Negotiating Language Policies in Schools: Educators as Policymakers

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2/18/2010
  • Publisher: Routledge

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'The wisdom encompassed in these essays is tellingly international in scope, usefully pedagogical in orientation, and solidly grounded in the authors' decades of experience.' ' Nancy Hornberger, From the Foreword''¦An especially timely contribution in light of the growing impact of transmigration and globalization in education systems around the world.' ' Teresa McCarty, Arizona State UniversityEducators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process.Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

Author Biography

Kate Menken is Assistant Professor of Linguistics at Queens College of the City University of New York (CUNY), and a Research Fellow at the Research Institute for the Study of Language in an Urban Society at the CUNY Graduate Center. Ofelia Garca is Professor in the Ph.D. programs in Urban Education and Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York.

Table of Contents

Forewordp. xi
Introductionp. 1
Negotiation of Language Education Policies Guided by Educators' Experiences or Identity (Individual)p. 11
Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Educationp. 13
Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What's in it for Learners of EAL?p. 32
"Tu Sais Bien Parler Maîtresse!": Negotiating Languages other than French in the Primary Classroom in Francep. 52
"Angels Make Things Difficult": Teachers' Interpretations of Language Policy and Quechua Revitalization in Perup. 72
Towards Normalizing South African Classroom Life: The Ongoing Struggle to Implement Mother-Tongue Based Bilingual Educationp. 88
Enacting Language Policy through the Facilitator Model in a Monolingual Policy Context in the United Statesp. 107
Between Intended and Enacted Curricula: Three Teachers and a Mandated Curricular Reform in Mainland Chinap. 123
Educators' Negotiation of Language Education Policies Influenced by Situation/Context/Community (Social)p. 143
Maori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutionsp. 145
(Re)Constructing Language Policy in a Shi'i School in Lebanonp. 162
Cases of Language Policy Resistance in Israel's Centralized Educational Systemp. 182
Traversing the Linguistic Quicksand in Ethiopiap. 198
Language Policy in Education and Classroom Practices in India: Is the Teacher a Cog in the Policy Wheel?p. 211
Chilean Literacy Education Policies and Classroom Implementationp. 232
Moving Forwardp. 247
Stirring the Onion: Educators and the Dynamics of Language Education Policies (Looking Ahead)p. 249
Moving Forward: Ten Guiding Principles for Teachersp. 262
Contributorsp. 269
Author Indexp. 273
Subject Indexp. 275
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