This volume encompasses the range of issues encountered by language scholars who teach and research in departments of languages and cultures within the higher education system, predominantly in Australia, but touching other universities worldwide. Related studies on language planning, methodology or pedagogy have focused on one or more of these same issues, but rarely on their totality. Intersections as a metaphor running discreetly through the essays in this volume, connects them all to a lived reality. The field of languages and cultures, as it is practised and reflected upon in Australian universities, is essentially an interdisciplinary and interconnecting space - one in which linguistic and disciplinary diversities meet and join forces, rather than collide or disperse along different pathways. The international and local studies featured here focus on language planning, new pedagogies and language reclamation and link to meeting points and commonalities. They show that language scholars are increasingly finding themselves on common ground as they tackle issues of policy and practice affecting their field, whether within their institutions, within the tertiary system, or within the framework of government policy.

Language problems potentially exist at all levels of human activity, including he local contaxts of communities & institutions. This volume explores the ways in which language planning works as a local activity in a wide variety of contexts around the world & deals with a wide range of language planning issues.

This book explores the role of language academies in preserving and revitalizing minority or endangered languages. The author studies the controversial High Academy of the Quechua Language (HAQL) in Peru, the efficacy of which has been questioned by some experts. The book delves into the positions, attitudes, ideologies and practices of the HAQL and the role it has played in language policy and planning in the Andean region. The author uses ethnographic fieldwork to support what was previously only anecdotal evidence from individuals viewing the Academy from the outside. This book would appeal to anyone studying the sociolinguistics of the Quechua language, as well as to those studying broader issues of Indigenous language policy and planning, maintenance and revitalization.

Engaged Language Policy and Practices re-envisions language policy and planning as an engaged approach, drawing on and portraying theoretical and educational equity perspectives. It calls for the right to language policy-making in which all concerned—communities, parents, students, educators, and advocates—collectively imagine new strategies for resisting global neoliberal marginalization of home languages and cultural identities. This book subsequently emphasizes the means by which engaged dialectic processes can inform and clarify language policy-making decisions that promote equity. In other words, rather than descriptions of outcomes, the authors emphasize the need to detail the means by which local/regional actors resist and transform inequitable policies. These descriptions of processes thereby provide all actors with ideological, pedagogical, and equity policy tools that can inform situated school and community policy-making. This book depicts ways in which engaged language policy embodies the intersection of critical inquiry, participant involvement, and ongoing engaged language planning processes. It further offers an alternative to the traditional top-down approach to language education policy-making. Engaged Language Policy and Practices is essential reading for scholars, teachers, students, communities, and others concerned with worldwide language and identity equity.

This volume investigates the ways in which Q methodology can uncover and foreground new perspectives and contribute to language education and language policy research. It demonstrates the flexibility of this research methodology in addressing dynamic and complex language issues across a variety of educational topics and geographical contexts. The chapter authors use Q methodology to explore topics such as identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programmes, curricula and policies. These contributions highlight Q methodology’s potential to inform theoretical developments by revealing fresh perspectives on contemporary issues and generating new hypotheses. They foster further Q methodology research, demonstrating how it can contribute to a science of subjectivity and allow researchers to value the perspectives of all stakeholders for more inclusive research. This book will be of interest to graduate students and researchers in language education and language policy research and those in the broader field of social sciences looking to expand their knowledge of the methodology and how it can be used to study contemporary, dynamic and complex issues.

This book documents the impact of Stephen Harris’s works in Aboriginal education, Aboriginal learning styles, domains of language use and bilingual-bicultural education. It provides a summary and critique of Stephen Harris's key ideas, particularly those on bilingual-bicultural education. This book also profiles the man, his background, his beliefs and talents. It showcases contributions and personal reflections from Stephen’s family, wife, close colleagues, and many of those influenced by his work. This festschrift explores the professional life and work of Stephen Harris as an educator and anthropologist who worked in the Northern Territory of Australia.

This book brings together an ensemble of leading voices from the fields of economics, language policy, law, political philosophy, and translation studies. They come together to provide theoretical perspectives and practical case studies regarding a shared concern: translation policy. Their timely perspectives and case studies allow for the problematizing and exploration of translation policy, an area that is beginning to come to the attention of scholars. This book offers the first truly interdisciplinary approach to an area of study that is still in its infancy. It thus makes a timely and necessary contribution. As the 21st century marches on, authorities are more and more confronted with the reality of multilingual societies, and the monolingual state polices of yesteryear seem unable to satisfy increasing demands for more just societies. Precisely because of that, language policies of necessity must include choices about the use or non-use of translation at different levels. Thus, translation policy plays a prominent yet often unseen role in multilingual societies. This role is shaped by tensions and compromises that bear on the distribution of resources, choices about language, legal imperatives, and notions of justice. This book aims to inform scholars and policy makers alike regarding these issues.