Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia. His research focuses on language and intercultural issues in education, conversation analysis, and language policy and planning. His numerous publications include Language Planning and Literacy (2007), Language Planning in Local Contexts (with R.B. Baldauf, 2008), Intercultural language teaching and Learning (with A. Scarino, 2013) and An Introduction to Conversation Analysis (2nd edn, 2011).

Scholarly and engaging, Liddicoat's volume makes a valuable contribution to our understanding of language-in-education policy discourse, as it goes beyond the requirements needed for the structuring of language-in-education policy to an examination of the educative value implied by such policies. The case-study approach helps to bridge the gap which exists in language planning and policy between those planners focused on developing structures for good practice and those doing critical analyses of social impacts and outcomes. The volume opens an important possibility of developing accounts of language policy that span both of these discourses and their embedded ideologies.

• Chapter 1: Introduction: Language-in-education Policy, Discourse and the InterculturalChapter 2: Policies for Foreign Language LearningChapter 3: Languages in the Education of ImmigrantsChapter 4: Languages in the Education of Indigenous PeopleChapter 5: External Language Spread PoliciesChapter 6: Language-in-education Policies and Intercultural Relationships

Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia. His research focuses on language and intercultural issues in education, conversation analysis, and language policy and planning. His numerous publications include Language Planning and Literacy (2007), Language Planning in Local Contexts (with R.B. Baldauf, 2008), Intercultural language teaching and Learning (with A. Scarino, 2013) and An Introduction to Conversation Analysis (2nd edn, 2011).

Scholarly and engaging, Liddicoat's volume makes a valuable contribution to our understanding of language-in-education policy discourse, as it goes beyond the requirements needed for the structuring of language-in-education policy to an examination of the educative value implied by such policies. The case-study approach helps to bridge the gap which exists in language planning and policy between those planners focused on developing structures for good practice and those doing critical analyses of social impacts and outcomes. The volume opens an important possibility of developing accounts of language policy that span both of these discourses and their embedded ideologies.

• Chapter 1: Introduction: Language-in-education Policy, Discourse and the InterculturalChapter 2: Policies for Foreign Language LearningChapter 3: Languages in the Education of ImmigrantsChapter 4: Languages in the Education of Indigenous PeopleChapter 5: External Language Spread PoliciesChapter 6: Language-in-education Policies and Intercultural Relationships

Anthony J. Liddicoat is Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies and Languages at the University of South Australia. His research focuses on language and intercultural issues in education, conversation analysis, and language policy and planning. His numerous publications include Language Planning and Literacy (2007), Language Planning in Local Contexts (with R.B. Baldauf, 2008), Intercultural language teaching and Learning (with A. Scarino, 2013) and An Introduction to Conversation Analysis (2nd edn, 2011).

Scholarly and engaging, Liddicoat's volume makes a valuable contribution to our understanding of language-in-education policy discourse, as it goes beyond the requirements needed for the structuring of language-in-education policy to an examination of the educative value implied by such policies. The case-study approach helps to bridge the gap which exists in language planning and policy between those planners focused on developing structures for good practice and those doing critical analyses of social impacts and outcomes. The volume opens an important possibility of developing accounts of language policy that span both of these discourses and their embedded ideologies.

• Chapter 1: Introduction: Language-in-education Policy, Discourse and the InterculturalChapter 2: Policies for Foreign Language LearningChapter 3: Languages in the Education of ImmigrantsChapter 4: Languages in the Education of Indigenous PeopleChapter 5: External Language Spread PoliciesChapter 6: Language-in-education Policies and Intercultural Relationships