In addition, the entire thematic collection on “Learning from Lau v. Nichols (1974): 50 years later” will also be open access for two months: link.springer.com/collections/...

A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices - Language Policy In this paper, we draw on raciolinguistic ideologies and chronotopes to critique career readiness, a race-evasive educational policy discourse that purportedly benefits all students, as grounded in wh...

Mark Emerick: A raciolinguistic perspective on career readiness standards in career and technical education: Professionalism and communication skills as white linguistic practices link.springer.com/article/10.1...

Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages - Language Policy This study examined how three champion principals of Asian language dual language bilingual education (DLBE) programs—Cantonese, Korean, and Mandarin—in California have navigated the oscillating langu...

Tian Zhongfeng: Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages link.springer.com/article/10.1...

David Song: Community-based and formal Chinese language education in urban California, 50 years after Lau v. Nichols link.springer.com/article/10.1...

Cory Buckband: A genealogical inquiry into raciolinguistic ideology and language policy among Spanish Franciscan missionaries in Alta California link.springer.com/article/10.1...

English medium instruction in Ethiopian university mission statements and language policies - Language Policy Ethiopia, with no colonial language legacy, adopted English medium instruction (EMI) policy with the establishment of its first higher education institution, University College of Addis Ababa, over se...

Jim McKinley: English medium instruction in Ethiopian university mission statements and language policies link.springer.com/article/10.1...

The (un)making and (re)making of Guangzhou’s ‘Little Africa’: Xiaobei’s linguistic and semiotic landscape explored - Language Policy Partly as a result of China’s reform and opening-up and the broader trend of globalisation, Guangzhou in Southern China has risen to global prominence as a commercial and business hub. Strategically p...

Gu Chonglong: The (un)making and (re)making of Guangzhou’s ‘Little Africa’: Xiaobei’s linguistic and semiotic landscape explored link.springer.com/article/10.1...

Chang Sin-Yi: Becoming bilingual (or not): A look into the public’s intersecting orientations towards Bilingual 2030 in multilingual Taiwan link.springer.com/article/10.1...

The expansive language access framework: an integrated approach to addressing oppression in language education - Language Policy While language education programs were created with an equity stance in mind—with the goals of increasing access and facilitating academic success for ethnically and linguistically marginalized studen...

Sara Kangas: The expansive language access framework: an integrated approach to addressing oppression in language education link.springer.com/article/10.1...

Trish Morita-Mullaney: Interpreting as educational policy: disentangling discourses of language access in schools link.springer.com/article/10.1...

To celebrate this year’s AAAL in Chicago, Language Policy is pleased to announce that the following articles written by conference attendees will be made fully open access for two months:

Discourse Studies MA - Lancaster University Find out more about studying Discourse Studies MA at Lancaster University

www.lancaster.ac.uk/study/postgr...

Join us for this exciting discussion next week. Register here: forms.gle/8icAhWug5gCS...

5: We need to use translanguaging to help us redefine the scope of ELT, moving it away from teaching "just English" and toward more holistic development of critical cultural literacy.

4: Corrective feedback of some form seems inevitable in language instruction (for both teachers and learners) but we need to use it to make learners aware of the reality of (trans)languaging rather than to impose unrealistically rigid notions of language.

3: We need to balance the type of translanguaging that happens naturally when learners perform tasks (e.g. peer-to-peer interaction) with more explicit, planned forms, where learners can make use of different languages to express themselves creatively and critically.

2: Separating "languages" might bring with it much conceptual baggage, but it is politically problematic to dismiss linguistic boundaries at a time when mother tongues in SE Asia are under attack - ELT needs to find ways that they can bring value to the classroom.

1: Translanguaging is about disrupting boundaries, not only by bringing different languages into ELT but also by redefining English - we need to make use of the many diverse Englishes we have in SE Asia to prepare learners for the real world.

This new publication tries to outline a set of practical principles for how we can make use of translanguaging to do good in Asian ELT: doi.org/10.1177/0033... 1/5

‘Failed’? Under-performing learners’ perspectives on Thailand’s English language policies While significant focus is thus placed on English, the discourse around language education in Thailand is dominated by narratives of ‘failure,’ sparked by, for instance, reports of poor results in ...

50 free reads: www.tandfonline.com/eprint/ZPEN4...

"English language education in Thailand is a failure" is what we often hear. What about the learners who are supposed to be 'failed'? In this article, we show that they in fact have complex plurilingual identities but that sadly current policy objectives are not aligned to them.

In this article, Denchai Prabjandee and I look at how researchers and practitioners collaborate when implementing new pedagogical frameworks. We look at the process of negotiating a new Global Englishes-informed coursebook for mainstream classrooms. Free authors.elsevier.com/a/1ki3c,7ttA...

Language policy is not about language but about how language is instrumentalzied as part of wider exercises of authority/power.

In a nutshell, huge debates around how much English to allow (or not allow) in Slovene higher education, whereas in the Thai context the approach is almost completely open (verging on promotion of English). 2/2

Now available for orders is this edited book, in which a chapter of mine also appears. This chapter is special because it's the first time I have compared the Thai and Slovene contexts, focusing specifically on language policy issues in higher education. 1/2

My latest article is out: 'Language and trust: Struggles for recognition of migrant people in the political realm' @fujomedia.bsky.social @dcuresearch.bsky.social Open Access & supported by
@researchireland.bsky.social and @dublincityuni.bsky.social FHSS. authors.elsevier.com/sd/article/S...

Absolutely there is that connection. I think we should see language policy as involved in the construction of boundaries of acceptability around issues like disinformation and hate speech - indeed you could argue that society's liberal treatment of those boundaries is at issue :)

(PDF) Language Policy in Action PDF | Language is part of social life, and efforts to control it can be viewed in light of broader struggles for social power around issues like... | Find, read and cite all the research you need on R...

Check out the book for examples from Slovenia, Malaysia, Singapore, Thailand and elsewhere, including government policies, social media communities, ELT textbooks, etc. Sample chapters here: www.researchgate.net/publication/...

Language policies are constructed, debated, interpreted, enforced and resisted, these actions often performed in parallel rather than as a fixed sequence. There's much potential agentive space around any policy, but a range of factors can determine how well these are used up. 5/x

Language policy is not just a 'status quo' but a form of action, a dynamic exercise of power within a particular setting. In institutions, policy tends to take place within a pre-determined framework, whereas they can involve more complex construction of authority in looser communities. 4/x