This book examines the ideological underpinnings of
language-in-education policies that explicitly focus on adding a
new language to the learners' existing repertoire. It examines
policies for foreign languages, immigrant languages, indigenous
languages and external language spread. Each of these contexts
provides for different possible relationships between the language
learner and the target language group and shows how in different
polities different understandings influence how policy is designed.
The book develops a theoretical account of language policies as
discursive constructions of ideological positions and explicates
how ideologies are developed through an examination of case studies
from a range of countries. Each chapter in this book takes the form
of a series of three in-depth case studies in which policies
relating to a particular area of language-in-education policy are
examined. Each case examines the language of policy texts from a
critical perspective to deconstruct how intercultural relationships
are projected.
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