This book examines the role textbooks play in the teaching of dominant and non-dominant (first and foreign) languages in a range of cultural contexts worldwide. Each chapter addresses important issues related to what constitutes "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, and the development of multilingual literacies. Language, Ideology and Education: The Politics of Textbooks in Language Education comprehensively surveys theoretical perspectives and methodological issues in the critical examination of language textbooks. In particular, it looks at: The Cultural Politics of Language Textbooks in the Era of Globalization The Politics of Instructional Materials for English for Young Learners Ideological Tensions and Contradictions in Lower Primary English Teaching Materials in Singapore Creating a Multilingual/multicultural Space in Japanese EFL: A Critical Analysis of Discursive Practices within a New Language Education Policy The book is primarily addressed to those who teach and research in the areas of Foreign Language Education, TESOL, Applied Linguistics, Language Policy, Critical Pedagogy, and Textual Cultures. Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields.

This book examines the role textbooks play in the teaching of dominant and non-dominant (first and foreign) languages in a range of cultural contexts worldwide. Each chapter addresses important issues related to what constitutes "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, and the development of multilingual literacies. Language, Ideology and Education: The Politics of Textbooks in Language Education comprehensively surveys theoretical perspectives and methodological issues in the critical examination of language textbooks. In particular, it looks at: The Cultural Politics of Language Textbooks in the Era of Globalization The Politics of Instructional Materials for English for Young Learners Ideological Tensions and Contradictions in Lower Primary English Teaching Materials in Singapore Creating a Multilingual/multicultural Space in Japanese EFL: A Critical Analysis of Discursive Practices within a New Language Education Policy The book is primarily addressed to those who teach and research in the areas of Foreign Language Education, TESOL, Applied Linguistics, Language Policy, Critical Pedagogy, and Textual Cultures. Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields.

This book examines the complexities of multiple discourses embedded in language teaching materials, addressing such issues as "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, etc.

This critical ethnographic school-based case study offers insights on the interaction between ideology and the identity development of individual English language learners in Singapore. Illustrated by case studies of the language learning experiences of five Asian immigrant students in an English-medium school in Singapore, the author examines how the immigrant students negotiated a standard English ideology and their discursive positioning over the course of the school year. Specifically, the study traces how the prevailing standard English ideology interacted in highly complex ways with their being positioned as high academic achievers to ultimately influence their learning of English. This potent combination of language ideologies and circulating ideologies created a designer student immigration complex. By framing this situation as a complex, the study problematizes the power of ideologies in shaping the trajectories and identities of language learners.

This book examines the complexities of the multiple discourses, texts and voices that are embedded in teaching and learning materials from different language contexts. Each chapter addresses important issues related to what constitutes "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, and the development of multilingual literacies. The book is primarily addressed to those who teach and research in the areas of Foreign Language Education, TESOL, Applied Linguistics, Language Policy, Critical Pedagogy, and Textual Cultures. Although the book is focused on textbook and materials analysis, rather than evaluation, most chapters will discuss implications for curriculum design and materials development and therefore will be relevant to scholars working in those fields.

"Language ideologies" are cultural representations, whether explicit or implicit, of the intersection of language and human beings in a social world. Mediating between social structures and forms of talk, such ideologies are not only about language. Rather, they link language to identity, power, aesthetics, morality and epistemology. Through such linkages, language ideologies underpin not only linguistic form and use, but also significant social institutions and fundamental nottions of person and community. The essays in this new volume examine definitions and conceptions of language in a wide range of societies around the world. Contributors focus on how such defining activity organizes language use as well as institutions such as religious ritual, gender relations, the nation-state, schooling, and law. Beginning with an introductory survey of language ideology as a field of inquiry, the volume is organized in three parts. Part I, "Scope and Force of Dominant Conceptions of Language," focuse on the propensity of cultural models of language developed in one social domain to affect linguistic and social behavior across domains. Part II, "Language Ideology in Institutions of Power," continues the examination of the force of specific language beliefs, but narrows the scope to the central role that language ideologies play in the functioning of particular institutions of power such as schooling, the law, or mass media. Part III, "Multiplicity and Contention among Ideologies," emphasizes the existence of variability, contradiction, and struggles among ideologies within any given society. This will be the first collection of work to appear in this rapidly growing field, which bridges linguistic and social theory. It will greatly interest linguistic anthropologists, social and cultural anthropologists, sociolinguists, historians, cultural studies, communications, and folklore scholars.

This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.