Gregory Paul Glasgow - Böcker

This collection brings together theory and ethnographic research from a range of national contexts to offer unique insights into the nature of agency in language policy and planning. Situated within a broader sociological framework, the book explores agentive processes at work in case studies from around the world, engaging in discussions of such key themes as language and identity, language ideologies, linguistic diversity in education, and language revitalization. Each chapter examines the ways in which decisions made at both the local and national level impact language use and in turn, the dynamic relationship between language use, policy, and practice in these contexts. Taken together, this volume advances our understanding of agency in language policy and planning and directions for future research, making this key reading for students and scholars in language and education, critical sociolinguistics, and applied linguistics.

This concise collection features seven studies on agency in language policy and planning across five different national contexts. Building on themes explored in Agency in Language Policy and Planning, this volume highlights the complex relationship between agency and broader ideological discourses, integrating social theory toward contributing to and enhancing growing scholarship on language policy and planning. This book will be of particular interest to students and scholars in language policy and planning, language and education, critical sociolinguistics, and applied linguistics.

This concise collection features seven studies on agency in language policy and planning across five different national contexts. Building on themes explored in Agency in Language Policy and Planning, this volume highlights the complex relationship between agency and broader ideological discourses, integrating social theory toward contributing to and enhancing growing scholarship on language policy and planning. This book will be of particular interest to students and scholars in language policy and planning, language and education, critical sociolinguistics, and applied linguistics.

This collection brings together theory and ethnographic research from a range of national contexts to offer unique insights into the nature of agency in language policy and planning. Situated within a broader sociological framework, the book explores agentive processes at work in case studies from around the world, engaging in discussions of such key themes as language and identity, language ideologies, linguistic diversity in education, and language revitalization. Each chapter examines the ways in which decisions made at both the local and national level impact language use and in turn, the dynamic relationship between language use, policy, and practice in these contexts. Taken together, this volume advances our understanding of agency in language policy and planning and directions for future research, making this key reading for students and scholars in language and education, critical sociolinguistics, and applied linguistics.

This book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony and intercultural understanding in language education.

This book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony and intercultural understanding in language education.