The challenges posed by globalization for languages, policies and education form the basis of this collection of selected doubly-blind peer-reviewed articles, which have been put together following the 2014 PLIDAM conference on “Policies and Ideologies in Language Teaching: Actors and discourses”. The chapters collected in this volume revolve around the topic of globalization, which we understand to be a blend of ideas covered by at least four meanings: (1) internationalization, in reference to the growing interdependence and transactions between countries; (2) liberalization, which has to do with the forming of an ‘open’ and ‘borderless’ world economy; (3) universalization of certain phenomena around the world; and (4) westernization, with an emphasis on the influence of Western values (gender equality, freedom of speech and other ideas inspired by the West) over the rest of the world. The four broad themes that the chapters are organised into are (I) Policies in Language Teaching and Learning; (II) Language Policy, Ideology and Minority Languages; (III) Language Teaching and Learning across Cultures; (IV) Language Teaching and Learning with Technology. Contributing to the knowledge, discussion and debate about the impact that globalization has had on languages, policies and education in a wide variety of contexts, we hope that this book will be useful and informative to language researchers, policy makers and anyone with an interest in the intersecting field between languages, policies and education.

This volume critically examines the effects of the spread of English from colonialism to the ‘New World Order’. The research explores the complex and often contradictory roles English has played in national development. Historical analyses and case studies by leading researchers in language policy studies reveal that deterministic relationships between imperial languages, such as English, and societal hierarchies are untenable, and that support of vernacular languages in education and public life can serve diverse ideologies and political agendas. Areas and countries investigated include Europe, North America, Australia, Hong Kong, India, Malaysia, Singapore, South Africa, and Sri Lanka. The role of theory in language policy scholarship and practice is critically evaluated. A variety of research methodologies is used, ranging from macro-sociopolitical and structural analyses to postmodern approaches. The work collectively represents a new direction in language policy studies.

This book offers insight into the spread and impact of English language education in China within China’s broader educational, social, economic and political changes. The author's critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education is of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China’s language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.

This new edition of takes a fresh look at enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations.

Engaged Language Policy and Practices re-envisions language policy and planning as an engaged approach, drawing on and portraying theoretical and educational equity perspectives. It calls for the right to language policy-making in which all concerned—communities, parents, students, educators, and advocates—collectively imagine new strategies for resisting global neoliberal marginalization of home languages and cultural identities. This book subsequently emphasizes the means by which engaged dialectic processes can inform and clarify language policy-making decisions that promote equity. In other words, rather than descriptions of outcomes, the authors emphasize the need to detail the means by which local/regional actors resist and transform inequitable policies. These descriptions of processes thereby provide all actors with ideological, pedagogical, and equity policy tools that can inform situated school and community policy-making. This book depicts ways in which engaged language policy embodies the intersection of critical inquiry, participant involvement, and ongoing engaged language planning processes. It further offers an alternative to the traditional top-down approach to language education policy-making. Engaged Language Policy and Practices is essential reading for scholars, teachers, students, communities, and others concerned with worldwide language and identity equity.

This book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants and marginalize others. Each chapter considers the multiple ideologies underlying the thinking and actions of different members of society about ELT and how these inform overt and covert policies at the national level and beyond. They examine the implications of investigating ELT ideologies and policies for advancing socio-political understandings of practical aspects such as instruction, materials, assessment, and teacher education in the field. Introducing new persepctives on the theory and practice of language teaching today, this book is ideal reading for researchers and postgraduate students interested in applied linguistics and language education, faculty members of higher education institutions, English language teachers, and policy makers and planners.

A much-cited and highly influential text by Alastair Pennycook, one of the world authorities in sociolinguistics, The Cultural Politics of English as an International Language explores the globalization of English by examining its colonial origins, its connections to linguistics and applied linguistics, and its relationships to the global spread of teaching practices. Nine chapters cover a wide range of key topics including: international politics colonial history critical pedagogy postcolonial literature. The book provides a critical understanding of the concept of the ‘worldliness of English’, or the idea that English can never be removed from the social, cultural, economic or political contexts in which it is used. Reissued with a substantial preface, this Routledge Linguistics Classic remains a landmark text, which led a much-needed critical and ideologically-informed investigation into the burgeoning topic of World Englishes. Key reading for all those working in the areas of Applied Linguistics, Sociolinguistics and World Englishes.