Celebrating the Impact of Guadalupe Valdés’ Work

This month we published Equity in Multilingual Schools and Communities edited by Amanda K. Kibler, Aída Walqui, George C. Bunch and Christian J. Faltis. In this post the editors explain how the book came together.

Professor Guadalupe Valdés is well known across the fields of education, bilingualism, applied linguistics, and world languages, among others, where her research, teaching, and mentoring have made enormous impacts. Her recent retirement – after nearly five decades of groundbreaking work – provided a unique opportunity for some of her many students and colleagues to pay tribute to the ways she has influenced their thinking and their lives.

We (Amanda, Aída, George, and Chris) all learned from Professor Valdés as doctoral students at Stanford’s Graduate School of Education and in the years since. Although none of us were in graduate school together, our paths have crossed many times in the past, and we enjoyed this first opportunity to all work together as a team of “intergenerational” scholars connected by Guadalupe and her influence.

Separate conversations over time coalesced into a tentative plan for this volume. As we reviewed other such festschrifts and reflected on Professor Valdés’ work, we realized how important it would be to emphasize the ways in which her scholarship challenged boundaries and expectations, reflecting the interrelated ecologies in which Latino and other multilingual students live, learn, and develop. Such complexities defy expectations for a neat and orderly table of contents for any volume, but we have done our best to highlight key areas of Professor Valdés’ work while also highlighting the many connections among them.

Although the volume includes more than 25 chapters from almost 50 contributors, we also acknowledge that it leaves many stories untold, and we hope this tribute sparks new and ongoing conversations about bilingualism, teaching and learning, and equity for multilingual students.

Although Guadalupe was hesitant for us to take time away from our own scholarship to undertake this project, she eventually agreed, under one condition: that contributors use this opportunity to “look forward” to their own work rather than to only look back at hers. We are particularly excited about the ways in which the chapters in the volume both heed and resist this call, sharing new insights and findings while also celebrating and offering tributes to the ways in which Professor Valdés’ tremendous work has made these innovations possible.

For more information about this book please see our website.

If you found this interesting, you might also like Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education edited by M. Garrett Delavan, Juan A. Freire and Kate Menken.

The Remaking of Language Education

This month we published Liberating Language Education edited by Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy. In this post the editors reveal what readers can expect from the book.

Liberating Language Education emerged from our desire to unite our passion about language, education, and lived multilingualism with our visions of what language education can mean, feel, and look like in times of unprecedented change and uncertainty. This passion is reflected in our personas of ‘the weaver’, ‘the fool’, ‘the traveller’ and ‘the activist’ in the introduction of the book: they illustrate the complexity and richness of language experience and language learning across the lifespan and highlight the entanglements of the personal and biographical with the historical and socio-cultural dimensions of language and language pedagogy.

This kaleidoscopic perspective is amplified by the plurality and heterogeneity of voices and orientations manifested in the chapter contributions. The book calls into question a single and unified approach to language, culture, and identity, dismantling monolingual and prescriptivist discourses of pedagogy that have long dominated language education. Instead, it proposes new ways of understanding language and language education that move beyond rationalist and instrumental perspectives and emphasise locally situated meaning-making practices, messiness, and unpredictability.

These new ways liberate our understanding of language to encompass the full range of semiotic repertoires, aesthetic resources, and multimodal practices. They reimagine language education from a translingual and transcultural orientation, showcasing multiple, alternative visions of how language education might be enacted. The translingual, transcultural and transformative approach to pedagogy that underpins the book rests on the following principles:

• an integrated and inclusive view of language and language learning
• challenging binaries and fixed positions between formal/informal learning, school/home literacies, schools/other sites of learning
• attention to language hierarchies and linguistic and social inequalities
• a synergetic relationship between language and culture
• the transformative process of language learning as reconfiguring our existing communicative resources and nurturing new ways of being, seeing, feeling and expressing in the world
• foregrounding embodied, material and aesthetic perspectives to pedagogy
• emphasis on learner and teacher agency and making their voices heard
• supporting multiple ways of knowing and a decolonising stance to knowledge building
• creating trusting, respectful and collaborative relations in research and shared ownership of knowledge

This critical and creative translingual and transcultural orientation repositions teachers, learners and researchers as active language policy creators in the remaking of language education today.

Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy

For more information about this book please see our website.

If you found this interesting, you might also like The Dynamics of Language and Inequality in Education edited by Joel Austin Windle, Dánie de Jesus and Lesley Bartlett.

Making an Impact: Language Teachers that Left an Impression

Next month we will be publishing Language Teacher Psychology edited by Sarah Mercer and Achilleas Kostoulas. The book begins with an invitation to the reader to reflect on their own memories of language learning: “If you think back to your language learning at school, you might remember specific tasks or projects you did, but, even more likely, you will remember your teachers.” This sparked a conversation in our office about language teachers we’ve encountered over the years, which we thought would make for an interesting blog post. Here are some of Laura, Flo and Tommi’s reflections on the language teachers that have stuck with them. 

Laura

My first ever French teacher was obsessed with songs. Every single unit of vocabulary was accompanied by a song and action routine that we all had to learn and perform to the class. I imagine that for the quieter students that must have been a terrifying experience but for the rest of us it was great fun. The songs were incredibly catchy and have stuck with me and my school friends…so much so that we can still recite them off by heart, even 20 years later!

When I was in 6th Form I had French first thing on a Monday morning – not the best time of the week for teenagers! Our teacher came up with the idea that we’d take it in turns to bake a cake over the weekend and bring it in to share with the class that lesson. It was a brilliant idea – not only were we more enthusiastic about coming to class but it also brought us closer together as a group as we were more relaxed while chatting over cake. Some even tried their hand at baking French specialities!

My school German teacher made sure that lessons went well beyond the syllabus. She took the time to get to know us as individuals and often recommended German films and books that she thought we’d like. She made me realise that there’s so much more to studying a language than the topics in the textbook and that languages stretch far beyond the classroom walls. It was also a very good way to get us to engage with German outside lesson time too!

When I was on my year abroad in France I lived with some Spanish students. Over the course of the year they made sure that I learnt basic Spanish, not through formal instruction, but by making sure that they used Spanish as we did things together, such as cooking. Over time I picked up all sorts of vocabulary which has stuck with me since, including the phrase “¿Dónde están mis llaves?” (“Where are my keys?”) which was used on a near daily basis by one forgetful housemate!

Flo

During my year abroad I studied Russian at a French university. The course was taught by two teachers – the first was terrifying: incredibly strict with zero tolerance for mistakes. She called me “the foreigner” for the first few weeks, until I got so fed up I wrote my name in huge letters at the top of my essay in the hope she would get the hint. This was juxtaposed completely by the other teacher, who was kind, patient and very understanding of my predicament as a British student in a French classroom learning Russian! He made many allowances for my odd-sounding Russian to French translations and always made sure I understood definitions, often asking me to provide the class with the English translation, which helped me feel less useless! I really appreciated his acknowledgement and thoughtfulness, which meant I never felt lost or excluded from his lessons.

I have French lessons once a week and it’s probably my best language learning experience so far. My teacher has a great sense of humour, is patient, reassuring, and full of praise but never lets mistakes go unchecked. He’s obviously passionate about French culture and during our conversations he often plays us clips from French films, shows us books and photographs or plays songs. The atmosphere in his classroom is very egalitarian – there’s no tangible student/teacher divide and he is quick to be self-deprecating about his own English, which levels the playing field and reminds us that actually we’re all learners.

Tommi

My A-Level German teacher at school recognised that I hated grammar tables and all of that formal language learning. He would quite often set the class an exercise to do with “der, die, das, die” or whatever. Noticing that I could never really get going at all, he would then come over and chat to me (in German) quite casually for 5-10 minutes, then he would finish with “right, you are now 10 minutes behind the rest of the class, you’d better get some work done”. I suspect I learned more German in those chats than I ever did from grammar tables…

My Italian teacher at Cultura Italiana in Bologna sat with me one day for a private lesson. During the lesson, she would talk, and I would sit leaning back with my arms folded across my chest. Eventually she grew exasperated and said “Tommi, do you care about any of this?” to which I replied “of course I do! I am listening very carefully!” “Argh, no, if you want to learn Italian you mustn’t listen, you need to lean forward, interrupt me and talk over me, that way I will know you want to be part of the conversation! We often go out, everyone talks at the same time, if you are not always saying something I will just assume you are bored and want to be somewhere else!”

