This book will be of value to researchers and postgraduate students working in the fields of language policy and planning, multilingualism and language education.
Manan and Hajar invite experts and seasoned researchers from Asian contexts to explore the nuanced dynamics of language policy and educational practices in Asia, underscoring the importance of understanding local agency at a micro-level. The chapters engage in the critical exploration of the tensions between structure and agency, and spotlight the institutional constraints these micro-level actors face in the enactment of multilingual education policy and planning.
The contributors’ chapters provide case study examples of the response of local actors towards policies at the micro-level when creating potential spaces for multilingual pedagogies and possible affirmation of multilingual identities. It also provides an analysis of how and why micro-level actors engage in exercise of their agency, and what motives drive them towards such responses. The volume serves as a challenge to, and hopes to change, the normative assumptions, pervasive postcolonial hierarchies, and hierarchical multilingualism in favour of more egalitarian and inclusive multilingual policies and practices, both within and outside, the classroom. More specifically, the volume shares significant developments occurring around the role of agency in negotiating the prevailing Anglophonic and Anglonormative trends and practices.
This book will be of value to researchers and postgraduate students working in the fields of language policy and planning, multilingualism and language education.
Foreword
1. The macro (structure) and micro (agency) dialectic in
Multilingual Education Policy and Planning contexts
2. Beyond the hegemony of
national language-in-education policy: Creating multilingual environments
through local agency in a marginalised school context in Bangladesh
3.
Translanguaging as agentive resistance to hegemonic language policy mandates:
Making a case for a self-reflexive stance in teacher agency development in
India
4. Making up for the trilingual policy tensions: A snapshot of the
ground-up appropriation and coping strategies
5. Teachers as Policy
Navigators amidst Bureaucratized Language Policy Regimes in Pakistan
6.
Silence as Agency: Unpacking and Addressing Resistance to Multilingualism and
Multilingual Pedagogies
7. School Administrators Agency in Planning Language
of Instruction: But for Whom?
8. Micro language planning in the EMI classroom
in Hong Kong: The role of student agency
9. Empowering Educators: Unravelling
Teacher Agency in Navigating Convergent Management for International Students
in Chinese Higher Education
10. Teacher Agency in Negotiating English
Language Class Writing for Young Learners in Singapore
11. Empowering
preservice teachers agency in multilingual practicesa formative
intervention design in an Australian teacher education program Afterword
Syed Abdul Manan, PhD, is an Associate Professor in the Graduate School of Education, Nazarbayev University, Kazakhstan. His research interests include language policy and planning, bilingual-multilingual education, English medium instruction (EMI), and World Englishes. He has published research in several prestigious journals. He has published research in several prestigious journals, including Language Policy, Journal of Multilingual and Multicultural Development, Current Issues in Language Planning, Multilingua, and Language and Education.
Anas Hajar, PhD, is an Associate Professor in the Graduate School of Education, Nazarbayev University, Kazakhstan. He is particularly interested in motivational issues in language learning and intercultural engagement. He also works in the areas of internationalization and education abroad, language learning strategies and shadow education.
