Book Review "Negotiating language policies in schools: educators as policymakers" by O. Garcia & K. Menken (original) (raw)

Language Teachers as Partners in Crafting Educational Language Policies?

The paper presents an expanded view of language policy which incorporates a variety of policy mechanisms which are claimed to affect de facto language policies. These mechanisms include declared policies, language education documents, language tests and language in public space, among others. These policies are initiated and determined by ''policy bodies'' which are part of governments and other groups in authority, but are detached from those who are execute them. The main objective of this paper is to portray the expanded view of language policy, along these mechanisms, and to argue for the involvement and active participation of teachers in this process. I will argue that the participation, discussions and negotiations constitute a civic and democratic obligation on route to valid, open, fair, realistic policies. Negotiations with the different stake holders who come the process with experience and knowledge is essential for developing language policies which are ...

Educational language policy and planning

The Encyclopedia of Applied Linguistics, 2014

Educational language policy—variously referred to as language education policy, language-in-education policy, and language policy in education (see discussion in Menken & García, 2010)—refers to a focus on educational contexts within language policy and planning (LPP) research, primarily in K-12 settings, but might also include informal educational activities and socialization in homes and communities. This work focuses on how language policy creation, interpretation, and appropriation in schools impact educational processes and pedagogy, with particular attention to opportunity for minority and Indigenous language users. While language policies impact the form, function, use, or acquisition of language more generally, educational language policies have been defined as “the official and unofficial policies that are created across multiple layers and institutional contexts (from national organizations to classrooms) that impact language use and education in schools” (Johnson, 2013, p. 77). “Policy” has traditionally been thought of as something that governing entities enact as a top-down regulation. However, educational language policy research includes analyses of both official and unofficial policy texts and discourses and the social beliefs and practices that shape how they are created, interpreted, and appropriated.

How Does Policy Influence Language in Education?

Language in Education: Social Implications

When hearing the word ‘policy’ many people think first of lawmakers who draft and pass legislation and politicians who espouse platforms on various social issues, not teachers. Even with respect to educational policy, one might immediately call to mind national secretaries or ministers of education rather than educators. Teachers, however, are at the front line of language policy since the classroom is a key site where policies become action. Moreover, teachers make decisions every day that amount to developing language policies for their classrooms; for example, teachers decide which language(s) to use during instruction, which language(s) to encourage when students speak to each other, what words are taboo, etc. Policy, then, is not just an area that lawmakers and politicians should care about. In fact, a range of individuals are involved in making, interpreting, and implementing educational language policy other than legislators and education ministers: teachers, administrators, parents, textbook publishers, curriculum developers, and the list goes on. This chapter offers a glimpse into language policy with a particular focus on its relevance for educators. First, major considerations for language planning related to the domain of education are introduced. Then, I explore the different scales of society, ranging from governments to schools and classrooms, where educational policy and planning is shaped. Finally, the impact and relevance of language policy on educational settings is discussed with special attention to what teachers need to know.

The Odd Couple: Diverging Paths in Language Policy and Educational Practices

Perspectives in Education, 2011

This paper examines the divergences between what educational policy calls for in South African schools with regard to language and learning and what takes place in schools. It argues that South African constitutional and education policy statements employ an idea of languages as bound entities and systems, and combine this understanding of languages with discourses on language rights and of language endangerment. An alternative view studied language as practice rather than system. From this perspective the idea of ‘a language’ is a misleading shorthand for a diverse range of language varieties, genres, registers and practices. Such resources are not equally distributed among users of these resources and they carry different social weightings or valuations. This paper argues that the language assumptions in language policy ‘erase’ linguistic complexities and assume a linguistic homogeneity and stability which is inappropriate. A view of language is developed where language operates a...

Classroom Teachers as Language Policy Implementors

2007

Teachers are not passive recipients of language policy; rather, they play an instrumental role in classroom language policy (re)creation. All teachers, whether teaching mainstream or English Language Learner/ Bilingual Education (ELL/BLE) classrooms, are inevitably engaged in acts of language planning and policy each day. In this paper, I argue that teachers can and should proactively (re)create language policy to make classrooms more equitable spaces for students acquiring English as an additional language. I also advocate more explicit acknowledgement of the limitations of schools and schooling. Focusing specifically on the importance of adding language planning and policy (LPP) to the teacher preparation period, I claim that the practice of LPP can simultaneously help new teachers better support the success of students learning English, while also furthering the broader goals of teacher education programs.

LANGUAGE EDUCATION POLICY UNLIMITED: GLOBAL PERSPECTIVES AND LOCAL PRACTICES

This book is a first. Language Education Policy is a new field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymaking and its enactment in a classroom or an educational setting. The study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people. 21 authors have contributed to this outstanding volume that situates the stakes in the new field of inquiry with examples in 14 countries. "This essential book shows why language education policy will never work if it is top-down and ignores local contexts and stakeholders. It illustrates the fundamental importance of taking local contexts into consideration and actively engaging and empowering local stakeholders in the development and implementation of all language education policy. A better blueprint for successful language education policy would be hard to find."- Dr. Andy Kirkpatrick, Griffith University

Articles and Essays on Language Policy in Second Language Teaching

Evaluation of the potential and actual impact of language policy on endangered languages is complicated by lack of straightforward causal connections between types of policy and language maintenance and shift, as well as by confusion of policy and planning. Language policy is not an autonomous factor and what appears to be ostensibly the "same" policy may lead to different outcomes, depending on the situation in which it operates. Weak linkages between policy and planning render many policies ineffective. Conventions and treaties adopted by international organisations and agencies recommending the use of minority languages in education usually lack power to reinforce them. Furthermore, policies have negligible impact on home use, which is essential for continued natural transmission of endangered languages. Although survival cannot depend on legislation as its main support, legal provisions may allow speakers of endangered languages to claim some public space for their languages and cultures.