Review
This impressive volume has something for everyone who wishes to gain rich insights into the issues and processes involved in the development of language education policy. The book is held together by an exploration of human values and experiences, such as respect for diversity, engagement, struggle, ethics and social justice, which provide the basis of a coherent and critical theoretical framework that can support further development of the field.
-Dr. Terry Lamb, Professor, Sheffield University, United Kingdom; President of the International Federation of Language Teachers Associations
This book is a landmark with a comprehensive analysis of key issues in educational language policy and practice. Linguistic diversity is threatened as never before. Bureaucratic views of national language policies, globalization and the impact of English have led to standardization seriously disadvantaging the indigenous and dominated languages all over the world. The book offers a very timely emphasis on the need for a flexible, culturally rooted and inclusive approach to LEP.
-Dr. Ajit Mohanty, Professor and Chief Adviser, National Multilingual Education, Jawaharalal Nehru University, India
The volume delivers a powerful statement for the necessity of Language Education Policies to be based, as Tochon puts it succinctly, on a reflection of society, political philosophy, and cultural anthropology.
-Dr. Andreas Gardt, Professor of Applied Linguistics, Germanist Institute, Kassel University, Germany, author of Sprache und Wissen (Language and Knowledge)
Brilliant overview on language planning in educational contexts around the world--many of which normally stay outside Western sight--heightening the indispensableness of local perspectives and ecologies for language policymaking. Imperative reading for those willing to broaden their horizons concerning education and language in multilingual contexts.
-Dr. Carlos Maroto Guerola, Universidade Federal de Santa Catarina, Florianópolis (SC), Brazil
An indispensable volume on language education policy of interest for all actors involved in language education at a time in which the interest in multilingualism is growing fast. The volume presents multiples perspectives on language education policy making and its enactment. The book will represent a landmark in this relatively new field inquiry.
-Dr. Manuel Jiménez Raya, Professor and Head of the English Department, University of Granada, Spain, author of Pedagogy for Autonomy in Language Education in Europe
From the Author
Contents
Preface: From the Language of Economic Power and Prestige to Languages for the Planet
François Victor Tochon, University of Wisconsin-Madison, USA
Overview of the chapters
1. Language Education Policy Studies in a Global Context: An Introduction
François Victor Tochon, University of Wisconsin-Madison, USA
2. Teachers' Discourses Related to Literacy and Diversity: An International Analysis
Catherine Compton-Lilly, University of Wisconsin-Madison, USA
3. Language Policy in Education in Kazakhstan: Practical and Ideological Constraints
Timothy Reagan, Nazarbayev University, Kazakhstan
4. Language Policy in Uzbekistan: Formation of Uzbek national identity -
Madina Djuraeva, University of Wisconsin-Madison, USA
5. China's English-Chinese Bilingual Education: Policy and Practice
Ye Zhu, Shanghai International Studies University, China
6. An Eye on the English Curriculum Development: A Case Study in China
Jing Peng and Shicheng Zheng, Chongqing University, China
7. Language in Education Policy and Its Impact on Out-of-Class Language Use and Preferred Communication Media: A Hong Kong Case of University Education
Bertha Du-Babcock, City University of Hong Kong
Hai-Ying Feng, University of International Business and Economics, Beijing, China
8. ASEAN From The Analysis Of Geolinguistics
Dinh Van Duc, Center of Asia and Pacific Studies, Vietnam National University, Hanoi
9. Research on Portuguese as a non-native language in Portugal: Inquiring into its transformative potential
Flávia Vieira and Maria Alfredo Moreira, University of Minho, Portugal
Helena Peralta, University of Lisbon, Portugal
10. Educational Policies and Curricular Models of Language Teaching in Spain
José Gijón Puerta and Manuel Fernández Cruz, University of Granada, Spain
11.Bilingual Education In The Basque Country (1960-2013)
Felix Etxeberria and Juan Etxeberria, University of the Basque Country, Spain
12. Small, Steady Gains: The Rise of Basque Language Education In French Public Schools
Sunny Schomaker, University of Wisconsin-Madison, USA
13. When a lingua franca is not enough: The case of Wolofization in Senegal
Teresa Speciale, University of Wisconsin-Madison, USA
14. Teachers appropriating policy in a city of conflict and inequality: The case of Medellín, Colombia
Jaime Usma, University of Antioquia, Colombia
15. Interpreting Language in Education Policies: Historical, Disciplinary, Conceptual and Pedagogical Parameters for Multilingual Educational Environments
Kristine M. Harrison and François Victor Tochon, University of Wisconsin-Madison, USA
16. Policy Enforcement as Abusive Parenting? Governmentalities towards Autonomy
François Victor Tochon, University of Wisconsin-Madison, USA
17. Conclusion: From Determinism to Humanism in Language Education Policies
François Victor Tochon, University of Wisconsin-Madison, USA
Contributors
Glossary
From the Inside Flap
While Thailand prepares its linguistic policy by organizing several annual seminars since 2007, this book is a climax of satisfaction for me to read what my country should do in order to have a better understanding of what is happening in my neighboring countries and in particular in Thailand. As everything is "glocalizing", the sub title of this book, global perspectives and local perspectives, well explains this trend: in a local context, education needs to be internationalized for a better exchange in all kinds of interests. In an international context, education needs potential local actors to contribute to create new opportunities for all. That is the question because education is one of the vital public services that must be assured by the state.
