OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN T h e Ox f o r d H a n d b o o k o f L A N G UAG E P OL IC Y A N D PLANNING 9780190458898_Book.indb 1 02-Feb-18 6:22:02 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN 9780190458898_Book.indb 2 02-Feb-18 6:22:02 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN The Oxford Handbook of LANGUAGE POLICY AND PLANNING Edited by JAMES W. TOLLEFSON and MIGUEL PÉREZ- MILANS 1 9780190458898_Book.indb 3 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN 3 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2018 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data (To Come) ISBN 978–0–19–045889–8 1 3 5 7 9 8 6 4 2 Printed by Sheridan Books, Inc., United States of America 9780190458898_Book.indb 4 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contents Preface List of Contributors 1. Research and Practice in Language Policy and Planning James W. Tollefson and Miguel Pérez-Milans ix xi 1 PA RT I C ON C E P T UA L U N DE R P I N N I N G S OF L A N G UAG E P OL IC Y A N D P L A N N I N G : T H E OR I E S A N D M E T HOD S I N DIA L O G U E 2. Socioeconomic Junctures, heoretical Shits: A Genealogy of Language Policy and Planning Research Monica Heller 3. Research Methods in Language Policy and Planning David Cassels Johnson 4. he Critical Ethnographic Turn in Research on Language Policy and Planning Marilyn Martin-Jones and Ildegrada da Costa Cabral 35 51 71 5. Critical Discourse–Ethnographic Approaches to Language Policy Ruth Wodak and Kristof Savski 93 6. Metapragmatics in the Ethnography of Language Policy Miguel Pérez-Milans 113 7. Language Ethics and the Interdisciplinary Challenge Yael Peled 140 9780190458898_Book.indb 5 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN vi Contents PA RT I I L A N G UAG E P OL IC Y A N D P L A N N I N G , NAT ION - S TAT E S , A N D C OM M U N I T I E S II.A. Modern Nationalism, Languages, Minorities, Standardization, and Globalization 8. Nationalism and National Languages Tomasz Kamusella 9. Language and the State in Western Political heory: Implications for Language Policy and Planning Peter Ives 10. Ideologies of Language Standardization: he Case of Cantonese in Hong Kong Katherine H. Y. Chen 163 183 202 11. Globalization, Language Policy, and the Role of English Thomas Ricento 221 12. Language Rights and Language Repression Stephen May 236 II.B. Language Policy and Planning in Institutions of the Modern Nation-State: Education, Citizenship, Media, and Public Signage 13. Medium of Instruction Policy James W. Tollefson and Amy B. M. Tsui 257 14. Language Tests, Language Policy, and Citizenship Kellie Frost and Tim McNamara 280 15. Language Policy and Mass Media Xuesong (Andy) Gao and Qing Shao 299 16. Maintaining “Good Guys” and “Bad Guys”: Implicit Language Policies in Media Coverage of International Crises Sandra Silberstein 17. Language Policy and Planning and Linguistic Landscapes Francis M. Hult 9780190458898_Book.indb 6 318 333 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contents vii II.C. Language Policy and Planning in/through Communities 18. Revitalizing and Sustaining Endangered Languages Teresa L. McCarty 19. “We Work as Bilinguals”: Socioeconomic Changes and Language Policy for Indigenous Languages in El Impenetrable Virginia Unamuno and Juan Eduardo Bonnin 355 379 20. Critical Community Language Policies in Education: Solomon Islands Case 398 Karen Ann Watson-Gegeo, David W. Gegeo, and Billy Fitoʻo 21. Family Language Policy Xiao Lan Curdt-Christiansen 420 22. Language Policies and Sign Languages Ronice Müller de Quadros 442 PA RT I I I L A N G UAG E P OL IC Y A N D P L A N N I N G A N D L AT E M ODE R N I T Y III.A. Language Policy and Planning, Neoliberalism, and Governmentality: A Political Economy View of Language, Bilingualism, and Social Class 23. Language Policy and Planning, Institutions, and Neoliberalisation Eva Codó 467 24. Post-Nationalism and Language Commodiication Joan Pujolar 485 25. Bilingual Education Policy and Neoliberal Content and Language Integrated Learning Practices Ana María Relaño-Pastor 505 26. Turning Language and Communication into Productive Resources: Language Policy and Planning and Multinational Corporations Alfonso Del Percio 526 27. Neoliberalism and Linguistic Governmentality Luisa Martín Rojo 9780190458898_Book.indb 7 544 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN viii Contents 28. Inequality and Class in Language Policy and Planning David Block 568 III.B. Mobility, Diversity, and New Social Media: Revisiting Key Constructs 29. Community Languages in Late Modernity Li Wei 591 30. New Speakers and Language Policy Bernadette O’Rourke, Josep Soler, and Jeroen Darquennes 610 31. Security and Language Policy Constadina Charalambous, Panayiota Charalambous, Kamran Khan, and Ben Rampton 633 32. Language Policy and New Media: An Age of Convergence Culture Aoife Lenihan 654 III.C. Language, Ideology, and Critique: Rethinking Forms of Engagement 33. Language Ideologies in the Text-Based Art of Xu Bing: Implications for Language Policy and Planning 677 Adam Jaworski 34. Language Education Policy and Sociolinguistics: Toward a New Critical Engagement Jürgen Jaspers 704 PA RT I V SUM M A RY A N D F U T U R E DI R E C T ION S 35. Language Policy and Planning: Directions for Future Research Miguel Pérez-Milans and James W. Tollefson 727 Index 743 9780190458898_Book.indb 8 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Preface When Oxford University Press irst contacted us about a handbook of language policy and planning (LPP), we