Decolonisation, Globalisation

Angel Lin is Associate Professor in the Department of English and Communication at the City University of Hong Kong. She teaches and researches in the areas of critical discourse analysis, urban and school ethnography, bilingual education, feminist cultural studies and postcolonial studies.Peter Martin is Senior Lecturer and Director of the Centre for English Language Teacher Education and Applied Linguistics in the School of Education at the University of Leicester. His research interests include bilingualism, bilingual education, language education, classroom discourse and language shift.

• Author Biodata Allan Luke: Foreword: On the Possibilities of a Post-postcolonial Language Education1. Angel M.Y. Lin and Peter Martin: From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice2. E. Annamalai: Nation-building in a Globalised World: Language Choice and Education in India3. Angel M.Y. Lin: Critical, Transdisciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong4. Rani Rubdy: Remaking Singapore for the New Age: Official Ideology and the Realities of Practice in Language-in-Education5. Peter Martin: ‘Safe’ Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice6. Abdolmehdi Riazi: The Four Language Stages in the History of Iran7. Timothy Reagan and Sandra Schreffler: Higher Education Language Policy and the Challenge of Linguistic Imperialism: A Turkish Case Study8. Grace W. Bunyi: Language Classroom Practices in Kenya9. Margie Probyn: Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy, and Neocolonial and Globalisation Discourses in South African Schools10. Birgit Brock-Utne: Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa – Insights from Research in Progress11. A. Suresh Canagarajah: Accommodating Tensions in Language-in-Education Policies: An AfterwordIndex

This is a wonderfully probing volume that takes nothing for granted about the role of English and English language teaching in postcolonial contexts across our globe. Based on their own close ethnographic knowledge, the authors offer critical analyses of contradictions and tensions in real cases of language education planning in these multilingual contexts, and the commentators and editors engage in serious dialogue with them about the cases and the tendencies they reveal. The overall effect is a rousing call -- and some guiding principles -- to construct language in education policy and pedagogy in ways that enable hitherto marginalised groups to grab hold of new possibilities and opportunities as they emerge under the forces of globalisation.