Language Policy: Dominant English, Pluralist Challenges

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William Eggington, Helen Wren
John Benjamins Publishing, Jan 1, 1997 - Language Arts & Disciplines - 170 pages
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'Think globally, act locally' is the message of Language Policy: Dominant English, Pluralist Challenges. The book examines the impact of English in countries in which it is taken for granted Australia, Britain, Canada, New Zealand, and the USA. It explores how the dominance of English impacts on the development of national language policies, the maintenance of minority languages, the ability to provide services in other languages, the efforts to promote first language and bilingual education programs, and the opportunities for adult and child second language and literacy training. The book examines language and language-in-education policies in these countries and the extent to which English influences some policies or preludes others. It explores the viability of a statement on national language policies that could be adopted by the International Teachers of English to Speakers of Other Languages (TESOL) organization as a statement of principles. The book explores how to raise issues of individual, social and educational responsibilities that TESOL members must face as they are influenced by, and can influence, the language policy agendas established in these countries. It explores what can be learned from other English dominant nations, and compares language policy and practice, developing a more cross-national view on rights and responsibilities in language and language-in-education in these five dominant nations.
 

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Contents

CHAPTER 1 MAKING A DIFFERENCE IN LANGUAGE POLICY AGENDAS
3
CHAPTER 2 THE ENGLISH LANGUAGE METAPHORS WE PLAN BY
29
PART II LANGUAGE AND LANGUAGEINEDUCATION POLICIES IN ENGLISHDOMINANT NATIONS
47
LANGUAGE POLICYMAKING IN BRITAIN IN THE 1990s
49
NATIONAL VALUES LOCAL LOYALTIES PRAGMATIC PRESSURES
67
CHAPTER 5 ENGLISH LANGUAGEINEDUCATION POLICIES IN CANADA
91
THE CASE OF AUSTRALIA
107
CHAPTER 7 WHY ARE WE WAITING? LANGUAGES POLICY DEVELOPMENT IN NEW ZEALAND
121
PART III TEACHING WITHIN LANGUAGE AND LANGUAGEINEDUCATION POLICIES
147
CHAPTER 8 SOCIAL JUSTICE IN THE WORK OF ESLTEACHERS
149
CHAPTER 9 THE ROLES AND RESPONSIBILITIES OF ESL TEACHERS WITHIN NATIONAL LANGUAGE POLICIES
165
Notes on contributors
169
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