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Abstract
This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected.
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).
This book is relevant to scholars from a wide variety of academic
disciplines. Policy analysts, educators, sociologists, applied linguists, anthropologists,
and others will benefit from reading the text (...) This is a book worth reading.
Ruth Wienk, South Dakota State University, USA
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.
Professor Richard B. Baldauf Jr., University of Queensland, Brisbane, Australia
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Acknowledgements | vii | ||
| 1\tIntroduction: Language-in-education Policy, Discourse and the Intercultural | 1 | ||
| Language Planning and Language Policy | 1 | ||
| Language Policies and Education | 5 | ||
| Language-in-education Policies as Discourse | 10 | ||
| Language-in-education Policies as Ideology | 15 | ||
| Language-in-education Policies and the Construction of Intercultural Relationships | 21 | ||
| About This Book | 25 | ||
| 2\tPolicies for Foreign Language Learning | 30 | ||
| Introduction | 30 | ||
| Language-in-education Policy in Australia | 31 | ||
| Language-in-education Policy in Japan | 49 | ||
| Language-in-education Policy in the European Union | 59 | ||
| Conclusion | 69 | ||
| 3\tLanguages in the Education of Immigrants | 74 | ||
| Introduction | 74 | ||
| Immigrant Language-in-education Policy in Australia | 77 | ||
| Immigrant Language-in-education Policy in Japan | 96 | ||
| Immigrant Language-in-education Policy in Italy | 106 | ||
| Conclusion | 124 | ||
| 4\tLanguages in the Education of Indigenous People | 129 | ||
| Introduction | 129 | ||
| Indigenous Language-in-education Policy in Australia | 132 | ||
| Indigenous Language-in-education Policy in Japan | 150 | ||
| Indigenous Language-in-education Policy in Colombia | 159 | ||
| Conclusion | 168 | ||
| 5\tExternal Language Spread Policies | 172 | ||
| Introduction | 172 | ||
| British Language Spread Policy | 175 | ||
| Japanese Language Spread Policy | 182 | ||
| French Language Spread Policy | 189 | ||
| Conclusion | 195 | ||
| 6\tLanguage-in-education Policies and Intercultural Relationships | 200 | ||
| Introduction | 200 | ||
| Language-in-education Policies and Ideology | 201 | ||
| Ideologies in Specific Polities | 204 | ||
| Language-in-education Policies, Intercultural Relationships and Power | 210 | ||
| Language-in-education Policies and the Intercultural Subject | 214 | ||
| Concluding Comments | 217 | ||
| References | 219 | ||
| Index | 238 |