Negotiating Language Policies in Schools: Educators as Policymakers

Description

Book Cover Title Copyright Dedication Contents Foreword Chapter 1 Introduction Part I: Negotiation of Language Education Policies Guided by Educators’ Experiences or Identity (Individual) Chapter 2 Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education Chapter 3 Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What’s in it for Learners of EAL? Chapter 4 “Tu Sais Bien Parler Maîtresse!”: Negotiating Languages other than French in the Primary Classroom in France Chapter 5 “Angles Make Things Difficult”: Teachers’ Interpretations of Language Policy and Quechua Revitalization in Peru Chapter 6 Towards Normalizing South African Classroom Life: The Ongoing Struggle to Implement Mother-Tongue Based Bilingual Education Chapter 7 Enacting Language Policy through the Facilitator Model in a Monolingual Policy Context in the United States Chapter 8 Between Intended and Enacted Curricula: Three Teachers and a Mandated Curricular Reform in Mainland China Part II: Educators’ Negotiation of Language Education Policies Influenced by Situation/Context/Community (Social) Chapter 9 Maori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions Chapter 10 (Re)Constructing Language Policy in a Shi’i School in Lebanon Chapter 11 Cases of Language Policy Resistance in Israel’s Centralized Educational System Chapter 12 Traversing the Linguistic Quicksand in Ethiopia Chapter 13 Language Policy in Education and Classroom Practices in India: Is the Teacher a Cog in the Policy Wheel? Chapter 14 Chilean Literacy Education Policies and Classroom Implementation Part III: Moving Forward Chapter 15 Stirring the Onion: Educators and the Dynamics of Language Education Policies (Looking Ahead) Chapter 16 Moving Forward: Ten Guiding Principles for Teachers Contributors Author Index Subject Index