ABSTRACT
This chapter introduces concepts and practices from language policy and planning, both the academic field of analysis and the practical field of action, to English teaching, and specifically to the idea of innovation and change in global English education. The first part of the discussion considers the sources of change and innovation in language education and discusses some differences between these notions. Both are considered in relation to the ‘world events’ which have bequeathed English its hegemonic position in contemporary global communication arrangements. The chapter next discusses language problems, a crucial construct in academic study of language policy and a crucial idea for planners, teachers, curriculum writers and teacher trainers. Language problems often appear to be straightforward when in reality what counts as a language problem is often contested. A large part of language policymaking consists of the struggle by different interests to have their interpretation of language problems prevail. The chapter then moves to discuss the role of innovation, rather than change, understood as different kinds of ‘renewal’ of English language education, prior to tying these various pieces together in a consideration of language planning for English language education today. Examples illustrate the points being argued, to highlight key arguments and to underscore the global scope of the enterprise of English language education.
