroarty, Professor Emerita, Northern Arizona University

    "This groundbreaking book examines language education policy through a wide lens. Taking into consideration how language teaching professionals, institutions, and other key stakeholders shape a broad range of educational issues, the editors and contributing authors of this volume lucidly illustrate the complexities surrounding language policy development and implementation. This book will be an important resource for language policy and planning scholars and everyone else who is interested in educational linguistics."

    --Peter De Costa, Assistant Professor, Michigan State University