ABSTRACT
Scholars such as Blommaert and Rampton (2011), Creese and Blackledge (2010), and Lin (2013) reveal a profound shift in language policies and/or practices toward complexifying notions of language, identity, and the state. In recognizing post-structural and post-modern epistemological perspectives, they suggest that policy-making has moved from considering language education practices from the standpoint of homogeneity, stability, and boundedness toward concern with mobility, mixing, political dynamics, and historical embedding (Blommaert, 2014). These scholars further document ways in which nations manage language forms and practices as they align and disaffiliate with various groups as indication of their multiple and everchanging identities and belongings. A growing sense of interactive local and global identities further rejects neoliberalism, embraces diversity, and resists inequitable policies and practices through taking up post-structuralist language and identity perspectives. This chapter first draws on transformative theories and practices toward addressing linguistic/educational inequality and then explores language policies/practices that support teachers in building on local knowledge for schooling that is relevant and engaging.