wondered, “Why do we need another handbook?” Later, potential authors asked the same question. Although the proliferation of handbooks in language studies in recent years has created a library of high-quality material, handbooks require enormous efort, and the authors’ time required to produce these hety manuscripts can crowd out basic research that is the foundation for any scholarly discipline. If we were to go ahead with this project, we wanted to ofer a diferent type of handbook, one that is not primarily a retrospective summary of the history of subields within LPP—though such retrospectives are important—but instead one that looks forward, in an efort to articulate and confront important issues underlying the transformations currently taking place in LPP and the social sciences more broadly. Accordingly, this is what we wrote to potential authors: Our motivation for this efort is to articulate and provide direction for the current theoretical and methodological turmoil in LPP associated with the socioeconomic, institutional, and discursive processes of change taking place under the conditions of late modernity. As an academic discipline in the social sciences, language policy is fraught with tensions between these processes of change and the still-powerful ideological framework of modern nationalism. We believe this is a thrilling time in LPP studies, and we want this project to relect that excitement. We intend he Oxford Handbook of Language Policy and Planning to be a dialogue between the two major historical trends in LPP associated with processes linked to modernity and late modernity: the focus on continuity behind the institutional policies of the modern nation-state, and the attention to local processes of uncertainty, reorganization, and instability derived from the above-mentioned conditions of change. his dialogue is also aimed at overcoming the long-standing division between “top-down” and “bottom-up” analysis in LPP research, and at providing direction for theoretical and methodological innovation in LPP studies. To our great satisfaction, the response to our call was enthusiastic across the board, and all of our contributors have responded to this challenge with great care and deep professional commitment. As editors, we divided responsibility for the chapters according to our interests, experience, and expertise, each of us shepherding through the review process about half of the total number of chapters in the volume. Although we divided chapters in this way for administrative purposes, both of us read and fully edited every chapter, at each stage of revision. We also shared equal responsibility for writing the 9780190458898_Book.indb 9 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN x Preface introductory and concluding chapters. his Handbook, therefore, is the result of our extensive collaboration during every phase of the project. Many people helped us to produce this volume, above all the contributors, who responded to our multiple and repeated requests for clariication and revision as we worked to shape the volume into a coherent whole. We would also like to thank our students in our postgraduate class, Introduction to Sociolinguistics, which we cotaught at the University of Hong Kong in 2014. It was in this class that we began to elaborate our understanding of the tensions, paradoxes, and contradictions in LPP research and practice, in a context in which traditional institutional bodies reposition themselves as other regional and transnational actors, both governmental and nongovernmental, gain greater inluence in language policymaking. We are grateful as well for the support of our home institutions, including he University of Hong Kong, where we worked together at the time this project was initiated, and our current workplaces: the Department of English at the University of Washington, and UCL Institute of Education at University College London. We also thank Hallie Stebbens and Hannah Doyle, our editors at Oxford University Press, who patiently guided this project to its completion. Finally, we wish to acknowledge the extraordinary formative impact of our academic mentors. For Jim, they included, at Stanford University: Gilbert Ansre, Eve V. Clark, Joseph H. Greenberg, Shirley Brice Heath, Eduardo HernandezChavez, Beatriz Lavandera, and especially Charles A. Ferguson. For Miguel, Luisa Martín Rojo (Universidad Autónoma de Madrid), Monica Heller (University of Toronto), Ben Rampton (King’s College London), and Angel Lin (he University of Hong Kong). James W. Tollefson, Seattle Miguel Pérez-Milans, London 9780190458898_Book.indb 10 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors David Block is ICREA Research Professor in Sociolinguistics at the University of Lleida (Spain). He has published on a variety of language-related topics and currently examines issues around class, social movements, multiculturalism, and bi/ multilingualism, drawing on scholarship in political economy, sociology, anthropology, and geography. His two most recent books are Political Economy and Sociolin guistics: Redistribution and Recognition (Bloomsbury, 2017) and (with Lídia GallegoBalsà) Minority Ethnic Students in Higher Education: Talking Multilingualism and Identity (Multilingual Matters, 2017). He is a Fellow of the Academy of the Social Sciences (UK) and editor of the Routledge book series Language, Society and Political Economy. Juan Eduardo Bonnin teaches Semiotics at the University of Moreno and the University of San Martín and is a researcher at the Consejo Nacional de