ABSTRACT
The layers of the onion that make up the field referred to by different terms-language planning (Cooper, 1989; Eastman, 1983; Ferguson, 2006; Fishman, 1971; Fishman, Ferguson, & Das, 1968; Haugen, 1959, 1966; Kaplan & Baldauf, 1997; Kennedy, 1983), language policy (LP; Corson, 1999; Ricento, 2006; Shohamy, 2006; Spolsky, 2004; Tollefson, 2002), and language policy and planning (LPP; Fettes, 1997; Hornberger, 2006; Hornberger & Ricento, 1996) or language policy and language planning (LPLP; Wright, 2004)—have been well described by Hornberger and Ricento (1996). But it is time to stir the onion as it is cooked by those who “language,” softening and blending the layers alongside each other. It is time, as Hornberger (2006) herself has said, to integrate perspectives. This book specifically looks at how educators stir the onion by locating ideological and implementational spaces within their own practices (Hornberger & Ricento, 1996), as it shifts the emphasis of the field from government official education policies that are handed down to educators to those that educators themselves enact in classrooms and in interaction with a myriad other factors.