For more information about the book that inspired this post, please see our website.

The Under-researched Area of Community Translation

This month we published Translating for the Community edited by Mustapha Taibi. In this post the editor discusses the origins of the book and the under-researched areas of the field it aims to address.

The idea of this book came out of the first International Conference on Community Translation, held at Western Sydney University in September 2014. The conference followed the creation, in 2013, of the International Community Research Group. These initiatives were responses to insufficient research activities and publications in the area of Community Translation (also known as Public Service Translation in some parts of the world).

Rather than publish conference proceedings, we decided to publish a volume of selected contributions, both by scholars who were able to make it to the conference and others who were not. Thus the book includes the contributions of two plenary speakers (Dorothy Kelly and Harold Lesch), conference papers that were developed further (by Ignacio García, Leong Ko, Jean Burke, and Carmen Valero and Raquel Lázaro), and contributions by scholars interested in Community Translation who did not attend the conference (Brooke Townsley and Alicia Rueda-Acedo). In my case, as conference organiser, although I did not participate with a paper, I felt I needed to contribute with a chapter on “Quality Assurance in Community Translation”, a central issue in translation and interpreting in general, and in Community Translation in particular.

The contributions were reviewed separately by two reviewers each (please see the list of reviewers in the acknowledgements section of the book), then the entire book was reviewed by anonymous reviewers invited by the publisher, as well as by the editors of the series Translation, Interpreting and Social Justice in a Globalised World, Philipp Angermeyer (York University, Canada) and Katrijn Maryns (Ghent University, Belgium). A big thank you to everybody involved!

The volume is a small contribution to an under-researched area of study. It covers a number of issues relating to Community Translation, which are at the same time local and global:

– What the situation of Community Translation is in different parts of the world, and what common issues emerge from local descriptions (e.g. Australia, Spain, South Africa, UK);

– How to frame and understand Community Translation and its social mission (empowerment of disempowered groups);

– How to ensure quality and empower communities through a type of translation work that is not sufficiently regulated and does not receive the policy and research attention it deserves;

– How to design and logistically organise training courses in Community Translation given the linguistic diversity of minority groups and the financial challenges surrounding the decisions of education providers;

– How to create links between universities and other education providers, on one hand, and relevant government and non-government organisations and community bodies, on the other, for more community engagement, civic awareness and societal impact of (translation) training and professional practice;

– How to integrate new technologies and the work of volunteers to expedite production and access without impacting the quality and effectiveness of community translations.

As noted in the editor’s concluding remarks, a number of research lines and topics within the area of Community Translation remain unmapped or insufficiently addressed. The nature of Community Translation also triggers a need for interdisciplinary research that combines efforts from fields such as language policy, public service, social marketing, sociolinguistics, healthcare, immigration, social services, education, human rights, etc. I would be delighted to see other scholars building on this humble contribution and moving forward.

For more information about this book please see our website. If you found this interesting, you might also like Ideology, Ethics and Policy Development in Public Service Interpreting and Translation edited by Carmen Valero-Garcés and Rebecca Tipton.

The Internationalization of Japanese Higher Education

This month we are publishing English-Medium Instruction in Japanese Higher Education edited by Annette Bradford and Howard Brown. In this post Annette gives us an overview of what we can expect from the book.

Japanese universities are internationalizing. They are enrolling more international students, sending more students on study abroad programs and infusing an international outlook into many of their degree programs. To help achieve this, spurred by recent government policies for internationalization, universities are rapidly increasing the number of courses and programs taught in English.

In English-Medium Instruction in Japanese Higher Education we provide a thorough picture of the growth in English-medium instruction (EMI) by bringing together researchers from across Japan to provide an on-the-ground perspective of recent developments.

