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volume in the Global Research on Teaching and Learning English series, it features access to both new and previously unpublished research in chapters written by TIRF Doctoral Dissertation Grant awardees and invited chapters by respected scholars in the field.
Publisher: Taylor & Francis Ltd
Number of pages: 238
Weight: 363 g
Dimensions: 229 x 152 mm
"This volume offers a significant collection of international perspectives on how and where educational language policy happens, and how language teachers and stakeholders can impact policy. The collection presents both the work of rising stars and established scholars. It will be of value to both scholars and students of LPP and how it affects practice."
--Terrence G. Wiley, Professor Emeritus, Arizona State University, and Immediate Past President of the Center for Applied Linguistics
"This volume offers many examples of current research, carefully reported, to expand the knowledge and skills of investigators, educators, and decision makers concerned with English language learning and teaching. It is a timely and valuable contribution."
--Mary McGroarty, Professor Emerita, Northern Arizona University
"This groundbreaking book examines language education policy through a wide lens. Taking into consideration how language teaching professionals, institutions, and other key stakeholders shape a broad range of educational issues, the editors and contributing authors of this volume lucidly illustrate the complexities surrounding language policy development and implementation. This book will be an important resource for language policy and planning scholars and everyone else who is interested in educational linguistics."
--Peter De Costa, Assistant Professor, Michigan State University