Investigaciones Cientíicas y Técnicas (CONICET), Argentina. His interests include interdisciplinary research on language, inequality, and access to civil rights. His latest books are Génesis política del discurso religioso: ‘Iglesia y comunidad nacional’ (1981) entre la dictadura y la democracia en Argentina (Buenos Aires: Eudeba, 2012) and Discurso religioso y discurso político en América Latina: Leyendo los borradores de Medellín (1968) (Buenos Aires: Santiago Arcos, 2013). Constadina Charalambous is Assistant Professor of Language Education & Literacy at the European University of Cyprus. Her research interests include language education, interactional sociolinguistics, peace education, and more speciically, language learning in contexts of conlict. She has conducted research on peace education initiatives in Cyprus and has been involved in teacher-training seminars. She is currently conducting research on Other-language learning classes in Cyprus, investigating the role of language learning in promoting peaceful coexistence (funded by the Levehulme Trust). Panayiota Charalambous works as a Research Associate at the European University of Cyprus, in collaboration with King’s College London, in the project “Crossing Languages and Borders: Intercultural Language Education in a Conlict-Troubled Context.” Her research centers around the examination of cultural practices in education in divided societies, including literature education, literacy practices, MFL teaching, and intercultural and peace education. In the past she has worked as a 9780190458898_Book.indb 11 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN xii Contributors researcher in various Cypriot and European projects and as a teacher-trainer on related topics. Katherine H. Y. Chen is an Assistant Professor at the University of Hong Kong. She is a sociolinguist and linguistic anthropologist, specializing in language ideologies, language and identities, multilingualism, ethnography, and sociolinguistic documentary ilm. She produced Multilingual Hong Kong: A Sociolinguistic Case Study of Code-Switching, a ilm that explores issues of bilingualism and prejudice. Her current research includes language and identity of multilingualism in Hong Kong; a study of the multilingual and multicultural Indonesian Chinese diaspora in Asia; and a coauthored project (with Agnes Kang) on gender stereotypes of Hong Kong women. Eva Codó is Associate Professor of English Language and Linguistics at Universitat Autònoma de Barcelona, Spain. Her research centers on multilingual policy and practice in various social institutions, whether state or non-state, investigated using ethnographic methods. She has carried out ieldwork in a tourist information center, a state immigration oice, a nongovernmental organization, and a trade union. She has also researched lifestyle migration to Barcelona, in particular discourses of cosmopolitanism and mobility, and processes of local linguistic insertion with a focus on minority languages. She adopts a critical perspective on language, inquiring into the ways in which language practice is at the heart of processes of (re)production of social inequality. Currently, she is Principal Investigator of a funded project on the intensiication of English-language education in diferent types of secondary schools in Catalonia, and its associated linguistic and educational ideologies. She publishes regularly in scholarly journals and edited volumes, and is author of a monograph published in 2008. She has been a Visiting Professor at the University of Toronto. Jeroen Darquennes is Professor of German and General Linguistics at the University of Namur and ailiated researcher at the Mercator European Research Centre on Multilingualism and Language Learning (Leeuwarden, he Netherlands). He is one of the general editors of Sociolinguistica, he International Yearbook of European Sociolinguistics (de Gruyter). In his research he mainly focuses on issues of language contact, language conlict, and language policy and planning in European indigenous language minority settings. Alfonso Del Percio is Lecturer in Applied Linguistics at the Institute of Education, University College London. His research deals with the intersection of language and political economy and focuses on language, migration, and governmentality, and the links between language, work, and social inequality. His recent publications include “A Semiotics of Nation Branding” (Special Issue of Signs and Society, 2016), “Discourses of Diversity” (co-edited special issue with Zorana Sokolovska, Language and Communication, 2016) and “Language and Political Economy” (with Mi-Cha Flubacher and Alexandre Duchêne, he Oxford Handbook of Language and Society, 9780190458898_Book.indb 12 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors xiii 2017). He has also co-edited with Mi-Cha Flubacher Language, Education and Neoliberalism: Critical Studies in Sociolingustics (Multilingual Matters, 2017). Billy Fito‘o, thus far one of only two PhD holders in his tribal group of Kuarai, hails from a small rural village in the Solomon Islands. He was a schoolteacher and an education administrator for many years before taking up university studies overseas, graduating with a BA, an MA, and a PhD in education. His research focuses on citizenship education, which he argues is given only scanty coverage in most school curricula in the Paciic and needs to be given greater emphasis. He is a Lecturer in the School of Education in the Faculty of Arts, Law and Education at the University of the South Paciic in