Table of Contents

Foreword - On the Possibilities of a Post-Postcolonial Language Education Allan Luke (National Institute of Education, Singapore); 1. From a Critical Deconstruction Paradigm to a Critical Construction Paradigm Angel Lin & Peter Martin; 2. Nation Building in a Globalised World - Language Choice in Education in India E. Annamalai (Vice President of Terralingua, Washington D.C.); 3. Critical, Trans-disciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts - The Case of Hong Kong Angel Lin; 4. Remaking Singapore for the New Age - Official Ideology and the Realities of Practice in Language-in-Education Rani Rubdi (National Institute of Education in Singapore); 5. 'Safe' Language Practices in Two Rural Schools in Malaysia Peter Martin; 6. The Four Language Stages in the History of Iran Abdolmehdi Riazi (Shiraz University, Iran); 7. Higher Education Language Policy and the Challenge of Linguistic Imperialism - A Turkish Case Study Timothy Reagan (Roger Williams University in Bristol, Rhode Island) & Sandra Schreffler (Appalachian State University); 8. Language Classroom Practices in Kenya Grace Bunyi (Kenyatta University, Nairobi); 9. Language and the Struggle to Learn - The Intersection of Classroom Realities, Language Policy, and Neo-Colonial and Globalisation Discourses in South African Schools Margie Probyn (Rhodes University, South Africa); 10. Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa - Insights from Research in Progress Birgit Brock-Utne (University of Oslo); 11. Accommodating Tensions in Language-in-Education Policies - An Afterword Suresh Canagarajah (City University of New York)

About the Author

Angel Lin is Associate Professor in the Department of English and Communication at the City University of Hong Kong. She teaches and researches in the areas of critical discourse analysis, urban and school ethnography, bilingual education, feminist cultural studies and postcolonial studies.Peter Martin is Senior Lecturer and Director of the Centre for English Language Teacher Education and Applied Linguistics in the School of Education at the University of Leicester. His research interests include bilingualism, bilingual education, language education, classroom discourse and language shift.

Reviews

The essays in this collection tie together cohesively and make an important contribution to research approaches in LIE and LPP. The critical construction paradigm put forth by Lin and Martin is appropriate, timely and inspiring for ethnographic researchers, educators, and scholars interested in language policy issues and practices in postcolonial and multilingual educational contexts. The diversity of the contributors and contributions is a testament to this volume's editors, and to the impact that this work will have on future scholars.Zeena Zakharia, Teachers College, Columbia University, in Language Policy (2008) This book informs us richly about the difficulties and inequalities of education, language choice and life opportunities in complex language communities. David Cooke, York University, in the December 2007 issue of the TESOLANZ journalThis is a wonderfully probing volume that takes nothing for granted about the role of English and English language teaching in postcolonial contexts across our globe. Based on their own close ethnographic knowledge, the authors offer critical analyses of contradictions and tensions in real cases of language education planning in these multilingual contexts, and the commentators and editors engage in serious dialogue with them about the cases and the tendencies they reveal. The overall effect is a rousing call -- and some guiding principles -- to construct language in education policy and pedagogy in ways that enable hitherto marginalised groups to grab hold of new possibilities and opportunities as they emerge under the forces of globalisation.Nancy H. Hornberger, University of PennsylvaniaAn excellent provocative book. As ever, Multilingual Matters keeps up the good work.Hugo Baetens Beardsmore, Vrije Universiteit BrusselDecolonization, Globalization is a must-read for anyone who is interested in issues in language-in-education policies and practices in post-colonial societies.Nkonko M Kamwangamalu, Linguistlist 16.3223The critical construction paradigm adopted by the authors is a very positive and exciting development in LIE-PP studies. I have every confidence that the volume will fulfill its promise to offer not only policy and practice critiques but also practical policy, pedagogy and curriculum alternatives.Professor Li Wei, PhD, Head, School of Education Communication and Language Sciences, University of Newcastle upon Tyne, UK