ABSTRACT
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volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
TABLE OF CONTENTS
part 1|49 pages
The Teacher as Language Planner and Policy Maker
chapter 2|11 pages
Whither Mother Tongue (in) Education?
chapter 3|12 pages
Agentic Responses to Communicative Language Teaching in Language Policy
chapter 4|10 pages
Examining Brazilian Foreign Language Policy and Its Application in an EFL University Program
part 2|46 pages
Adoption or Adaptation of Educational Language Policies by/in Institutions
chapter 6|11 pages
Policy Borrowing in University Language Planning
chapter 8|11 pages
Linguistic Diversity and the Politics of International Inclusion
part 3|49 pages
Perspectives of Diverse Stakeholders on Educational Language Policy and Planning
chapter 10|11 pages
Policy and Practicality in Timorese Higher Education
chapter 11|11 pages
The Absence of Language-focused Teacher Education Policy in U.S. K12 Contexts
chapter 12|12 pages
Bilingualism for All?
part 4|59 pages
Identity and Individual and “Invisible” Language Policy and Planning