Fiji. Kellie Frost is a PhD student and researcher at the Language Testing Research Centre in the School of Languages and Linguistics at the University of Melbourne. Her PhD research is investigating the impact of language test requirements on migrants seeking permanent residency in Australia. Her research interests include language testing and immigration policy, test impact, and the relationship between social justice and test validity. Xuesong (Andy) Gao is an Associate Professor in the School of Education, University of New South Wales in Australia. His teaching and research interests include language education policy, reading, second language acquisition, sociolinguistics, and teacher education. His recent research includes a project on “Language Policy and the Mass Media in Hong Kong, Guangzhou and Arizona” (with James Tollefson, 2014–2017) (RGC Ref No. HKU 17402414H). David W. Gegeo is Research Coordinator in the Oice of the Vice-Chancellor, Solomon Islands National University. Originally from the Solomon Islands, he undertook university studies in the United States, graduating with a PhD in Political Science/Political Philosophy. He has taught at the university level in the United States, New Zealand, and Fiji in the South Paciic. His research has been mostly on his own Kwaraʻae culture in the Solomon Islands, where for three decades he and Karen Ann Watson-Gegeo have studied children’s language acquisition, the impact of colonization on indigenous culture and languages, development, education, and Kwaraʻae indigenous epistemology, among many other subjects. Monica Heller is Professor at the Ontario Institute for Studies in Education and the Department of Anthropology at the University of Toronto. She is a Fellow of the Royal Society of Canada and a Past President of the American Anthropological Association. She has published in such journals as the Journal of Sociolinguistics; Language in Society; Langage et Société; and Anthropologie et Sociétés. With Bonnie McElhinny, she published Language, Capitalism, Colonialism (University of Toronto Press, 2017), and with Sari Pietikäinen and Joan Pujolar, Critical Language Research: How to Study Language Issues hat Matter (Routledge, 2017). 9780190458898_Book.indb 13 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN xiv Contributors Francis M. Hult is an Associate Professor at the Centre for Languages and Literature, Lund University, Sweden. His research examines multilingual language management in policy and practice, focusing on linguistic landscapes and language policy and planning through an ethnographic discourse-analytic lens. He has been a UNESCO Senior Visiting Scholar and a Visiting Researcher at the University of Calgary Language Research Centre, the National Institute of Education in Singapore, and the Center for Applied Linguistics. He is a member of the Language Policy Research Network (LPREN) advisory board and of the UNESCO International Bureau of Education network of experts. His most recent book is Research Methods in Language Policy and Planning: A Practical Guide (Wiley-Blackwell, 2015, with David Cassels Johnson). Peter Ives is Professor of Political Science at the University of Winnipeg, Canada. He is author of Gramsci’s Politics of Language: Engaging the Bakhtin Circle and the Frankfurt School (University of Toronto Press, 2004); Language and Hegemony in Gramsci (Pluto Press, 2004); co-editor, with Rocco Lacorte, of Gramsci, Language and Translation (Lexington, 2010); and with homas Ricento and Yael Peled, Language Policy and Political heory (Springer, 2015). His articles have appeared in the journals Language Policy; Political Studies; Educational Philosophy and heory; Rethinking Marxism; and the Review of International Studies. His writings have been translated into Spanish, German, Italian, Portuguese, and Turkish. Jürgen Jaspers is Associate Professor of Dutch Linguistics at the Université Libre de Bruxelles (ULB), Belgium. He publishes widely on classroom interaction, linguistic standardization, and urban multilingualism. His recent work can be found in Language in Society; Language Policy; Science Communication; Journal of Germanic Linguistics; Applied Linguistics Review; Annual Review of Anthropology; and International Journal of the Sociology of Language, apart from various chapters in edited volumes. Adam Jaworski is Chair Professor of Sociolinguistics at the School of English, he University of Hong Kong. His research interests include language and globalization, display of languages in space, media discourse, nonverbal communication, and textbased art. With Brook Bolander he co-edits the Oxford University Press book series Oxford Studies in Sociolinguistics. David Cassels Johnson received his PhD in Educational Linguistics from the University of Pennsylvania. He is Associate Professor of Education at the University of Iowa. His primary area of research is educational language policy. He is the author of Language Policy (Palgrave Macmillan, 2013) and co-editor, with Francis M. Hult, of Research Methods in Language Policy and Planning: A Practical Guide (Wiley-Blackwell, 2015). Tomasz Kamusella is a Reader in Modern History at the University of St. Andrews, specializing in language politics, ethnic cleansing, and nationalism in modern 9780190458898_Book.indb 14 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors xv central Europe. His English-language monographs include Creating Languages in Central Europe during the Last Millennium (2015), he Politics of Language and Nationalism in Modern Central Europe (2009), and