
Language Diversity, Policy and Social Justice
In Honor of Terrence G. Wiley
- 284 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
Language Diversity, Policy and Social Justice
In Honor of Terrence G. Wiley
About this book
This book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley's work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.
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Table of contents
- Cover
- Title
- Copyright
- Table of Contents
- Contributors
- Preface
- 1 The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley
- Part 1: Heritage and Community Language Education
- 2 Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education
- 3 Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education
- 4 Khmer Heritage Language in the Linguistic and Broadcast Media Landscape of Cambodia Town USA
- 5 From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education
- Part 2: Ideologies of Language and Literacies
- 6 The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology
- 7 Language Policy and Ideological Tensions in TESOL and Bilingual Education
- 8 Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration
- Part 3: Language Policy
- 9 History, (Dis-)Continuity and Language Policy
- 10 Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education
- 11 Language Policy, Social Justice and the Law
- 12 Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change
- Afterword: In Appreciation
- Appendix