-Dr. Sombat Khruathong, Associate Professor & Associate Dean, Faculty of International Studies,
Prince of Songkla University, Thailand
This wide-ranging collection provides a global context for understanding how language policy is conceived an enacted in many parts of the modern world. It provides a powerful analysis the need for local engagement and empowerment in policy to bring about change.
-Dr. Anthony J. Liddicoat, Research Centre for Languages and Cultures, University of South Australia , Adelaide
This volume is inspiring for language policy researchers as it draws on a broad and deep disciplinary basis including classical philosophy, critical and ethical hermeneutics. The book is a tmely call for lifting the Kantian veil of ignorance that still persists in civil society vis-a-vis minority languages. The authors managed to present the global picture with due attention to the local perspectives.
-Dr. Anikó Hatoss, Doctoral convenor, University of New South Wales, Sydney, Australia; author of Displacement, Language Maintenance and Identity
Given that Intercultural Communication is insufficiently integrated into the educational environment, and thus merits more attention, Language Education Policy and its Limits: From Global Perspectives to Local Practices is an important contribution to this direction, in particular because of the practical points of views which are highly relevant to language educators in LEP and Peace Studies courses. By providing invaluable insights from specific contexts, it will significantly advance broader scholarship and will be of interest to researchers and practitioners in the field of language education policy studies.
-Dr. Aneta Stojić, Professor, University of Rijeka, Croatia
This stimulating volume does a wonderful job of focusing critically on the practices of language education policies with its wide-ranging and detailed attention to key issues around the globe. The authors mobilize an impressive array of historical, ideological, political and economic frameworks to explore real problems in language education policy, which has emerged as an important and independent field in the academic world.
-Dr. Qi SHEN, Ass. Professor, Shanghai International Studies University, China
The collection of chapters is likely to be of great use to readers with a central interest in language-in-education policy and practices (especially in multilingual context) and to those studying or researching in world languages and teaching areas.
-Dr. Haihong WANG, Professor in Comparative Education, School of International Studies, Zhejiang University
From the Back Cover
Language Education Policy represents a relatively new field of study that establishes a cross section between educational policy studies and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. More precisely, the study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people in the educational milieu. How do the actors in the educational field live, experience, act and react to policies set by the various stakeholders, how do they shape them and transform them? What principles can be derived from this understanding for better education policy making in relation to languages and their diversity, as they appear and are used in kindergartens, elementary schools, middle schools and high schools as well as various vocational education settings, higher education settings and universities.
About the Author
Dr. Francois Victor Tochon is Professor and program head of World Language Education at the University of Wisconsin-Madison. He has a Ph.D. in Curriculum & Instruction (Université Laval) and a Ph.D. in Educational Psychology (Ottawa University), and received the equivalent of Honorary Doctorates from two universities in Argentina and Peru. Prof. Tochon received an award from the U.S. Department of Education to create, research and evaluate a "Deep Approach" to foreign language curricula that would respect a pluralistic and federative view of language policies. He is the founder and president of the International Network for Language Education Policy Studies, whose 120-page website attracted close to 7,000 viewers from all over the world since 2014. Prof. Tochon was awarded grants from Spencer and Tubitak--National Science and Technology Foundation of Turkey--to study ways to research e-portfolios in English Language Teaching. Professor Tochon developed expertise in deep blended learning, flipped classrooms and constructive MOOCs for deep education. He is vice-president of the Asia-Pacific Association for Multimedia-Assisted Language Learning. With 36 books and more than 160 articles and book chapters to his credit, Prof. Tochon has also been Visiting Professor in many universities around the planet. He is currently published in 14 languages. Among his books: Tropics of Teaching: Productivity, Warfare, and Priesthood (University of Toronto Press); The Foreign Self: Truth Telling as Educational Inquiry (Atwood); Help them Learn a Language Deeply (Deep University Press). He received the 2010 Award of Best Review of Research from the American Educational Research Association (AERA), the 2012 Award of International Excellence from the University of Granada, Spain. He is among the 1% most visited profiles of LinkedIn and Academia and received the 2013-2014 Medal of the International Lions Club Foundation for his contributions to Academia and Humanity.