Silesia and Central European Nationalism: he Emergence of National and Ethnic Groups in Prussian Silesia and Austrian Silesia, 1848–1918 (2006). At present, he is inishing a new monograph on the forgotten 1989 ethnic cleansing of communist Bulgaria’s Turks. Kamran Khan is currently an Associate Lecturer at the Universitat de Lleida in Catalonia, Spain, and holds a Visiting Academic position at King’s College London. He was previously the ESRC (Economic and Social Research Council) Research Associate in Sociology on the project titled “he UK Citizenship Process: Exploring Immigrants’ Experiences” at the University of Leicester. He completed his joint PhD at the University of Birmingham (UK) and University of Melbourne (Australia) on linguistic practices and forms of becoming within the citizenship process. His research interests include citizenship, security, multilingualism, and language testing. Xiao Lan Curdt-Christiansen is Professor of Applied Linguistics in Education at the Department of Education, University of Bath. Her research interests encompass ideological, sociocultural-cognitive, and policy perspectives on language learning, with particular focus on children’s multilingual education and biliteracy development. Her recent books include Learning Chinese in Diasporic Communities (with Andy Hancock, published by John Benjamins); and Language, Ideology and Education: he Politics of Textbooks in Language Education (with Csilla Weninger, published by Routledge). Her publications have also appeared in Language Policy; International Journal of Bilingualism and Bilingual Education; Journal of Multilingual and Multicultural Development; Language and Education; and elsewhere. Ildegrada da Costa Cabral was awarded a PhD at the University of Birmingham, in June 2015. She is now a Visiting Lecturer in the School of Education, University of Birmingham. Her doctoral research was a multi-scalar study of language policy processes in Timor-Leste, where Portuguese and Tetum have become co-oicial languages since 2002. Building on the growing tradition of linguistic ethnography, she combined ethnography of language policy with detailed analysis of multilingual classroom interaction and talk around text. Her research interests include language-in-interaction in institutional settings, linguistic ethnography and ethnography of language policy processes, multilingualism, and language and transnational migration. Aoife Lenihan is a member of the Centre for Applied Language Studies at the University of Limerick, where she also completed her PhD research. Her primary research interests are new/digital media and sociolinguistics, including minority languages and multilingualism. Recent publications include “Virtual Ethnographic Approaches to Researching Multilingualism Online” (2017) with 9780190458898_Book.indb 15 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN xvi Contributors Helen Kelly-Holmes in Researching Multilingualism: Critical and Ethnographic Perspectives, edited by Marilyn Martin-Jones and Deirdre Martin. Marilyn Martin-Jones is an Emeritus Professor at the University of Birmingham. She is the former founding Director of the MOSAIC Centre for Research on Multilingualism. For nearly forty years, she has been involved in critical ethnographic research on multilingualism and literacy in classroom and community contexts in the United Kingdom, focusing on the ways in which language and literacy practices are bound up with local and global relations of power. Her latest publication (with Deirdre Martin) is Researching Multilingualism: Critical and Ethnographic Perspectives. She is also editor (with Joan Pujolar) of the Routledge book series Critical Studies in Multilingualism. Stephen May is Professor of Education in Te Puna Wānanga (School of Māori and Indigenous Education) in the Faculty of Education and Social Work, University of Auckland, New Zealand. He is an international authority on language rights, language policy, bilingualism and bilingual education, and critical multicultural approaches to education. He has published over 100 articles and book chapters, along with numerous books, including, most recently, he Multilingual Turn (2014) and Language and Minority Rights (2nd edition, 2012). In addition to being Editor-in-Chief of the 10-volume Encyclopedia of Language and Education (3rd edition, 2017), he is a Founding Editor of the interdisciplinary journal Ethnicities, and was from 2005 to 2015 Associate Editor of Language Policy. He is a Fellow of the American Educational Research Association (AERA) and the Royal Society of New Zealand (FRSNZ). Teresa L. McCarty is the G. F. Kneller Chair in Education and Anthropology at the University of California, Los Angeles. Her research, teaching, and outreach focus on Indigenous education and critical ethnography of language planning and policy. A Fellow of the American Educational Research Association, Society for Applied Anthropology, and International Centre for Language Revitalization, her recent books include Ethnography and Language Policy (2011), Language Planning and Policy in Native America: History, heory, Praxis (2013), and Indigenous Language Revitalization in the Americas (with S. Coronel-Molina, 2016). She is Principal Investigator on a 2016–2020 Spencer Foundation research grant for a national study of Indigenous-language immersion schooling. Tim McNamara is Redmond Barry Distinguished Professor in the School of Languages and Linguistics at the University of Melbourne. His main areas of research are in language testing (particularly speciic-purpose