LEADER 04576oam 2200673I 450 001 9910792380403321 005 20230504180802.0 010 $a1-135-14620-9 010 $a1-135-14621-7 010 $a1-282-57002-1 010 $a9786612570025 010 $a0-203-85587-6 024 7 $a10.4324/9780203855874 035 $a(CKB)2670000000009305 035 $a(EBL)484730 035 $a(OCoLC)609427282 035 $a(SSID)ssj0000363568 035 $a(PQKBManifestationID)11260184 035 $a(PQKBTitleCode)TC0000363568 035 $a(PQKBWorkID)10387897 035 $a(PQKB)10944214 035 $a(MiAaPQ)EBC484730 035 $a(Au-PeEL)EBL484730 035 $a(CaPaEBR)ebr10371510 035 $a(CaONFJC)MIL257002 035 $a(OCoLC)647887390 035 $a(EXLCZ)992670000000009305 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aNegotiating language education policies $eeducators as policymakers /$fedited by Kate Menken, Ofelia Garcia 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (xiii, 278 pages) 300 $aDescription based upon print version of record. 311 0 $a0-415-80208-3 311 0 $a0-415-80207-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Dedication; Contents; Foreword; Chapter 1 Introduction; Part I: Negotiation of Language Education Policies Guided by Educators' Experiences or Identity (Individual); Chapter 2 Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education; Chapter 3 Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What's in it for Learners of EAL?; Chapter 4 "Tu Sais Bien Parler Mai?tresse!": Negotiating Languages other than French in the Primary Classroom in France 327 $aChapter 5 "Angles Make Things Difficult": Teachers' Interpretations of Language Policy and Quechua Revitalization in Peru; Chapter 6 Towards Normalizing South African Classroom Life: The Ongoing Struggle to Implement Mother-Tongue Based Bilingual Education; Chapter 7 Enacting Language Policy through the Facilitator Model in a Monolingual Policy Context in the United States; Chapter 8 Between Intended and Enacted Curricula: Three Teachers and a Mandated Curricular Reform in Mainland China 327 $aPart II: Educators' Negotiation of Language Education Policies Influenced by Situation/Context/Community (Social); Chapter 9 Maori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions; Chapter 10 (Re)Constructing Language Policy in a Shi'i School in Lebanon; Chapter 11 Cases of Language Policy Resistance in Israel's Centralized Educational System; Chapter 12 Traversing the Linguistic Quicksand in Ethiopia; Chapter 13 Language Policy in Education and Classroom Practices in India: Is the Teacher a Cog in the Policy Wheel? 327 $aChapter 14 Chilean Literacy Education Policies and Classroom Implementation; Part III: Moving Forward; Chapter 15 Stirring the Onion: Educators and the Dynamics of Language Education Policies (Looking Ahead); Chapter 16 Moving Forward: Ten Guiding Principles for Teachers; Contributors; Author Index; Subject Index 330 $aEducators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators' central role in this complex and dynamic process.Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in 606 $aLanguages, Modern$xStudy and teaching$vCross-cultural studies 606 $aLanguage policy$xStudy and teaching$vCross-cultural studies 615 0$aLanguages, Modern$xStudy and teaching 615 0$aLanguage policy$xStudy and teaching 676 $a379.24 701 $aGarcia$b Ofelia$0175920 701 $aMenken$b Kate$f1968-$01547620 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792380403321 996 $aNegotiating language education policies$93804095 997 $aUNINA