JoAnn ( Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.Kathleen M. Bailey is Professor of Applied Linguistics in the TESOL/TFL Programs at the Middlebury Institute of International Studies at Monterey and at Anaheim University, USA. She is a past president of both TESOL and AAAL, as well as the current president of TIRF.

"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

• Foreword by Joseph Lo Bianco. Preface 1. Introduction Part 1: The Teacher as Language Planner and Policy Maker 2. Whither Mother-tongue (in) Education?: An Ethnographic Study of Language Policy in Rural Primary Schools in Pakistan 3. Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers 4. Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism 5. Refugee Women in the United States Writing Themselves into New Community Spaces Part 2: Adoption or Adaptation of Educational Language Policies by/in Institutions 6. Policy Borrowing in University Language Planning: A Case of Writing Centers in Japan 7. Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools 8. Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States 9. Official and Realized Hiring Policy of Assistant Language Teachers in Japan Part 3: Perspectives of Diverse Stakeholders on Educational Language Policy and Planning 10. Policy and Practicality in Timorese Higher Education: Lessons from Lecturers in Development-related Disciplines 11. The Absence of Language-Focused Teacher Education Policy in U.S. K12 Contexts: Insights from Language Socialization Research in a Ninth-grade Physics Classroom 12. Bilingualism for All?: Interrogating Language and Equity in Dual Language Immersion in Wisconsin 13. Media Discourses of Language Policy and the "New" Latino Diaspora in Iowa Part 4: Identity and Individual and "Invisible" Language Policy and Planning 14. Rethinking Culturally and Linguistically Diverse Students’ Perceptions of Family Language Policies and Identities in an American Afterschool Program 15. Digital Literacy, Language Learning, and Educational Policy in British Columbia 16. Small Stories of/in Changing Times in Paraguay: A Resource for Identity Work in Language Policy Appropriation 17. Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts: The Case of Jamaica 18. Summary and Concluding Observations

JoAnn ( Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.Kathleen M. Bailey is Professor of Applied Linguistics in the TESOL/TFL Programs at the Middlebury Institute of International Studies at Monterey and at Anaheim University, USA. She is a past president of both TESOL and AAAL, as well as the current president of TIRF.

"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

• Foreword by Joseph Lo Bianco. Preface 1. Introduction Part 1: The Teacher as Language Planner and Policy Maker 2. Whither Mother-tongue (in) Education?: An Ethnographic Study of Language Policy in Rural Primary Schools in Pakistan 3. Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers 4. Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism 5. Refugee Women in the United States Writing Themselves into New Community Spaces Part 2: Adoption or Adaptation of Educational Language Policies by/in Institutions 6. Policy Borrowing in University Language Planning: A Case of Writing Centers in Japan 7. Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools 8. Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States 9. Official and Realized Hiring Policy of Assistant Language Teachers in Japan Part 3: Perspectives of Diverse Stakeholders on Educational Language Policy and Planning 10. Policy and Practicality in Timorese Higher Education: Lessons from Lecturers in Development-related Disciplines 11. The Absence of Language-Focused Teacher Education Policy in U.S. K12 Contexts: Insights from Language Socialization Research in a Ninth-grade Physics Classroom 12. Bilingualism for All?: Interrogating Language and Equity in Dual Language Immersion in Wisconsin 13. Media Discourses of Language Policy and the "New" Latino Diaspora in Iowa Part 4: Identity and Individual and "Invisible" Language Policy and Planning 14. Rethinking Culturally and Linguistically Diverse Students’ Perceptions of Family Language Policies and Identities in an American Afterschool Program 15. Digital Literacy, Language Learning, and Educational Policy in British Columbia 16. Small Stories of/in Changing Times in Paraguay: A Resource for Identity Work in Language Policy Appropriation 17. Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts: The Case of Jamaica 18. Summary and Concluding Observations

JoAnn ( Jodi) Crandall is Professor Emerita of Education at the University of Maryland, Baltimore County, USA. She is a past president of TESOL, WATESOL, and AAAL, and a founding and current member of the TIRF Board of Trustees.Kathleen M. Bailey is Professor of Applied Linguistics in the TESOL/TFL Programs at the Middlebury Institute of International Studies at Monterey and at Anaheim University, USA. She is a past president of both TESOL and AAAL, as well as the current president of TIRF.

"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

• Foreword by Joseph Lo Bianco. Preface 1. Introduction Part 1: The Teacher as Language Planner and Policy Maker 2. Whither Mother-tongue (in) Education?: An Ethnographic Study of Language Policy in Rural Primary Schools in Pakistan 3. Agentic Responses to Communicative Language Teaching in Language Policy: An Example of Vietnamese English Primary Teachers 4. Examining Brazilian Foreign Language Policy and its Application in an EFL University Program: Teacher Perspectives on Plurilingualism 5. Refugee Women in the United States Writing Themselves into New Community Spaces Part 2: Adoption or Adaptation of Educational Language Policies by/in Institutions 6. Policy Borrowing in University Language Planning: A Case of Writing Centers in Japan 7. Economic Markets, Elite Multilingualism, and Language Policy in Nepali Schools 8. Linguistic Diversity and the Politics of International Inclusion: Challenges in Integrating International Teaching Assistants at a University in the United States 9. Official and Realized Hiring Policy of Assistant Language Teachers in Japan Part 3: Perspectives of Diverse Stakeholders on Educational Language Policy and Planning 10. Policy and Practicality in Timorese Higher Education: Lessons from Lecturers in Development-related Disciplines 11. The Absence of Language-Focused Teacher Education Policy in U.S. K12 Contexts: Insights from Language Socialization Research in a Ninth-grade Physics Classroom 12. Bilingualism for All?: Interrogating Language and Equity in Dual Language Immersion in Wisconsin 13. Media Discourses of Language Policy and the "New" Latino Diaspora in Iowa Part 4: Identity and Individual and "Invisible" Language Policy and Planning 14. Rethinking Culturally and Linguistically Diverse Students’ Perceptions of Family Language Policies and Identities in an American Afterschool Program 15. Digital Literacy, Language Learning, and Educational Policy in British Columbia 16. Small Stories of/in Changing Times in Paraguay: A Resource for Identity Work in Language Policy Appropriation 17. Challenges of Language Education Policy Development and Implementation in Creole-speaking Contexts: The Case of Jamaica 18. Summary and Concluding Observations