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Insights into Language Education Policies is of particular interest to academic researchers, policymakers, and teaching professionals interested in language education. It aims to provide the reader with critical insights into language education policies in diverse countries around the world. The chapters examine from different perspectives (for instance, migration and minority languages, indigenous languages, and content and language integrated learning [CLIL] instruction) the measures adopted in these settings to foster (modern) language learning, underlining their strengths and weaknesses and suggesting future avenues and courses of action to enhance plurilingual education in these particular contexts and beyond.
List of contents
Contents
List of contributors ................................................................................................7
Manuel Jiménez Raya, Terry Lamb, and Borja Manzano Vázquez
Perspectives on language education policy ........................................................9
Flávia Vieira and Maria Alfredo Moreira
From European to national policies in language education: Plurilingualism and the case of Portugal ........................................ 15
María Luisa Pérez Cañado
The what's, why's, who's, and how's of Andalusian plurilingual education ................................................................................................................ 39
José Manuel Vez Jeremías
Language policies in Galicia: From bilingual education to trilingual schools .................................................................................................................... 65
Borja Manzano Vázquez
From bilingualism to multilingualism in the Basque Autonomous Community: An overview of language policies and research outcomes ....... 89
François Victor Tochon
Language education policy in the United States: A hesitation waltz .............. 111
Kristine M. Harrison
Toward empathetic multilingual language education policy (LEP) in the U.S. and the world: An indigenous view of linguistic autonomy through the Native American Languages Act ................................................... 131
Bertha Du-Babcock
Hong Kong language policy and its relationship to and effect on language use in Hong Kong ................................................................................. 153
List of figures .......................................................................................................... 183
List of tables ........................................................................................................... 185
About the author
Manuel Jiménez Raya is a professor of applied linguistics at the University of Granada (Spain). His research interests are pedagogy for autonomy, language teacher education, and case pedagogy. He has published various articles and co-authored several books on FLT methodology and teacher education.
Terry Lamb is a professor of languages and interdisciplinary pedagogy and director of the Centre for Teaching Innovation at the University of Westminster (England). He has published extensively in the areas of learner autonomy, multilingualism, and language teacher development and is the founder and editor of an academic journal.
Borja Manzano Vázquez is a lecturer in the Department of English and German Philology at the University of Granada (Spain). His research interests are learner and teacher autonomy in language education, pedagogy for autonomy, bilingual education, and foreign language teacher education.