language testing, Rasch measurement, and the social context of language tests) and in poststructuralist perspectives on language and identity. Bernadette O’Rourke is Professor of Sociolinguistics in the Department of Languages and Intercultural Studies, School of Social Sciences, at Heriot-Watt 9780190458898_Book.indb 16 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors xvii University. Her research focuses on the role of language in the construction of social diference and social inequality. Drawing on theoretical frameworks and concepts in the area of sociolinguistics and the sociology of language, she has examined these processes as they unfold in bilingual and multilingual communities. She is Deputy Director of the Intercultural Research Centre and leads a research cluster on language planning and policy, language rights, and language ideologies. She is Chair of COST Action IS1306 (2013–2017), “New Speakers in a Multilingual Europe: Opportunities and Challenges.” Yael Peled is a Postdoctoral Research Fellow in Language and Health at the Institute for Health and Social Policy and the Faculty of Law, McGill University. Her main research interests examine the complex interrelations between morality and language, ranging from the identity politics of multilingual societies to the linguistic encoding, expression, and transformation of political ethics. Alongside her work in the normative and applied ethics of language, she is also interested in the phenomenon of interdisciplinarity in the social sciences and humanities, and in the application of complexity theory (particularly complex adaptive systems) to public policy research. Her work has appeared in journals such as the American Political Science Review; Language Policy; the Journal of Language and Politics; and Science. Her monograph Normative Language Policy: Ethics, Politics, Principles (2018, with Leigh Oakes) is published by Cambridge University Press. Miguel Pérez-Milans is Senior Lecturer in Applied Linguistics at the Centre for Applied Linguistics in the UCL Institute of Education, University College London, and is currently linked to he University of Hong Kong as Honorary Associate Professor in the Faculty of Education. His latest research projects involve the ethnographic and sociolinguistic study of language ideology, identity, and social interaction in institutional spaces in London, Madrid, Mainland China, and Hong Kong, with speciic attention to instability, social change, and interpersonal collusion under conditions of late modernity. He is author of the book Urban Schools and English Language Education in Late Modern China: A Critical Sociolinguistic Ethnography (Routledge Critical Series in Multilingualism, 2013). He has also edited the following monographs in the form of special issues: Multilingual Discursive Practices and Processes of Social Change in Globalizing Institutional Spaces (International Journal of Multilingualism 11[4], 2014); Language Education Policy in Late Modernity: Insights from Situated Approaches (Language Policy 14[2], 2015); and Relexivity in Late Modernity: Accounts from Linguistic Ethnographies of Youth (AILA Review 29[1], 2016). Joan Pujolar received his Llicenciat in Anglo-Germanic Philology (1987) and Catalan Philology (1988) at Universitat Autònoma de Barcelona, and his MA in Language Studies (1991) and PhD (1995) at Lancaster University. He is currently Associate Professor and Director of the Doctoral Program in Information and Knowledge 9780190458898_Book.indb 17 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN xviii Contributors Society at the Universitat Oberta de Catalunya, Director of the Research Group on Language, Culture and Identity in the Global World, President of the Catalan Society of Sociolinguistics, and Vice-Chair of the ISCH COST Action IS1306, “New Speakers in a Multilingual Europe: Opportunities and Challenges.” His research focuses on how language use is mobilized in the construction of identities and its implications for access to symbolic and economic resources. He has conducted research on the use of Catalan among young people in informal contexts, in language classes for adult immigrants, and on the commodiication of language in the economic sector, particularly in tourism. He has also examined the interplay between multilingualism and gender. He now leads a project on “new speakers” and the experience of people who ordinarily speak a language that is not their native one. Ronice Müller de Quadros is a Professor and Researcher at the Federal University of Santa Catarina in Brazil and Researcher at CNPQ (Conselho Nacional de Desenvolvimento Cientíico e Tecnológico, the National Council for Scientiic and Technological Development), focusing on research related to the study of sign languages. She works with longitudinal and experimental data from deaf children and bimodal bilingual hearing people in the Libras Corpus Research Group. She is also coordinating the consolidation of the National Libras Inventory, which includes several sub-projects for the composition of the Libras documentation, with funding from CNPQ and the Ministry of Culture of Brazil. Ben Rampton is Professor of Applied and Socio Linguistics and Director of the Centre for Language Discourse and Communication at King’s College London. He does interactional sociolinguistics, and his interests cover urban multilingualism, ethnicity, class, youth, and education. His publications include Crossing: Language and Ethnicity among Adolescents (Longman, 1995; St. Jerome, 2005) and Language in Late Modernity: