This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.
Table of Content
Author Biodata
Allan Luke: Foreword: On the Possibilities of a Post-postcolonial Language Education
1. Angel M.Y. Lin and Peter Martin: From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice
2. E. Annamalai: Nation-building in a Globalised World: Language Choice and Education in India
3. Angel M.Y. Lin: Critical, Transdisciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong
4. Rani Rubdy: Remaking Singapore for the New Age: Official Ideology and the Realities of Practice in Language-in-Education
5. Peter Martin: ‘Safe’ Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice
6. Abdolmehdi Riazi: The Four Language Stages in the History of Iran
7. Timothy Reagan and Sandra Schreffler: Higher Education Language Policy and the Challenge of Linguistic Imperialism: A Turkish Case Study
8. Grace W. Bunyi: Language Classroom Practices in Kenya
9. Margie Probyn: Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy, and Neocolonial and Globalisation Discourses in South African Schools
10. Birgit Brock-Utne: Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa – Insights from Research in Progress
11. A. Suresh Canagarajah: Accommodating Tensions in Language-in-Education Policies: An Afterword
Index
About the author
Angel M.Y. Lin is Professor and Tier 1 Canada Research Chair in Plurilingual and Intercultural Education in the Faculty of Education, Simon Fraser University, Canada. She is well-respected for her interdisciplinary research in Content and Language Integrated Learning (CLIL), classroom interaction analysis, bilingual and multilingual education, academic literacies, and language policy and planning in postcolonial contexts. She has published over 90 research articles and six research books including Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts.
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