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Abstract This volume presents the main achievements in the language education policy research (1984-2012) in the West and the scope and characteristics of the works included in it have reflected its interdisciplinary nature, encompassing various traditions in linguistics, education, anthropology, sociology, etc. The articles and chapters in this volume provide a wide range of perspectives on how the language practices in formal and informal educational contexts are infl uenced by various factors and how this research paradigm reconstructs the field of language-in-education policy. The topics covered include: mother tongue education, bilingual education, school language policy, teachers’ role, language testing, education’s role in language maintenance and revitalization, relationship between language education and development, family language policy, etc. The discussions in this volume show that the academics generally recognize the language-in-education policy as a multifaceted phenomenon and process, focusing on the macro language policy’s impact on classrooms and communities, the development of local language policy at the institutional establishments, community and family contexts and the interaction between these two dimensions. Researchers usually adopt the ethnographic approaches to examine the language practices and reach a deep understanding, which is also refl ective and critical, with an aim to obtain a better understanding of the significance of language education policy research in explaining and guiding language education practices. However, it is found the researchers have yet to explore the basis for a broader meta-theoretical framework to understand the interrelationship between macro and micro policy and practice within language-in-education policy. The implication for language education policy researchers in China is to focus their research on the language practices in educational institutes in China and base their theoretical thinking on solid empirical facts, thus provide localized resolution for the further development of language-in-education policy researches.
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李娅玲 2012 《中国外语教育政策发展研究》,北京:北京大学出版社。
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林 晓 2016 《英语作为教学媒介语隐性政策分析——以马来西亚、新加坡和泰国为例》,《语言战略研 究》第2 期。
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沈 骑 石茜英 2013 《语言教育政策的国际视野和本土实践——“2013 语言教育政策国际学术研讨会”述评》,《当代外语研究》第9期。
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王克非等 2012 《国外外语教育研究》,北京:外语教学与研究出版社。
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Corson, David. 1999. Language Policy in School: A Resource for Teachers and Administrators. London: Routledge.
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Cross, Russell. 2009. A Sociocultural Framework for Language Policy and Planning. Language Problems & Language Planning, 33 (1): 22-42.
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Cooper, Robert.1989. Language Planning and Social Change. Cambridge: Cambridge University Press.
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Dang, Thi Kim Anh, Hoa Thi Mai Nguyen, and TrucThi Thanh Le. 2013. The Impacts of Globalization on EFL Teacher Education through English as a Medium of Instruction: An Example from Vietnam. Current Issues in Language Planning, 14 (1), 52-72.
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Fasold, Ralph. 1984. The Sociolinguistics of Society. Oxford; New York: Basil Blackwell.
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Fasold, Ralph. 1990. The Sociolinguistics of Language. Oxford: Basil Blackwell.
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Ferguson,Gibson. 2006. Language Planning and Education. Edinburgh, UK: Edinburgh University Press.
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Fishman, Joshua A. 1991. Reversing Language Shift: Theory and Practice of Assistance to Threatened Languages. Clevedon: Multilingual Matters.
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Hamid, M. Obaidul, Jahan, Iffat, and Islam, Monjurul. 2013.Medium of Instruction Policies and Language Practices, Ideologies and Institutional Divides: Voices of Teachers and Students in a Private University in Bangladesh. Current Issues in Language Planning, 14 (1), 144-163.
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Held, David, Anthony McLew, David Goldblatt, and Jonathan- Perraton. 1999. Global Transformations: Politics, Economics and Culture. Stanford: Stanford University Press.
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Hornberger, Nancy. 1989. Can Peru’s Rural Schools Be Agents for Quechua Language Maintenance? Journal of Multilingual and Multicultural Development, 10 (2), 145-159.
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Hornberger, Nancy and David Cassels Johnson. 2007. Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice. TESOL Quarterly, 41(3): 509-532.
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Huebner, Thom and Kathryn A. Davis (eds.). 1999. Sociopolitical Perspectives on Language Policy and Planning in the USA. Amsterdam; Philadelphia, PA: John Benjamins Publishing Company.
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Johnson, David Cassels. 2013. Language Policy. Basingstoke: Palgrave Macmillan.
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Kaplan, Robert and Richard Baldauf B. 1997. Language Planning from Practice to Theory. Philadelphia: Multilingual Matters Ltd.
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Kaplan, Robert and Richard Baldauf B. 2003. Language and Language-in-Education Planning in the Pacific Basin. Dordrecht: Kluwer Academic.
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Menken, Kate. 2006. Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners. Bilingual Research Journal, 30 (2), 521-546.
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Menken, Kate and García, Ofelia. 2010. Negotiating Language Policies in Schools: Educators as Policymakers. Florence, KY: Routledge.
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McCarty, Teresa. 1998. Schooling, Resistance, and American Indian Languages. International Journal of the Sociology of Language, 132 (1): 27-42.
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Ricento, Thomas. 2000. Historical and Theoretical Perspectives in Language Policy and Planning. Journal of Sociolinguistics, 4 (2): 196-213.
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Ricento, Thomas (ed). 2016a. Language Policy and Planning: Critical Concepts in Linguistics (Vol. 1). London and New York: Routledge.
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Ricento, Thomas (ed). 2016b. Language Policy and Planning: Critical Concepts in Linguistics (Vol. 3). London and New York: Routledge.
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Romaine, Suzanne. 2006. Planning for the Survival of Linguistic Diversity. Language Policy, 5 (4): 441-473.
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Shohamy, Elana. 2006. Language Policy: Hidden Agendas and New Approaches. London: Routledge.
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Tollefson, James (ed.). 2002. Language Policies in Education: Critical Issues. New York: Lawrence Erlbaum.
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Tollefson, James. 2013. Language Policy in a Time of Crisis and Transformation, in Tollefson, James. (ed.) Language Policies in Education: Critical Issues (2nd edition). New York and London: Routledge, 11-34.
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