English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.

English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.

This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely. This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.

Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea. It surveys the current status, practices, challenges, and future directions of Secondary English education in 11 diverse countries - in Israel, Japan, Korea, Singapore, Bangladesh, India, Indonesia, Malaysia, Pakistan, Vietnam and China. Given the importance of secondary English education as the central feature for continuing development of target language and culture in English language teaching in Asia, each contributed chapter includes key policies, theories, and practices related to the development and implementation of country-specific curricular and instructional programs in secondary English educational contexts in these countries. Secondary School English Education in Asia: From Policy to Practice critically analyses both sides of the English language debate - from advantages to complications - in its chapters including: Educating for the 21st Century: The Singapore Experience Miles to Go ...: Secondary Level English Language Education in India English Language Education Innovation for the Vietnamese Secondary School: The Project 2020 Exploring the Value of ELT as a Secondary School Subject in China: A Multi-goal Model for English Curriculum Secondary School English Education in Asia will appeal to English Language Teaching (ELT) researchers, teacher educators, trainee teachers and teachers, primarily those teaching in Asia.

Continuing on from the previously published Primary School English-Language Education in Asia: From Policy to Practice (Moon & Spolsky, 2012), this book compiles the proceedings which took place at the 2011 annual conference of AsiaTEFL which took place in Seoul, Korea. It surveys the current status, practices, challenges, and future directions of Secondary English education in 11 diverse countries - in Israel, Japan, Korea, Singapore, Bangladesh, India, Indonesia, Malaysia, Pakistan, Vietnam and China. Given the importance of secondary English education as the central feature for continuing development of target language and culture in English language teaching in Asia, each contributed chapter includes key policies, theories, and practices related to the development and implementation of country-specific curricular and instructional programs in secondary English educational contexts in these countries. Secondary School English Education in Asia: From Policy to Practice critically analyses both sides of the English language debate - from advantages to complications - in its chapters including: Educating for the 21st Century: The Singapore Experience Miles to Go ...: Secondary Level English Language Education in India English Language Education Innovation for the Vietnamese Secondary School: The Project 2020 Exploring the Value of ELT as a Secondary School Subject in China: A Multi-goal Model for English Curriculum Secondary School English Education in Asia will appeal to English Language Teaching (ELT) researchers, teacher educators, trainee teachers and teachers, primarily those teaching in Asia.

In Asia, English is no longer a foreign language but a key resource for education, government, business and the general public. Whereas thirty years ago, British and American experts believed that the best way to improve the quality of English teaching was to cancel any programs below the secondary level, Asian nations as well as European are now introducing English in primary school. But there are major obstacles to overcome: the training of enough local teachers or the hiring of English speakers, the preparation of suitable teaching materials, the development of useful tests, and the design of workable curriculums. The chapters in this book, written by leading English-teaching professionals in seven Asian countries and originally delivered at the 2010 annual conference of Asia TEFL which took place in Hanoi, Vietnam, describe and analyze national policies and how they are implemented. The coverage is wide: China with its huge number of students learning English, Japan working to make the transition from elementary to secondary school seamless, Singapore continuing to use English as medium of instruction for its multilingual population, Korea developing English education policies to recognize the increased role of English alongside the national language, India building on its colonial past to make English an economic resource, Vietnam fitting English into a program of national rebuilding, and Taiwan spreading its English teaching outside the national capital. This is not a report of the views of outside experts, but of local experiences understood by local scholars of international standing. Policy makers, educators, researchers and scholars will be able to gain valuable insights from Asian experts.

Addressing a wide range of issues in applied linguistics, sociolinguistics, and multilingualism, this volume focuses on language users, the people. Making creative connections between existing scholarship in language policy and contemporary theory and research in other social sciences, authors from around the world offer new critical perspectives for analyzing language phenomena and language theories, suggesting new meeting points among language users and language policy makers, norms, and traditions in diverse cultural, geographical, and historical contexts.

Identifying and expanding on previously neglected aspects of language studies, the book is inspired by the work of Elana Shohamy, whose critical view and innovative work on a broad spectrum of key topics in applied linguistics has influenced many scholars in the field to think out of the box and to reconsider some basic commonly held understandings, specifically with regard to the impact of language and languaging on individual language users rather than on the masses.
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This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely. This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.

