How Language Policy and Practice Sustains Inequality in Education

2019 ◽  
pp. 127-146
Author(s):  
Nompumelelo L. Mohohlwane
Keyword(s):  
Language Policy ◽  
Policy And Practice ◽  
Inequality In Education

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

Language policy and practice in Brunei Darussalam

2019 ◽  
pp. 314-325
Author(s):  
Noor Azam Haji-Othman ◽  
James McLellan ◽  
Gary M. Jones
Keyword(s):  
Language Policy ◽  
Policy And Practice ◽  
Brunei Darussalam

Critical Discourse–Ethnographic Approaches to Language Policy

2018 ◽  
Author(s):  
Ruth Wodak ◽  
Kristof Savski
Keyword(s):  
European Union ◽  
Discourse Analysis ◽  
Language Policy ◽  
Critical Discourse Analysis ◽  
Empirical Research ◽  
Critical Discourse ◽  
The European Union ◽  
Policy And Practice ◽  
Ethnographic Approach ◽  
Key Concepts

This chapter focuses on the synergy that researchers in language policy have developed by integrating two other subfields of sociolinguistics: critical discourse analysis and critical ethnography. The chapter begins by discussing the meanings of the three key concepts used in these approaches, albeit sometimes in significantly different ways: critique, ethnography, and discourse. It then examines how these concepts are relevant to contemporary analyses of language policy, focusing particularly on their potential to open new and innovative avenues of research. To demonstrate how an integrated critical discourse and ethnographic approach can be applied in concrete empirical research, the chapter presents an analysis of language policy and practice in the European Union before providing an overview of other relevant studies in the area.

Engaged language policy and practice

2019 ◽  
Vol 13 (4) ◽  
pp. 294-296
Author(s):  
Min-Seok Choi
Keyword(s):  
Language Policy ◽  
Policy And Practice

scholarly journals Language policy and practice in multilingual production workplaces

Multilingua ◽  
2018 ◽  
Vol 37 (4) ◽  
pp. 403-427 ◽  
Author(s):  
Dorte Lønsmann ◽  
Kamilla Kraft
Keyword(s):  
Language Policy ◽  
Working Life ◽  
High Status ◽  
Language Policies ◽  
Policy And Practice ◽  
Transnational Mobility ◽  
Working Lives ◽  
Everyday Work ◽  
Point Of Departure ◽  
Policies And Practices

AbstractTransnational mobility results in a diversification of languages and cultures in the workplace. A common means of managing this diversity is to introduce language policies that often privilege English or the locally dominant language(s). In contrast, managing their everyday working lives may require employees to draw on a range of multilingual and non-verbal resources. Such tensions between policy and practice in multilingual workplaces may impact structures and processes of inequality and power in the workplace. By looking at two sites within logistics and construction, this article offers a critical look at multilingual policies and practices and their consequences for speakers within the workplace. The article investigates how language is conceptualised in language policies and enacted in language practice. From this point of departure we discuss how the tensions between policies and practices impact on the daily working life and professional opportunities of the workers. Our findings suggest that even though multilingual practices are crucial for the flow of everyday work interactions on the floor, the language requirements within the workplace mirror the repertoires and practices of high-status employees, and therefore their competence is valued more highly than the more multilingual repertoires of their subordinates. A consequence of this unequal valorisation of the different linguistic repertoires is the maintenance of existing hierarchies in the workplace and the creation of new ones.

LANGUAGE POLICY AND PEDAGOGY: ESSAYS IN HONOR OF A. RONALD WALTON. Richard D. Lambert and Elana Shohamy (Eds.). Amsterdam: Benjamins, 2000. Pp. xii + 279. $65.00 cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 122-123
Author(s):  
Timothy Reagan
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Deputy Director ◽  
Language Policy And Planning ◽  
Language Education Policy ◽  
Policy And Practice ◽  
Policy And Planning

Language policy and pedagogy, as its subtitle suggests, is dedicated to A. Ronald Walton, who died quite young in 1996. Walton had served as the deputy director of the National Foreign Language Center (NFLC) in Washington, D.C., since its founding in 1986, and the contributors to this volume all have had direct or indirect connections to the NFLC. Further, the essays in this volume are all related to issues and areas that were of concern to Walton during the course of his career. All of that having been said, this work is considerably more than a typical Festschrift; it is in fact a timely and important contribution to the growing literature dealing with both language policy and planning studies and contemporary issues in U.S. foreign language education policy and practice.

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