Interaction in an Urban School (Cambridge University Press, 2006); he edits Working Papers in Urban Language and Literacy; and he was founding convener of the UK Linguistic Ethnography Forum. Ana María Relaño-Pastor is Associate Professor of Applied Linguistics at the Department of Modern Philology (English Studies), University of Castilla-La Mancha (UCLM), Spain. She has been a Visiting Professor and Director of the program in Spanish as a Heritage Language at the Department of Spanish and Portuguese, University of Arizona, and a Postdoctoral Fellow at the Department of Ethnic Studies, University of California, San Diego. Her research interests include narrative, emotion and identity, language socialization of Latino communities in the United States, language education of immigrant communities in Spain, and bi/ multilingual education in Spain. She has published in the journals Language Policy; International Journal of Bilingual Education and Bilingualism; Spanish in Context; Narrative Inquiry; heory into Practice; and Linguistics and Education, among others. She is the author of Shame and Pride in Narrative: Mexican Women’s Experiences at the U.S.-Mexico Border (Palgrave MacMillan, 2014). 9780190458898_Book.indb 18 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors xix homas Ricento is Professor and Research Chair, English as an Additional Language, in the Werklund School of Education, University of Calgary, Canada. His recent publications include Language Policy and Planning: Critical Concepts in Linguistics (Routledge, 2016); Language Policy and Political Economy: English in a Global Context (Oxford University Press, 2015); and Language Policy and Political heory: Assessing Breaches, Building Bridges (Springer, 2015). He is founding co-editor of the Journal of Language, Identity, and Education (Routledge) and serves on the Editorial Advisory Boards of six international academic journals. He was a Fulbright Professor at the University of Costa Rica (2000) and at four universities in Colombia (1989), and has been a Visiting Professor/Researcher at universities in Aruba, Chile, Germany, Spain, and Switzerland. Luisa Martín Rojo is Professor in Linguistics at the Universidad Autónoma in Madrid, and member of the International Pragmatic Association Consultation Board (reelected for the period 2012–2017). She has been President of the Iberian Association for Studies on Discourse and Society (EDiSo), and Distinguished Visiting Professor at the Graduate Center (City University of New York). She has conducted research in the ields of discourse analysis, sociolinguistics, and communication, mainly focused on immigration and racism. Since 2000, her research has focused on the management of cultural and linguistic diversity in schools, applying a sociolinguistic and ethnographic perspective and analyzing how inequality is constructed, naturalized, and legitimized through discourse (Constructing Inequality in Multilingual Classrooms, 2010), and the role of linguistic ideologies and values (A Sociolinguistics of Diaspora: Latino Practices, Identities, and Ideologies, 2014, co-edited with Rosina Márquez-Reiter). Currently she is exploring the interplay between urban spaces and linguistic practices in new global protest movements (Occupy: he Spatial Dynamics of Discourse in Global Protest Movements, 2016). She is also a member of the editorial boards of the journals Discourse and Society; Journal of Language and Politics; Spanish in Context; Critical Discourse Studies; and Journal of Multicultural Discourses. Kristof Savski completed his PhD in linguistics at Lancaster University and is currently a Lecturer at Prince of Songkla University in Hat Yai, hailand. His main research interests include historical and critical sociolinguistics and language policy, with a particular focus on the social impact of linguists in Slovenia since the nineteenth century, as well as on contemporary language policies in hailand. Qing Shao is a research student in the Faculty of Education, he University of Hong Kong. His doctoral study is based on a research project entitled “Language Policy and the Mass Media in Hong Kong, Guangzhou and Arizona,” which is funded by the Research Grants Council of the Hong Kong Special Administrative Region, China (RGC Ref No. HKU 17402414H). Sandra Silberstein is Professor of English and Director of the MATESOL Program at the University of Washington, where she also serves as Coordinator of International 9780190458898_Book.indb 19 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN xx Contributors Student Academic Support. Her second-language publications include the editorship of the TESOL Quarterly, the ELT reading textbooks Reader’s Choice and Choice Readings (with Mark Clarke and Barbara Dobson), and Techniques and Resources in Teaching Reading. Her work in critical discourse analysis focuses on media coverage in times of national crisis and includes War of Words: Language, Politics, and 9/11, and a forthcoming sequel, Languaging War and Terrorism. Josep Soler is Assistant Professor of Applied Linguistics at the Department of English, Stockholm University. He has degrees in English Studies and General Linguistics from the University of Barcelona, where he also obtained his PhD in Linguistics and Communication. His main research interests cover the areas of language policy and linguistic ideologies; he has recently focused on the role of English in the internationalization of higher education, and on the study of practices and ideologies in multilingual families. His research has appeared