LEADER 05390nam 2200661 a 450 001 9910778955903321 005 20230421050732.0 010 $a1-283-42389-8 010 $a9786613423894 010 $a90-272-7420-7 035 $a(CKB)2550000000079105 035 $a(EBL)842933 035 $a(OCoLC)773566970 035 $a(SSID)ssj0000600864 035 $a(PQKBManifestationID)11350554 035 $a(PQKBTitleCode)TC0000600864 035 $a(PQKBWorkID)10602359 035 $a(PQKB)11784537 035 $a(MiAaPQ)EBC842933 035 $a(Au-PeEL)EBL842933 035 $a(CaPaEBR)ebr10526832 035 $a(EXLCZ)992550000000079105 100 $a19961206d1997 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aLanguage policy$b[electronic resource] $edominant English, pluralist challenges /$fedited by William Eggington, Helen Wren 210 $aAmsterdam ;$aPhiladelphia $cJ. Benjamins$dc1997 215 $a1 online resource (198 p.) 300 $aDescription based upon print version of record. 311 $a1-55619-517-6 311 $a90-272-2163-4 320 $aIncludes bibliographical references. 327 $aLANGUAGE POLICY DOMINANT ENGLISH, PLURALIST CHALLENGES; Title page; Copyright page; Table of Contents; Acknowledgments; FOREWORD PALMAM QUI MERUIT FERAT; Introduction; Are the stated purposes viable?; Entry into the profession; The self-image of ESL/EFL teachers; Conclusion; References; INTRODUCTION; PART I. THE DOMINANCE OF ENGLISH AND NATIONAL LANGUAGE POLICIES: AN OVERVIEW; CHAPTER 1. MAKING A DIFFERENCE IN LANGUAGE POLICY AGENDAS; Overview; 1. Thinking globally, acting locally; 2. Helping the TESOL teachers' association work for students 327 $a3. Learning from the language policies and practices of other countries Thinking globally, acting locally: the teacher's role; Helping the TESOL teachers' association work for students; Learning from the language policies and practices of other countries; Where do we go from here?; References; CHAPTER 2. THE ENGLISH LANGUAGE METAPHORS WE PLAN BY; Introduction; The impact of socially shared metaphors; English language related metaphors; Foundation metaphors; Expansion metaphors (17th - mid-20th century); Contemporary metaphors (Mid-20th Century - ); Conclusion: metaphor and policy; References 327 $aPART II. LANGUAGE AND LANGUAGE-IN-EDUCATION POLICIES IN ENGLISH-DOMINANT NATIONSCHAPTER 3. ""THE GROWN-UPS KNOW BEST"": LANGUAGE POLICY-MAKING IN BRITAIN IN THE 1990's; Linguistic profile of the United Kingdom; Provision for languages in the UK; Changes after the 1988 Education Bill; The appropriation of English; Language planning in Britain today; Implications for bilingual and bi-dialectal pupils; Back to the basics; References; CHAPTER 4. LANGUAGE POLICY IN THE USA: NATIONAL VALUES, LOCAL LOYALTIES, PRAGMATIC PRESSURES 327 $aA definition and framework: no official, but multiple, informal policies Educational governance: national or local?; Regional and ethnic influences, historical and contemporary; Ideological and structural tensions; Bilingual education: new federal-local connections; Bilingualism for all: moves toward the mainstream; Instruction in other languages: lofty visions, local realities; Some final thoughts; References; CHAPTER 5. ENGLISH LANGUAGE-IN-EDUCATION POLICIES IN CANADA; Francophone learners of English in Que?bec; First Nations learners of English; Prevalent issues and recent developments 327 $a1. Equity of access to language education2. Tensions between regional situations and differing levels of responsibility; 3. Relations of language education to other societal issues and cultural processes; 4. Maintenance of languages other than English or French; 5. Developing resources, research, theories, and facilitating structures; References; CHAPTER 6. ENGLISH AND PLURALISTIC POLICIES: THE CASE OF AUSTRALIA; Introduction; Overview of language planning in Australia; Language policies since the 1960's; Debates and issues on language policy today; English; Australian English 327 $aAboriginal English 330 $a'Think globally, act locally' is the message of Language Policy: Dominant English, Pluralist Challenges. The book examines the impact of English in countries in which it is taken for granted - Australia, Britain, Canada, New Zealand, and the USA. It explores how the dominance of English impacts on the development of national language policies, the maintenance of minority languages, the ability to provide services in other languages, the efforts to promote first language and bilingual education programs, and the opportunities for adult and child second language and literacy training. 606 $aLanguage policy$zEnglish-speaking countries 606 $aLanguage and languages$xPolitical aspects 606 $aEnglish language$xPolitical aspects 615 0$aLanguage policy 615 0$aLanguage and languages$xPolitical aspects. 615 0$aEnglish language$xPolitical aspects. 676 $a306.44/9/09175 701 $aEggington$b William$01511750 701 $aWren$b Helen$01511751 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778955903321 996 $aLanguage policy$93745270 997 $aUNINA