Andaya, Barbara W.
Brickell, Katherine. Brickell, Katherine and Yeoh, Brenda S. Douglass, Michael. Elmhirst, Rebecca. Yeoh, Peggy Teo and Shirlena Huang, London: Routledge. Esara, Pilapa. Gaetano, Arianne M. Hilsdon, Anne-Marie. Yeoh, Lam, Theodora. New York: Berghahn. Lam, Theodora, Yeoh, Brenda S. Law, Lisa. They promote and manage individual personas through standardization of language skills and competence as aforementioned and evaluation of individual attainments right from schooling.
Such shifts have had profound impact on language learners and teachers and have necessitated a methodological paradigm shift to be adopted in the relevant language policy research in many contexts including those in East Asia e. It must be noted that research on language policy-making has been dominated by grand policy narratives to capture how political establishments and institutions, responsible for top-down language policy-making, have been changing their understanding of socio-linguistic realities and reformulating the relevant policies.
In recent decades, these institutions have felt the need to respond to gradually vocalizing individual demands about language policy-making. In the process, mass media has emerged as a critical broker between the public and governments with regard to the relevant language policies see Gao , in press; Shao and Gao in press.
The lead article by De Costa, Park, and Wee is a conceptual piece that takes into consideration the neoliberal and commodification turn in language education. This has significant implications for language educators as they need to consider the historical and social backgrounds of learners and the emotional effects of language policies in practice. They also need to promote reflexive and critical awareness among learners, speaking directly to the need for designing language-in-education policies so that learning outcomes can be enhanced.
The three articles on Mainland China address three different challenges associated with the promotion of national languages i. The study reveals the interaction between structural conditions such as power hierarchy and individual agency in mediating the development of the relevant policies.
This raises the hope of an interactive and democratic dialogue for language policy-making even though such dialogue takes place within predefined policy constraints and the role of individual agency is quite limited. By conducting a thorough analysis of policy documents, interviewing key individuals including students and teachers, and observing classes, they have identified conflicts between interests of different stakeholders at all levels, which constitute significant challenges in implementation of the policy at a mainland Chinese university.
Two studies examine the response to cross-border migration reflected in language policies of Japan and Korea. She contends that the pre-employment Japanese language training as stipulated by the relevant EPA policy documents is inadequate for migrant workers who come to Japan under the EPA arrangement and are expected to pass the national licensure examinations in Japanese if they wish to continue to work in Japan after the pre-determined period of time.
Therefore, he concluded that the relevant language programs did not provide sufficient and practical support for the refugees.
Routledge Handbook of Sustainable Development in Asia | Taylor & Francis Group
In the three subsequent studies in Taiwan and Hong Kong, Lin and Yudaw focuses on one Truku Indigenous village in eastern Taiwan with an aim to understand the processes and possibilities of bottom-up language policy formation and implementation. Drawing on indigenous epistemology, this paper explores an alternative democratic and humanizing way of doing language policy and planning research to promote local knowledge, voice, and engagement.
It discusses the complex and dynamic processes of collaboration and relationship building in developing bottom-up language revitalization initiatives and offers a more holistic and developmental understanding of the process by recognizing human relationships in praxis and featuring the affective dimension of language policy planning.
Therefore, what needs to be done is to undertake relevant policy and curriculum review based on recent demographic shifts and classroom realities so that teaching could be improved to help ethnic minority students acquire better Chinese language proficiency. The results remind policy actors of the importance of framing and counter-framing when engaging with the mass media in the educational language policy debate.
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The last two studies in this special issue cover the challenges of implementing mother tongue education in the Philippines and the national language policy implementation at the institutional level in Viet Nam. Metila, Pradilla, and Williams draw on a nationwide survey to report on the challenges in implementing mother tongue education in linguistically diverse contexts such as the Philippines.
The studies in this special issue not only articulate the significant conceptual and methodological implications of language policies, but they are also expected to generate practical suggestions for both language policy-makers and language educators who have to deal with complex language issues.
Language policy-makers in East Asian and other contexts will benefit from this special issue as it is likely to help develop a much better understanding of critical issues involved in language policy formulation, development, and implementation in light of intensified global engagement, migration, and socio-cultural shifts.
These may include contextual realities they may need to consider, the ways to persuade the public to respond positively to particular policies, the need to adopt a consensus-oriented policy-making by involving the public, and the likely implications that particular policies have for the community means to redress some of the negative impacts.
The Developmental State, Social Change, and Education
This special issue expects to help language educators in East Asian and other contexts negotiate with language policy-makers and education administrators more effectively. We hope that results of these studies shall empower language educators with appropriate knowledge to engage with policy-makers and provide feedback to them so that particular policies could be refined for implementation.
HKU H. Skip to main content Skip to sections. Advertisement Hide. Download PDF. With Wenjie Zhang. With Eunju Chi. With Riyana Miranti. With Edi Suharto. With Levan Lim, Thana Thaver. With John Fien, Rupert Maclean. With Mark Elder. With Christopher M.
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