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Zusatztext "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 Informationen zum Autor 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. Klappentext The fifth volume in the Global Research on Teaching and Learning English series, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field, presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role. Zusammenfassung The fifth volume in the Global Research on Teaching and Learning English series, this book brings readers up-to-date on the latest developments in research, theory, and practice in a rapidly changing field, presenting research on language policy and planning, with a special focus on educational contexts in which English plays a role. Inhaltsverzeichnis Foreword by Joseph Lo Bianco . Preface 1. Introduction 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 3. Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers 4. Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism 5. Refugee Women in the United States Writing Themselves into New Community Spaces 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 7. Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools 8. Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States 9. Official and Realized Hiring Policy of Assistant Language Teachers in Japan Part 3: Perspectives of Diverse Stakeholders on Educational Language Policy and Planning 10. Policy and Practicality in Timorese Higher Educa...