The book is organized into six main sections. The first section, ‘English-Medium Instruction in Context,’ examines the social and policy environment that has allowed the rapid expansion of EMI in Japan. In Chapter 1, we describe the current state of EMI using the ROAD-MAPPING framework conceptualized in 2014 by European scholars Emma Dafouz and Ute Smit. In Chapters 2 and 3 of the book, Hiroko Hashimoto and Bern Mulvey address government education policy and its implications for EMI.

Section 2 of the book, ‘The Implementation of English-Medium Instruction in Japan,’ looks at how programs are planned and developed. In Chapter 4, Hiroyuki Takagi examines EMI courses in relation to the internationalization of the curriculum. In Chapter 5, Beverley Yamamoto and Yukiko Ishikura explore how an entire degree program taught in English can develop and find its place in the university community.

Section 3, ‘Challenges and Solutions for English-Medium Instruction in Japan,’ deals with some of the difficulties facing EMI stakeholders. Chapter 6 by Gregory Poole discusses institutional identity and administrative culture as impediments to EMI implementation. In Chapter 7, Hiroshi Ota and Kiyomi Horiuchi analyze the accessibility of Japanese universities’ English-taught programs for foreign students. In Chapter 8, Sarah Louisa Birchley takes a marketing perspective, examining if EMI programs have reached their full potential.

In Section 4, ‘The Faculty and Student Experience,’ authors consider the roles of faculty members and student participation in and opinions of EMI. Chapter 9 by Chris Haswell focuses on how Asian varieties of English are perceived by domestic and international EMI students in Japan. Juanita Heigham looks at the broader campus experience in Chapter 10, examining the experience of non-Japanese speaking international EMI students as an essential and yet invisible part of internationalization programs. In Chapter 11, Sae Shimauchi presents a study of gender differences in the international outlook of EMI students. In Chapter 12, Bernard Susser focuses on faculty members, and explores his own journey transitioning from language teaching to EMI. Miki Horie reports on the training needs of EMI faculty in Chapter 13.

Section 5 of the book, “Curriculum Contexts”, shifts gears away from policy and research questions and highlights specific EMI practices at three universities around Japan. In Chapter 14, Bethany Iyobe and Jia Li draw attention to the importance of integration and cooperation in a small EMI program. Chapter 15 by Jim McKinley looks at how an established EMI program is transforming in light of a new understanding of the role of English. In Chapter 16, Nilson Kunioshi and Harushige Nakakoji profile how EMI is being implemented for science and engineering students at a top tier university.

In the final section of the book, “Future Directions for English-Medium Instruction”, we wrap up with a look at where EMI might go from here. In Chapter 17, Akira Kuwamura looks at both ethical and practical objections to EMI that have been raised in the literature. And in the final chapter, we, the co-editors, take a look back at an earlier example of innovation and reform in Japanese higher education. We compare IT with the recent happenings in EMI to question whether EMI can become fully embedded within the fabric of Japanese higher education.

For more information about this book please see our website. If you found this interesting, you might also like Rethinking Language and Culture in Japanese Education edited by Shinji Sato and Neriko Musha Doerr. 

The Impact of Neoliberalism on Education and Language Learning

This month we are publishing Language, Education and Neoliberalism edited by Mi-Cha Flubacher and Alfonso Del Percio. In this post the editors explain how the book came about and touch on its main themes.

Nowadays cuts in spending, austerity plans and restructuring of the public sector have become commonplace for a large part of the world population. This development is far from new, but rather stands in the tradition of neoliberalism, as introduced on both sides of the Atlantic by Margaret Thatcher and Ronald Reagan in the 1980s.

In the context of education, central elements to these reforms have been privatisation, competitiveness and marketisation. The colonization of education by market principles has introduced a paradigmatic change which has resulted in an abdication of a Humboldtian education model to one which favours ideas of employability and profitability. This change proves problematic for most humanities, social sciences and language studies which have to legitimise their worth. The neoliberal austerity measures thus also have a very direct impact on us as researchers and teachers alike.

