Language policy and political issues in education
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Language policy and political issues in education Teresa L. McCarty and Stephen May (eds). Language Policy and Political Issues in Education. Springer International Publishing, Cham, 2017, 3rd edition, 563 pp. Encyclopedia of Language and Education series. ISBN 978-3-319-02343-4 (hbk), ISBN 978-3-319-02344-1 (eBook) Birgit Brock‑Utne1
© UNESCO Institute for Lifelong Learning and Springer Nature B.V. 2020
Language Policy and Political Issues in Education is one of ten volumes of the third edition of the Encyclopedia of Language and Education. The Encyclopedia was first published by Springer in 1997 under the general editorship of the late David Corson and comprised eight volumes. In his introductory remarks, Corson made the case for the timeliness of an overarching state-of-the-art review of the field of language in education. He argued that the publication of the Encyclopedia reflected both the internationalism and the interdisciplinarity of those engaged in academic analysis of language and education. The second edition of the Encyclopedia was published a decade later in 2008 under the general editorship of Nancy Hornberger. It grew to ten volumes. A particular priority in the second edition was the continued expansion of contributions from scholars working outside of English-speaking contexts. The third edition continues the legacy of its predecessors. A further decade on, it consolidates, reflects upon and expands the key issues in the field of language in education. In substantive contributions of approximately 5,000 words each, it provides an overview of historical and current developments and challenges future directions of a wide range of topics concerning language in education. In his introduction to the third edition of the Encyclopedia, its editor-in-chief, Stephen May, notes that in this edition some changes were made. The emergence over the last decade of “superdiversity” as a topic of major concern in sociolinguistics is one of the main threads running across all ten volumes of the third edition.1 The related 1
In the context of sociolinguistics, the term superdiversity refers to some current levels of population diversity that are significantly higher than before. It denotes increased diversity not only between immigrant and ethnic minority groups, but also within them. It has also been called the "diversification of diversity". * Birgit Brock‑Utne birgit.brock‑[email protected] 1
Department of Education, University of Oslo, Oslo, Norway
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Book Review
emergence of multilingualism as an essential area of study challenging the longheld normative ascendancy of monolingualism in relation to language acquisition, use, teaching and learning is similarly highlighted throughout all ten volumes, as are the pedagogical consequences – most notably in relation to translanguaging. Translanguaging refers to how agents (including students, educators and communities) sustain the fluid language practices of multilingual communities in ways that can lead to more engagement and learning
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