in Current Issues in Language Planning; Journal of Multilingual and Multicultural Development; International Journal of Bilingual Education and Bilingualism; and Multilingua. James W. Tollefson is Professor Emeritus at the University of Washington and Honorary Professor in the Faculty of Education, he University of Hong Kong. His many publications include Planning Language, Planning Inequality (Longman, 1991); Language Policies in Education: Critical Issues (2nd edition, 2013); and, with Amy B. M. Tsui, Medium of Instruction Policies: Which Agenda? Whose Agenda? (2004) and Language Policy, Culture and Identity in Asian Contexts (2007). His books have also been translated into Chinese, Arabic, and Japanese. His current research focuses on language and inequality, mass media in language policy processes, and the role of language in the history of progressive and paciist movements in the United States. Professor Amy B. M. Tsui is Chair Professor of Language and Education in the Faculty of Education, he University of Hong Kong (HKU), a position she has held since 1997. From 2007 to 2014, she was Pro-Vice-Chancellor and Vice-President (Teaching and Learning) at HKU, during which time she led the historical reform of undergraduate education at HKU. She has published nine books and over 100 articles on classroom discourse, conversational analysis, language policy, and teacher development. She has presented over seventy keynotes in international conferences in Asia, the United Kingdom, the United States, Europe, Australia, South Africa, and Mexico, and has served on the editorial and advisory boards of over twenty international refereed journals. She is currently co-editing with Y. C. Liu a volume on English Language Teacher Education in Asian Contexts, to be published by Cambridge University Press. She is a member of the International Advisory Board of the University of Helsinki and the Board of Governors of the International Baccalaureate. She was awarded an Honorary Doctoral degree in Education by the University of Edinburgh in 2015. 9780190458898_Book.indb 20 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN Contributors xxi Virginia Unamuno holds a PhD in Philology and specializes in qualitative sociolinguistics. She works as researcher for CONICET (Consejo Nacional de Investigaciones Cientíicas y Técnicas) at the University of Buenos Aires. Since 2009, her research has been rooted in the CIFMA (Centro de Investigación y Formación para la Modalidad Aborigen, the Research Centre for Aboriginal Modality) of the Argentinean Chaco Province. She has been a Professor and Researcher at the Autonomous University of Barcelona for ten years, and currently teaches at the Universidad Nacional de San Martín (UNSAM) and Universidad Nacional de Tres de Febrero (UNTREF). She is the author of many scholarly articles and books. She currently coordinates a research project on the new uses and modes of transmission of indigenous languages in northern Argentina. Karen Ann Watson-Gegeo (PhD Anthropology) is Professor of Language, Literacy, and Culture at the University of California, Davis, where she serves on multiple graduate faculties. She specializes in critical ethnography, critical discourse analysis, and social justice–oriented research in rural and urban communities of Hawaiʻi and the Solomon Islands; immigrant/bilingual schooling on the US mainland; and disability. She has received an AERA Research award for her work in support of ethnic minority children, and the Regents’ Medal for Teaching Excellence at the University of Hawaiʻi. In 2004 she received the UC Davis Distinguished Graduate Mentor Award. Li Wei is Chair of Applied Linguistics and Director of the UCL Centre for Applied Linguistics at the UCL Institute of Education, University College London. His research interests are in the broad areas of bilingualism and multilingualism. His recent publications include Translanguaging: Language, Bilingualism and Education (with Ofelia Garcia, 2014) which won the 2015 British Association of Applied Linguistics (BAAL) Book Prize; he Cambridge Handbook of Linguistic MultiCompetence (with Vivian Cook, 2016); and Multilingualism in the Chinese Diaspora Worldwide (2016). He is Principal Editor of the International Journal of Bilingualism and Applied Linguistics Review. Ruth Wodak is Emerita Distinguished Professor of Discourse Studies at Lancaster University, and is ailiated with the University of Vienna. Besides various other prizes, she was awarded the Wittgenstein Prize for Elite Researchers in 1996 and an Honorary Doctorate from University of Örebro in Sweden in 2010. She is a member of the British Academy of Social Sciences and of the Academia Europaea. She has published ten monographs, twenty-seven co-authored monographs, over sixty edited volumes, and approximately 400 peer-reviewed journal papers and book chapters. Her recent book publications include he Politics of Fear: What Right-Wing Populist Discourses Mean (Sage, 2015; translation into the German Politik mit der Angst. Zur Wirkung rechtspopulistischer Diskurse, Konturen, 2016) and he Discourse of Politics in Action: “Politics as Usual” (Palgrave, revised edition, 2011). 9780190458898_Book.indb 21 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN 9780190458898_Book.indb 22 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN T h e Ox f o r d H a n d b o o k o f L A N G UAG E P OL IC Y A N D PLANNING 9780190458898_Book.indb 23 02-Feb-18 6:22:03 PM OUP UNCORRECTED PROOF – FIRSTPROOFS, Fri Feb 02 2018, NEWGEN 9780190458898_Book.indb 24 02-Feb-18 6:22:03 PM