Against this backdrop, we wanted to engage in an empirical discussion on the interplay and effects of the implementation of neoliberal policies, the increasing hegemony of neoliberal governmentalities on education and on language learning and teaching. In short, as we, the editors of this volume argue, the current political economic conditions bring about a resignification of education, language, and the self that fits the neoliberal agenda, which pushes, among other things, the turning of language into skills and items of branding, the responsibilisation of individuals and the turning of them into entrepreneurs of themselves.

We follow the trajectories of students, teachers and educators as well as of institutions that are subjected to these political economic transformations. Touching upon a variety of geographical, social, and linguistic contexts, the researchers contributing to this book will provide first-hand accounts and critical inquiries into issues that range from the detrimental ideologies of self-deprecation of South Koreans in the face of hastily implemented English as the general medium of instruction for higher education, to efforts of the Chinese government to commercialise the teaching of Mandarin and the contradictory effects this has on notions of linguistic authenticity and legitimacy.

Further insights are offered in terms of language teaching, i.e. the neoliberal conditions teachers of English for Academic Purposes have to face, due to which they turn to veritable “resource leeching” or the joint-initiative of teachers and parents to support their refugee children, left behind in official US school policies that is entirely output-oriented. University students also form the object of interest in this volume, as conscious agents trying to accumulate linguistic capital even if only for symbolic reasons, both Italian-speaking students in German-speaking Switzerland or Brazilian students in Anglo-Canada. A third stream brings contributors to discuss minority languages in educational settings in the US (Spanish-English dual bilingual and Mexico and their recalibration along neoliberal ideas of commodification and valorization). A final focus centres on language teaching for vocational purposes.

Come and join us on this journey – even if you might not like what you see.

For more information about this book please see our website. If you found this interesting, you might also like A Post-Liberal Approach to Language Policy in Education by John E. Petrovic.

The Three As: Defining Engagement in Higher Education

This month we published International Student Engagement in Higher Education by Margaret Kettle. In this post, the author introduces her “three As” model for defining the concept of engagement and explains what inspired her to write the book.

Engagement is everywhere. When I go to meetings and presentations, and read policy documents, the word is pervasive. We have student engagement, community engagement, the importance of engaging with industry partners, and so on.  It is clear to me that the word has become a catch-all and that the concept is in danger of being washed out, and then possibly thrown out. My book International Student Engagement in Higher Education is an attempt to identify the components of what is a complex and elusive concept. To this end, I foreground international students’ experiences and utilise social practice to explain the multiple, interrelated dimensions of engagement. My model comprises three ‘A’s: antecedents to engagement, actions of engaging, and achievements and accomplishments flowing from engagement.

Antecedents to engagement include dominant forms of academic English as well as facilitative teaching and assessment practices. Actions refer to students’ strategic acts in the moment of engaging. Finally, accomplishments draw attention to the benefits students derive from engagement such as academic achievement and personal change. The power of my model is that it disentangles the various dimensions of engagement while retaining their interrelationship.

By understanding the complexity of engagement, I believe that university leaders, managers and academics are better equipped to make decisions about policy and teaching approaches as well as academic support. Clearer conceptualisation of engagement will benefit international students and domestic/home students. Indeed, the model could also be used in other educational settings such as schools.

My interest in international student engagement began with my own experiences as an international student in Germany. It continued with work at an Australian university and being privy to international students’ strategic campaigns to assert themselves in their postgraduate courses. The opportunity to research engagement arose through my study with a university academic who had a reputation among colleagues and students for being an excellent teacher. The research involved a case study of the academic’s course over a semester – a rich and transformative experience for all, including myself as researcher.

At a time when the focus on engagement is increasing, the best way for institutions to learn about international student engagement is by listening to the students themselves. Teachers are integral to the student experience and have a vital role to play in providing the conditions for engagement. This book explicates these relationships and will hopefully be of benefit to people interested in promoting engagement for all students undertaking higher education.

For more information about this book, please see our website. If you found this interesting, you might also like Desiring TESOL and International Education by Raqib Chowdhury and Phan Le Ha.

What is “the best” way to assess emergent bilinguals?

Last month we published The Assessment of Emergent Bilinguals by Kate Mahoney. In this post, Kate explains how she came to dedicate her research to this topic and introduces us to her decision-making framework, PUMI (Purpose, Use, Method, Instrument), that can be used to better inform assessment decisions for bilingual children.

