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volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
"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
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
Co-published by The International Research Foundation for English Language Education (TIRF) and Routledge
The Global Research on Teaching and Learning English series, co-published by The International Research Foundation for English Language Education (TIRF) and Routledge, showcases research by scholars from around the world, whose research has been funded by grants from TIRF, awarded through a carefully vetted international competition. Since 2002, TIRF, an independent foundation started by the TESOL International Association (TESOL) in 1998, has commissioned and/or funded research on a range of topics associated with the teaching and learning of English worldwide. This series offers a collection of previously unpublished empirical studies conducted by grant recipients throughout the world, as well as chapters from invited scholars. Volumes in the series report on issues of current concern to the applied linguistics community and the language teaching profession, and present a wide variety of research topics investigated through a range of research procedures. Most chapters appearing in volumes in this series cover issues that motivated the research, context of the research, research question(s) addressed, data collection and data analysis procedures, findings and discussion, and implications for policy, practice, and future research. This chapter structure helps to achieve consistency and coherence across the volumes, while at the same time allowing each author to report on the unique contents of his/her own study. The authors and editors forego any honoraria so that all the royalties from the sales of this series can be used to support TIRF’s programs.
For free access to the TIRF Reference Lists visit: http://www.tirfonline.org/resources/references/