Full Description
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.
Contents
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 practices—a formative intervention design in an Australian teacher education program Afterword