In Asia, English is no longer a foreign language but a key resource for education, government, business and the general public. Whereas thirty years ago, British and American experts believed that the best way to improve the quality of English teaching was to cancel any programs below the secondary level, Asian nations as well as European are now introducing English in primary school. But there are major obstacles to overcome: the training of enough local teachers or the hiring of English speakers, the preparation of suitable teaching materials, the development of useful tests, and the design of workable curriculums. The chapters in this book, written by leading English-teaching professionals in seven Asian countries and originally delivered at the 2010 annual conference of Asia TEFL which took place in Hanoi, Vietnam, describe and analyze national policies and how they are implemented. The coverage is wide: China with its huge number of students learning English, Japan working to make the transition from elementary to secondary school seamless, Singapore continuing to use English as medium of instruction for its multilingual population, Korea developing English education policies to recognize the increased role of English alongside the national language, India building on its colonial past to make English an economic resource, Vietnam fitting English into a program of national rebuilding, and Taiwan spreading its English teaching outside the national capital. This is not a report of the views of outside experts, but of local experiences understood by local scholars of international standing. Policy makers, educators, researchers and scholars will be able to gain valuable insights from Asian experts.

This is the third volume of a trilogy on English Language education in Asia within the Routledge Critical Studies in Asian Education. Put together by editors and contributors selected by Asia TEFL, this book provides a timely and critical review of the current trends in tertiary level English education in Asia. It foregrounds the developments and trends, policies and implementation, as well as research and practice. Written by ELT scholars and educational leaders, this book presents articles on China, Hong Kong, India, Japan, Korea, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. While the authors focus on their own local issues, providing an overview of the state of tertiary English teaching in their respective territories, they also provide insights from their successes and failures which can help inspire solutions to similar challenges faced internationally in the field. Chapters in the book include: * Heading toward the global standardization of English education in Korean universities * English in tertiary education in India: A Janus-faced perspective with special reference to University of Delhi * Developing English language skills in the Singapore higher education context * ELT at tertiary institutions in China: A developmental perspective This book will be valued by administrators, researchers and scholars interested in bilingualism, language policy and planning in higher education.

This is the third volume of a trilogy on English Language education in Asia within the Routledge Critical Studies in Asian Education. Put together by editors and contributors selected by Asia TEFL, this book provides a timely and critical review of the current trends in tertiary level English education in Asia. It foregrounds the developments and trends, policies and implementation, as well as research and practice. Written by ELT scholars and educational leaders, this book presents articles on China, Hong Kong, India, Japan, Korea, Malaysia, the Philippines, Singapore, Thailand, and Vietnam. While the authors focus on their own local issues, providing an overview of the state of tertiary English teaching in their respective territories, they also provide insights from their successes and failures which can help inspire solutions to similar challenges faced internationally in the field. Chapters in the book include: * Heading toward the global standardization of English education in Korean universities * English in tertiary education in India: A Janus-faced perspective with special reference to University of Delhi * Developing English language skills in the Singapore higher education context * ELT at tertiary institutions in China: A developmental perspective This book will be valued by administrators, researchers and scholars interested in bilingualism, language policy and planning in higher education.

Drawing on four decades of research, Bernard Spolsky presents an updated theory of language policy that starts with the individual speaker instead of the nation. In this book, he surveys the language practices, beliefs, and planning efforts of individuals, families, public and private institutions, local and national activists, advocates and managers, and nations. He examines the diversity of linguistic repertoires and the multiplicity of forces, linguistic and non-linguistic, which account for language shift and maintenance. By starting with the individual speaker and moving through the various levels and domains, Spolsky shows the many different policies with which a national government must compete and illustrates why national policy is so difficult. A definitive guide to the field, this is essential reading for policy makers, stakeholders, researchers, and students of language policy.

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Sami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Starting from the premise than indigenous language revitalization is worth doing, the authors focus on HOW to do indigenous revitalization, and in particular, the role of schools in that endeavor. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.

This book is an original and comprehensive treatment of the languages of Israel - of the practice and of the ideology. Against the background of an original theory of language policy set out in the opening, it asks about the extent to which the present linguistic pattern may be attributed to explicit language planning activities. The chapters give balanced analyses of the history and current status of the revitalized national language Hebrew, of the second official language Arabic, of the all-pervasive international language English, of the large number of immigrant languages brought to Israel, and in particular of the fate of the many Jewish languages. This is all tied together with a reasoned account of the new language education policy, and a consideration of the likelihood that the long hegemony of Hebrew is giving way to an evolving acceptance of linguistic diversity.

The difference between languages that children learn in the home (their mother tongues) and the languages valued by society and established as the medium of instruction in schools is an almost universal problem in educational systems. Proposals for mother tongue education, for bilingual programmes of various kinds, or for more effective teaching of literary or standard languages all depend on an understanding of the underlying problem of language education in multilingual settings. The writers of Language and Education in Multilingual Settings do not have a single view of the issues, for they are international in background and experience, and interdisciplinary in training and approach; moreover, as will be clear, they differ in political and philosophical beliefs, in scholarly rhetoric, in research paradigms and in personal circumstances. In this book, researchers from India, Yugoslavia, the USSR, the USA, New Zealand, Zambia, Denmark, Australia, and Israel discuss practice and theory in various parts of the world.

