JoAnn (Jodi) Crandall and Kathleen Bailey (eds): Global Perspectives on Language Education Policies
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JoAnn (Jodi) Crandall and Kathleen Bailey (eds): Global Perspectives on Language Education Policies TIRF Routledge & Francis Group, New York, 2018, xxiii + 238 pp, Pb ISBN 978-1-138-09082-8 Norbella Miranda1 Received: 22 June 2020 / Accepted: 1 July 2020 © Springer Nature B.V. 2020
Jodi Crandall and Kathleen Bailey skillfully managed to bring together 16 cases of language education policy studies from ten countries in Asia, North and South America. Global Perspectives on Language Education Policies is part of the series “Global Research on Teaching and Learning English”, published by the Interna‑ tional Research Foundation for English Language Education (TIRF) in partnership with Routledge Taylor & Francis Group. The book is comprised of empirical work by TIRF’s doctoral dissertation grantees and Alatis Prize awardees for outstanding publications in language policy and planning (LPP). The collection of chapters pro‑ vides an overview of the current character of language education policy and how it is enacted by diverse stakeholders at various levels of LPP. The main body of the book is divided into four parts, preceded by a Foreword, Preface and Introduction, and followed by a summary chapter with concluding remarks. In the Foreword, Lo Bianco highlights the advances of LPP regarding con‑ cepts and research methods, while he reminds us of its inherent practical nature. “LPP is where the rubber hits the road in the academic exploration of things lin‑ guistic” (p. xiii). Indeed, no other area related to applied linguistics or sociolinguis‑ tics affects people’s daily lives more than the regulations over the status, function, structure, use or acquisition of languages. In the Preface, Bailey presents the book’s origin and reviews authors’ methodological approaches (mostly qualitative and eth‑ nographic), the methods (interviews, focus groups, observation, documents, arti‑ facts, online survey) and data analysis procedures (content and narrative analyses). Trends in methodologies confirm that the fourth wave of LPP research with its vari‑ ous forms for qualitative data gathering and increasing interest in discursive analytic approaches (Johnson 2016) is clearly growing in strength. The Introduction provides a brief descriptive account of the empirical chapters and frames the book’s content * Norbella Miranda [email protected] 1
School of Language Sciences, Universidad del Valle, Calle 13 # 100‑00, Cali, Valle del Cauca, Colombia
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within the theoretical orientations of most studies: the language policy onion, the sociocultural approach to LPP, the concept of teachers as policymakers, and Ruiz’ orientations toward language policy. Part 1 explores teachers as critical agents in policymaking and appropriation. While Khan and Le examine primary teachers’ agency in Pakistan and Vietnam respectively (Chapters 2 and 3), Galante discusses Brazilian university instructors’ perspectives on plurilingualism (Chapter 4) and Pettitt analyzes a language teach‑ er’s literac
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