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
NANCY H. HORNBERGER
Acknowledgements
1 The Macro (Structure) and Micro (Agency) Dialectic in Multilingual
Education Policy and Planning Contexts
SYED ABDUL MANAN AND ANAS HAJAR
2 Beyond the Hegemony of National Language-in-Education Policy: Creating
Multilingual Environments Through Local Agency in a Marginalized School
Context in Bangladesh
M. MAKSUD ALI AND M. OBAIDUL HAMID
3 Translanguaging as Agentive Resistance to Hegemonic Language Policy
Mandates: Making a Case for a Self- Reflexive Stance in Teacher Agency
Development in India
PADMINI BHUYAN BORUAH AND AJIT KUMAR MOHANTY
4 Making Up for the Trilingual Policy Tensions: A Snapshot of the
Ground-Up Appropriation and Coping Strategies
SYED ABDUL MANAN AND ANAS HAJAR
5 Teachers as Policy Navigators amidst Bureaucratized Language Policy Regimes
in Pakistan
ZIA UR REHMAN BAZAI, STEFANIE PILLAI, AND SYED ABDUL MANAN
6 Silence as Agency: Unpacking and Addressing Resistance to Multilingualism
and Multilingual Pedagogies
RUANNI TUPAS AND CECILIA A. SUAREZ
7 School Administrators Agency in Planning Language of Instruction: But for
Whom?
PRAMOD K. SAH
8 Micro Language Planning in the EMI Classroom in Hong Kong: The Role of
Student Agency
CHIT CHEUNG MATTHEW SUNG
9 Empowering Educators: Unravelling Teacher Agency in Navigating Convergent
Management for International Students in Chinese Higher Education
YAWEN HAN AND HAOXUAN KONG
10 Teacher Agency in Negotiating English Language Class Writing for Young
Learners in Singapore
DONNA LIM AND KIREN KAUR
11 Empowering Preservice Teachers Agency in Multilingual Practices: A
Formative Intervention Design in an Australian Teacher Education Program
HONGZHI YANG
Afterword: What LPP Actors Can Do to Contain the English Fever
PETER I. DE COSTA
Syed Abdul Manan, PhD, is Associate Professor of Multilingual Education at Nazarbayev University Graduate School of Education, Kazakhstan. His research, teaching, and supervision interests include language education policy and planning, English Medium Instruction (EMI), multilingual practices, World Englishes, and policy issues related to the politics, economics, and sociology of languages, linguistic rights, and social justice. His research has been published in top- tier journals that include Language Policy, Language Problems and Language Planning, Journal of Multilingual and Multicultural Development, Multilingua, Current Issues in Language Planning, World Englishes, and others. He is co- editor of the book Multilingual Selves and Motivations for Learning Languages other than English in Asian Contexts (Hajar & Manan, 2024).
Anas Hajar, PhD, is 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.
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