This collection brings together theory and ethnographic research from a range of national contexts to offer unique insights into the nature of agency in language policy and planning. Situated within a broader sociological framework, the book explores agentive processes at work in case studies from around the world, engaging in discussions of such key themes as language and identity, language ideologies, linguistic diversity in education, and language revitalization. Each chapter examines the ways in which decisions made at both the local and national level impact language use and in turn, the dynamic relationship between language use, policy, and practice in these contexts. Taken together, this volume advances our understanding of agency in language policy and planning and directions for future research, making this key reading for students and scholars in language and education, critical sociolinguistics, and applied linguistics.
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vii | |
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viii | |
| Foreword |
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ix | |
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| Introduction |
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1 | (21) |
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1 Agency in Language Policy and Planning: A Theoretical Model |
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22 | (55) |
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2 Micro Language Planning and Agency in the Context of Bilingual Education Provision in Mozambique |
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77 | (23) |
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3 Language Change and Social Shifts Post-2010 in the Kyrgyz Republic |
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100 | (26) |
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4 Construction of an `Ideal Parent': Exploring the Interplay Between Educational Policies and Azerbaijani Families' Agentive Responses in Tabriz, Iran |
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126 | (23) |
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5 Constraints on Agency in Micro Language Policy and Planning in Schools: A Case Study of Curriculum Change |
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149 | (22) |
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6 Singapore's Language Policy: Agentive Responses and Views of Individual Singaporeans |
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171 | (19) |
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7 The Importance of Leadership Practices in Language Planning in Schools |
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190 | (24) |
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8 Structure, Agency and the "Teaching English in English" Policy: The Case of South Korea |
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214 | (23) |
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9 Development, Implementation and Contestation of Language-in-Education Policies in Nunavut |
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237 | (30) |
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10 Exposing Vacancies: Interactive Agency in Adult Education Language Policy |
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267 | (30) |
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| Conclusion |
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297 | (6) |
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| Appendices |
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303 | (1) |
| List of Contributors |
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304 | (4) |
| Index |
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308 | |
Jeremie Bouchard is associate professor at Hokkai Gakuen University, Sapporo, Japan. His research is a sociological exploration of language emerging from the complex relationship between culture, structure and agency. His latest monograph is titledIdeology, Agency, and Intercultural Communicative Competence.
Gregory Paul Glasgow, an assistant professor at Rikkyo University, Tokyo, Japan, conducts research on the impact of language education policy on teacher agency and pedagogical practice. His latest book chapters appear in the volumeProfessional Development of English Language Teachers in Asia: Lessons from Japan and Vietnam(Routledge).
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