Since my first days as a teacher, I wanted to answer questions about how language and culture impact learning and schooling. I found myself teaching in Puerto Rican communities in New York, Navajo communities in New Mexico, Mexican communities in the Southwest, and in bilingual communities in Belize. Each experience drove an awakening clarity: assessment was an incredibly powerful influence on schooling and success, and language and culture strongly influenced assessment. In 1999, my then-advisor Dr. Jeff MacSwan at Arizona State University (ASU) suggested I adopt the study of tests and the testing process – within the context of bilingual learners – as a research topic. Admittedly, I was reluctant to begin a formal study involving psychometrics, language assessment and related methodologies, but I needed a multidisciplinary approach to answer questions. I was reluctant because the topic of testing seemed so frustrating and unfair, and seemed to privilege some students over others, based primarily on the relationship between culture and language. It was this reluctance that led me to begin my study of assessment, and from multiple disciplines. At the same time, I began teaching graduate courses in assessment for the multilingual programs at ASU. I’ve continued to teach this course throughout my career and today teach and conduct research at the State University of New York at Fredonia.

As I think back over the past 15-plus years of researching this topic, I’m continually struck by its complexity, and how difficult it can be for classroom teachers to learn about and stay abreast of the evolving methodologies. There is so much more to assessment than simply establishing a rubric and giving the test. Because of the complexity and multidisciplinary nature of assessment, it was difficult to deliver a course on assessment in a connected way to university students. That’s why I developed PUMI (Purpose, Use, Method, Instrument) for my first class on the subject back in 1999. I didn’t call it PUMI back then, but my students and I always discussed assessments within this framework, and it became an important way to make decisions and select appropriate assessments, while also understanding the complexities of emergent-bilingual assessment.

This book about the assessment of emergent bilingual learners is the culmination of teaching a university course for the past 18 years. I use the PUMI framework across the whole book; it’s a decision-making process teachers can use to make better assessment-related decisions. Also included are more in-depth topics in assessment that warrant full attention, such as validity as a theory, the history of the assessment of bilingual children, as well as testing accommodations and accountability topics.

Over the years, many people have approached me to ask about “the best” assessment or test for assessing Spanish or assessing math with emergent bilinguals. The answer is definitely not prepackaged, and not easy for that matter either. To begin to understand the answer to these types of questions, one must ask PUMI questions, and in that order. So, my response to questions about the best assessment is always first, what is the purpose “P” of the assessment and how will you use “U” the results. After considering the purpose and use, then we can begin to consider the best assessment method “M” and instrument “I”. Selecting an appropriate assessment for emergent bilinguals is not an easy task, but PUMI can guide us toward better assessment for this unique group of students.

For more information about this book, please see our website. If you liked this, you might also be interested in Foundations of Bilingual Education and Bilingualism (6th Edition) by Colin Baker and Wayne E. Wright.

Our Languages for Intercultural Communication and Education series celebrates its 30th book

Last month we published From Principles to Practice in Education for Intercultural Citizenship edited by Michael Byram, Irina Golubeva, Han Hui and Manuela Wagner, which became the 30th book in our Languages for Intercultural Communication and Education series. In this post, series editors Michael Byram and Anthony J. Liddicoat discuss how the series has grown from its inception in 2000.

The first book in the series

The Language and Intercultural Communication in Education (LICE) series has reached a significant landmark with the publication of its 30th book. The series began as an initiative of Multilingual Matters, Michael Byram and Alison Phipps with the aim of encouraging the study of languages and cultures in ways which can ultimately enrich teaching and learning. The first book that appeared was Developing Intercultural Competence in Practice edited by Michael Byram, Adam Nichols and David Stevens.

Since that first book, LICE has published across a wide range of topics ranging from classroom practice, to study abroad, to intercultural citizenship. Some notable publications that show the breadth of the series are:

• Maria Manuela Guilherme’s Critical Citizens for an Intercultural World, the first book linking the study of intercultural relations with citizenship;
• John Corbett’s An Intercultural Approach to English Language Teaching, which has been one of the most successful books in the series;
• Robert O’Dowd’s Online Intercultural Exchange, which explores the place of new media in intercultural learning;
• Karen Risager’s Language and Culture and Language and Culture Pedagogy that have made important historical and theoretical contributions to the field.

