Vol. 153 in the Multilingual matters series.

Includes bibliographical references (pages 219-237) and index.

CHAPTER 1: Introduction: Language-in-education policy, discourse and the intercultural
Language Planning and Language Policy -- Language Policies and Education -- Language-in-education Policies as Discourse -- Language-in-education Policies as Ideology -- Language-in-education Policies and the Construction of Intercultural Relationships

CHAPTER 2: Policies for foreign language learning
Introduction -- Language-in-education Policy in Australia -- Language-in-education Policy in Japan -- Language-in-education Policy in the European Union -- Conclusion

CHAPTER 3: Languages in the education of immigrants
Introduction -- Immigrant Language-in-education Policy in Australia -- Immigrant Language-in-education Policy in Japan -- Immigrant Language-in-education Policy in Italy -- Conclusion

CHAPTER 4: Languages in the education of indigenous people
Introduction -- Indigenous Language-in-education Policy in Australia -- Indigenous Language-in-education Policy in Japan -- Indigenous Language-in-education Policy in Colombia -- Conclusion

CHAPTER 5: External language spread policies
Introduction -- British Language Spread Policy -- Japanese Language Spread Policy -- French Language Spread Policy -- Conclusion

CHAPTER 6: Language-in-education policies and intercultural relationships
Introduction -- Language-in-education Policies and Ideology -- Ideologies in Specific Polities -- Language-in-education Policies, Intercultural Relationships and Power -- Language-in-education Policies and the Intercultural Subject -- Concluding Comments

References

Index

"This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected." (Book Cover)

Readership Level: Postgraduate, Research / Professional.