Addressing a wide range of issues in applied linguistics, sociolinguistics, and multilingualism, this volume focuses on language users, the people. Making creative connections between existing scholarship in language policy and contemporary theory and research in other social sciences, authors from around the world offer new critical perspectives for analyzing language phenomena and language theories, suggesting new meeting points among language users and language policy makers, norms, and traditions in diverse cultural, geographical, and historical contexts.

Identifying and expanding on previously neglected aspects of language studies, the book is inspired by the work of Elana Shohamy, whose critical view and innovative work on a broad spectrum of key topics in applied linguistics has influenced many scholars in the field to think out of the box and to reconsider some basic commonly held understandings, specifically with regard to the impact of language and languaging on individual language users rather than on the masses.
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Drawing on four decades of research, Bernard Spolsky presents an updated theory of language policy that starts with the individual speaker instead of the nation. In this book, he surveys the language practices, beliefs, and planning efforts of individuals, families, public and private institutions, local and national activists, advocates and managers, and nations. He examines the diversity of linguistic repertoires and the multiplicity of forces, linguistic and non-linguistic, which account for language shift and maintenance. By starting with the individual speaker and moving through the various levels and domains, Spolsky shows the many different policies with which a national government must compete and illustrates why national policy is so difficult. A definitive guide to the field, this is essential reading for policy makers, stakeholders, researchers, and students of language policy.

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hnahnoe in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.

Over the last fifty years, language policy has developed into a major discipline, drawing on research and practice in many nations and at many levels. This is the first Handbook to deal with language policy as a whole and is a complete 'state-of-the-field' survey, covering language practices, beliefs about language varieties, and methods and agencies for language management. It provides a historical background which traces the development of classical language planning, describes activities associated with indigenous and endangered languages, and contains chapters on imperialism, colonialism, effects of migration and globalization, and educational policy. It also evaluates language management agencies, analyzes language activism and looks at language cultivation (including reform of writing systems, orthography and modernized terminology). The definitive guide to the subject, it will be welcomed by students, researchers and language professionals in linguistics, education and politics.

Historical sociolinguistics is a comparatively new area of research, investigating difficult questions about language varieties and choices in speech and writing. Jewish historical sociolinguistics is rich in unanswered questions: when does a language become 'Jewish'? What was the origin of Yiddish? How much Hebrew did the average Jew know over the centuries? How was Hebrew re-established as a vernacular and a dominant language? This book explores these and other questions, and shows the extent of scholarly disagreement over the answers. It shows the value of adding a sociolinguistic perspective to issues commonly ignored in standard histories. A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.

Language policy is all about choices. If you are bilingual or plurilingual, you have to choose which language to use. Even if you speak only one language, you have choices of dialects and styles. Some of these choices are the result of management, reflecting conscious and explicit efforts by language managers to control the choices. This 2009 book presents a specific theory of language management. Bernard Spolsky reviews research on the family, religion, the workplace, the media, schools, legal and health institutions, the military and government. Also discussed are language activists, international organisations, and human rights relative to language, and the book concludes with a review of language managers and management agencies. A model is developed that recognises the complexity of language management, makes sense of the various forces involved, and clarifies why it is such a difficult enterprise.

Bernard Spolsky looks at the many debates at the forefront of language policy in this up-to-date introduction. The topics covered include ideas of correctness and bad language; bilingualism and multilingualism; language death and efforts to preserve endangered languages; language choice as a human and civil right; and language education policy. Spolsky develops a theory of modern national language policy and the major forces controlling it and explores questions that arise concerning the recognition of language policies and language management.

The papers in this volume exemplify various degrees of computer participation in several fields of linguistics. The book is organized in terms of the two fundamental capabilities of the computer: data-processing problems and systems problems.

Historical sociolinguistics is a comparatively new area of research, investigating difficult questions about language varieties and choices in speech and writing. Jewish historical sociolinguistics is rich in unanswered questions: when does a language become 'Jewish'? What was the origin of Yiddish? How much Hebrew did the average Jew know over the centuries? How was Hebrew re-established as a vernacular and a dominant language? This book explores these and other questions, and shows the extent of scholarly disagreement over the answers. It shows the value of adding a sociolinguistic perspective to issues commonly ignored in standard histories. A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.