Although the focus of the series has been on education, we have also published books with a broader focus that advance thinking in the field more widely, such as Joseph Shaules’ Deep Culture: The Hidden Challenges of Global Living and Maria Manuela Guilherme, Evelyne Glaser and María del Carmen Méndez-García’s The Intercultural Dynamics of Multicultural Working.

We believe that the greatest achievement of the series has been to publish in the same series works that develop new theoretical insights into intercultural issues in language education and those that are very practical and offer ideas for the classroom.

The 30th book in the series

Our 30th book, From Principles to Practice in Education for Intercultural Citizenship edited by Michael Byram, Irina Golubeva, Han Hui and Manuela Wagner, brings together a number of ideas that have been developed through previous books in the LICE series with its focus on intercultural citizenship and its presentation of teachers’ practice in language education in a range of different contexts around the world.

We are shortly about to release our 31st book Teaching Intercultural Competence across the Age Range edited by Michael Byram, Dorie Perugini and Manuela Wagner. This book aims to show teachers that developing intercultural competence is possible within their own power of decision-making and that there are various degrees of curricular change that are available to them. The book shows how a community of practice involving universities, schools and students working with teachers can develop teaching and learning, and includes self-analysis that shows the difficulties as well as the pleasures of changing curricula. This is a book that will speak directly to teachers as they seek to include intercultural competence in their teaching, showing how this is doable by providing a lot of detailed description of courses, and making it possible for others to use the book directly to reshape their own practice.

For more information about this series, please see our website. 

 

A Post-Liberal Approach to Language Policy in Education

John Petrovic is the author of A Post-Liberal Approach to Language Policy in Education which we published this month. In this blog post, he tells us how he came to write the book.

I have always had an interest in languages and language policy issues. As an undergraduate, I majored in International Relations and had minors in Spanish and Russian. The so-called “Great Communicator,” Ronald Reagan, never communicated with me about becoming Ambassador to Spain (my plan), so I pursued a Masters in Bilingual Education. Some years later, my doctoral dissertation was a liberal defense of bilingual education. A major influence was my study at the University of Barcelona during my undergraduate years. There, language policy issues were, and still are, front and center in national politics around official languages to the language of instruction in the university classroom. Inevitably, people proclaim their language rights at these levels and all levels in between and, I suppose, rightly so.

It is here that my two scholarly interests — language policy and liberal political theory — meet. Liberal political theory certainly provides us rights. But how can everyone enjoy language rights (at least in the way that I think a “right” should be understood)? As sympathetic to the work of Tove Skutnabb-Kangas as I have always been, this was still a question I struggled with for a number of years.

As my struggle continued, it only got worse when I began thinking about the debate around Ebonics (African American Vernacular) that had emerged in Oakland, California. If there is such a thing as language rights and language is what we speak, can’t the speakers of bad English (which is how critics and folk linguists refer to Ebonics) demand the same rights? My initial conclusion was “yes.” Certainly, liberalism requires this. Re-enter the annoying “but how” question. I had to back away from my initially adamant “yes.”

What I needed was greater clarity on language itself. I went back to de Saussure. Some clarity. Where it really hit me, however, was when I completed an edited volume — International Perspectives on Bilingual Education. In a chapter in this volume, Christopher Stroud revealed to me the way that liberalism shapes received understandings of language as a construct. With Aaron Kuntz, I worked through  — and, I hope, added to in some interesting way — Chris’ thinking. The resulting article published in Language Policy formed a major piece to the puzzle. I combined this with a couple of other pieces that I had laying around and a picture emerged.

This book is that picture. It represents my thinking on language policy in education, on language rights, on language and identity, and the role of liberal theory in these matters…for now. Yet I am under no delusion that it is not missing pieces or that I did not force some pieces together. Puzzles are frustrating like that.

For more information on this book please see our website.