In this collection of real-life, personal narratives on the theme of language and globalization, scholars from a range of different sub-disciplines of linguistics, time periods, and geographical spaces throughout the world examine the interaction and intersectionality of languages and globalization and the implications of such interactions for world languages and cultures. A feature of the book is the application of autoethnography as its underlying approach/method, in which contributors draw on their own lived experiences (of life, scholarship, and work) to investigate and reflect on linguistic globalization and its issues and challenges against the backdrop of the globalized world of the 21st century.

In this collection of real-life, personal narratives on the theme of language and globalization, scholars from a range of different sub-disciplines of linguistics, time periods, and geographical spaces throughout the world examine the interaction and intersectionality of languages and globalization and the implications of such interactions for world languages and cultures. A feature of the book is the application of autoethnography as its underlying approach/method, in which contributors draw on their own lived experiences (of life, scholarship, and work) to investigate and reflect on linguistic globalization and its issues and challenges against the backdrop of the globalized world of the 21st century.

This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.

This book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia Garcia. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia Garcia's scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia Garcia's place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.

This book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia Garcia. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia Garcia's scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia Garcia's place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.

This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.