New Perspectives and Issues in Educational Language Policy

In honour of Bernard Dov Spolsky

Editors

Robert L. Cooper | The Hebrew University

Elana Shohamy | Tel Aviv University

Joel Walters | Bar-Ilan University

Hardbound – Available

ISBN 9789027225610 (Eur) | EUR 115.00

ISBN 9781556198557 (USA) | USD 173.00

e-Book –

ISBN 9789027298515 | EUR 115.00 | USD 173.00

This formidable selection of papers reflects the psycholinguistic and sociolinguistic underpinnings of the interface between language and education. Following an introduction that positions the field of educational linguistics historically and conceptually, the volume presents 15 contributions by leading scholars that cover the four areas most central to the field:
- Language teaching, language learning and literacy (Widdowson, Bialistok, Cohen & Allison);
- Language testing (Bachman, Davies, and Shohamy);
- Multilingualism, minority languages and language planning (Bratt-Paulston, Fishman, Lambert, Amara, de Bot & van Els);
- Language policy (Clyne, Tucker, Donato & Murday, McNamara & Lo Bianco, and Hornberger).
New Perspectives and Issues in Educational Language Policy is published in honour of Bernard Dov Spolsky and reflects his impact on applied linguistics in general and educational linguistics in particular. The breadth and coverage makes this an indispensable title for future research in the field of educational linguistics.

[Not in series, 104] 2001. vi, 307 pp.

Publishing status: Available

https://doi.org/10.1075/z.104

Table of Contents

Spolsky’s educational linguistics

Robert L. Cooper, Elana Shohamy and Joel Waters | pp. 1–4

Part I: Language teaching, language learning, and literacy | p. 5

The monolingual teaching and bilingual learning of English

Henry G. Widdowson | pp. 7–18

Literacy: The extension of languages through other means

Ellen Bialystok | pp. 19–33

Bilingual processing strategies in the social context of an undergraduate immersion program

Andrew D. Cohen and Kirk C. Allison | pp. 35–60

Part II: Language testing in educational contexts | p. 61

Some construct validity issues in interpreting scores from performance assessments of language ability

Lyle F. Bachman | pp. 63–90

What second language learners can tell us about the native speaker: Identifying and describing exceptions

Alan Davies | pp. 91–112

The social responsibility of the language testers

Elana Shohamy | pp. 113–130

Part III: Multilingualism, minority languages and language planning | p. 131

Multilingualism and diglossia in Palestine in the first century of the common era: Some thoughts on historical sociolinguistics

Christina Bratt Paulston | pp. 133–143

Introducing Khayem Zhitlovski

Joshua A. Fishman | pp. 145–154

Arab language education in the Hebrew state

Muhammad Hasan Amara | pp. 155–170

Adult use and language choice in foreign language policy

Richard D. Lambert | pp. 171–196

Linking levels in foreign language teaching through a common frame of reference

Kees de Bot and Theo van Els | pp. 197–208

Part IV: Case studies in educational linguistics: Focus and policy | p. 209

Micro language policy as a barometer of change: A university language policy as an example

Michael Clyne | pp. 211–234

The genesis of a district-wide Spanish FLES program: A collaborative achievement

G. Richard Tucker, Richard Donato and Kimmaree Murday | pp. 235–259

The distinctiveness of Applied Linguistics in Australia: A historical perspective

Tim F. McNamara and Joseph Lo Bianco | pp. 261–269

Educational linguistics as a field: A view from Penn’s Program as it approaches its 25th anniversary

Nancy H. Hornberger | pp. 271–297

Index | pp. 299–307

Cited by

Cited by 5 other publications

Order by:

Boraie, Deena, Elizabeth Arrigoni & Jonah Moos

2017. Chapter 10. A survey of English language proficiency requirements for admission to English-medium universities in Arabic-speaking countries. In Applied Linguistics in the Middle East and North Africa [AILA Applied Linguistics Series, 15], ► pp. 227 ff.

Fang, Cong

2023. The Development of Educational Linguistics from 1972 to 2022. In Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022), ► pp. 132 ff.

Lam, Agnes S. L.

2007. The multi‐agent model of language choice: national planning and individual volition in China. Cambridge Journal of Education 37:1 ► pp. 67 ff.

Watt, Jonathan M.

2012. Religion as a Domain of Intercultural Discourse. In The Handbook of Intercultural Discourse and Communication, ► pp. 482 ff.

Watt, Jonathan M. & Sarah L. Fairfield

2008. Religious and Sacred Literacies. In The Handbook of Educational Linguistics, ► pp. 355 ff.

This list is based on CrossRef data as of 19 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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