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jueves, 28 de marzo 2024
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El grupo de Investigación Acción y Evaluación en Lenguas Extranjeras

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Publicaciones Internacionales

Aquí presentamos una lista de artículos, libros y otras publicaciones internacionales que tratan temas relacionados con las políticas de lengua extranjera. Podrá encontrarlos organizados de acuerdo a un orden cronológico.

2015

Artículo

Resumen

Bigelow, M., & Ennser-Kananen, J. (Eds.). (2015). The Routledge handbook of educational linguistics. New York: Routledge. One of the major strengths of the volume is that it contributes to the field of educational linguistics in two ways: (1) by expanding the community of scholars with voices from different geographic regions of the world, as well as with the voices of emerging scholars, representing diverse methodological approaches, and (2) by explicitly focusing on advocacy and offering useful examples. The authors in the handbook provide an excellent comprehensive overview of the field by showing that research in educational linguistics can produce knowledge that can give agency to educators, students, families, and thus create streams of resistance and action that can effect change in arenas where education and language intersect. This handbook is an essential volume for any student or researcher interested in the issues surrounding language and education in multicultural settings, and it will definitely inspire thinking, theorizing, and action among new and established researchers.  Consultar aquí.
Gazzola, M., Grin, F., & Bengt-Arne, W. (2015). A concise bibliography of language economics. CESifo Working Paper, 5530, 1–45. Consultar aquí. The following pages are devoted to a bibliography which, though not exhaustive, provides an extensive set of references to several categories of literature in language economics. It consolidates the respective literature lists used by the authors over the years in their research and teaching. The bibliography is structured according to a “mental map” developed by Grin. The four highest levels of this structure are reproduced at the beginning of the essay.
Tochon, F. (Ed.). (2015). Language education policy unlimited: Global perspectives and local practices. Blue Mounds, WI: Deep University Press.  Consultar aquí.

Zajda, J. (Ed.). (2015). Globalisation, ideology and politics of education reforms. Cham: Springer. 

This 14th volume in the 24-volume book series sets out to explore the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education, and policy research. By doing so, it provides a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation, and education reforms. It critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide an informed critique of models of accountability, quality and standards-driven education reforms that are informed by Western dominant ideologies and social values. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. Consultar aquí.

2014

Artículo

Resumen

Stromquist, N., & Monkman, K. (Eds.). (2014). Globalization and education: Integration and contestation across cultures (2nd ed.). New York: Rowman & Littlefield Education. We offer in this book a collection of chapters that reflect a broad range of issues linking globalization to education in an accessible yet theoretically grounded and detailed form. The authors analyze phenomena on the global plane, in local spaces, and in the connections between the global and the local. Consultar aquí.

2013

Artículo

Resumen

Björkman, B. (2013). English as an academic lingua franca: An investigation of form and communicative effectiveness. Berlín: Walter de Gruyter, Inc.

As a result of globalization, higher education institutions throughout the world are adopting English for parts of their education. Higher education is becoming increasingly international and thus linguistically diverse, for educational, idealistic and financial reasons. This book presents a much-needed description of English as a lingua franca (ELF) from an international university setting and focuses on form and pragmatic issues, using authentic spoken data. It provides useful insights into how communicative effectiveness can be achieved in spoken lingua franca communication. Consultar aquí. 

2012

Artículo

Resumen

Alsagoff, L., Mckay, S. L., Hu, G., & Renandya, W. A. (Eds.). (2012). Principles and practices for teaching English as an international language. New York: Routledge. 

What general principles should inform a socioculturally sensitive pedagogy for teaching English as an International Language and what practices would be consistent with these principles? This text explores the pedagogical implications of the continuing spread of English and its role as an international language, highlighting the importance of socially sensitive pedagogy in contexts outside inner circle English-speaking countries. It provides comprehensive coverage of topics traditionally included in second language methodology courses (such as the teaching of oral skills and grammar), as well as newer fields (such as corpora in language teaching and multimodality); features balanced treatment of theory and practice; and encourages teachers to apply the pedagogical practices to their own classrooms and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, Principles and Practices for Teaching English as an International Language fills a critical need in the field. Consultar aquí. 

Fulcher, G., & Davidson, F. (Eds.). (2012). The Routledge handbook of language testing. Abingdon, UK: Routledge.

The Routledge Handbook of Language Testing offers a critical and comprehensive overview of language testing and assessment within the fields of applied linguistics and language study. An understanding of language testing is essential for applied linguistic research, language education, and a growing range of public policy issues. This handbook is an indispensable introduction and reference to the study of the subject. Specially commissioned chapters by leading academics and researchers of language testing address the most important topics facing researchers and practitioners, including: An overview of the key issues in language testing ; Key research methods and techniques in language test validation ; The social and ethical aspects of language testing ; The philosophical and historical underpinnings of assessment practices ; The key literature in the field ; Test design and development practices through use of practical examples. The Routledge Handbook of Language Testing is the ideal resource for postgraduate students, language teachers, and those working in the field of applied linguistics.  Consultar aquí. 
Klees, S. J., Samoff, J., & Stromquist, N. P. (Eds.). (2012). The World Bank and education: Critiques and alternatives. Rotterdam: Sense Publishers.  Consultar aquí. 

Pease-Alvarez, L., & Davies, K. (2012). Teachers of English Learners negotiating authoritarian policies. New York: Springer.

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs. Consultar aquí. 

Spolsky, B. (Ed.). (2012). The Cambridge handbook of language policy. Cambridge: Cambridge University Press. 

Under Spolsky's capable editorship, language policy has come of age, with a book that will be as invaluable to policy makers, implementers and stakeholders as it is indispensable to students and researchers.' John E. Joseph, University of Edinburgh '... explains why administrators promulgate instructional programs in which forgetting exceeds learning, inadequate time insures fractured acquisition, and materials and assessment ignores research.' Robert B. Kaplan, Emeritus Professor, University of Southern California.  Consultar aquí. 

2011

Artículo

Resumen

McCarty, T. L. (Ed.). (2011). Ethnography and language policy. New York: Routledge.

Illuminating, through ethnographic inquiry, how individual agents "make" language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as language-regulating modes of human interaction, negotiation, and production mediated by relations of power. Using this conceptual framework, this volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy policies and practices; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies and reflective commentaries by leading scholars in the field. This book extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.  Consultar aquí. 

2010

Artículo

Resumen

Apple, M. W., Ball, S. J., & Gandin, L. A. (Eds.). (2010). The Routledge international handbook of the sociology of education. New York: Routledge. 

Explores and addresses key issues and concerns within the discipline of sociology of education. This title provides accounts of contemporary educational processes, global trends, and changing and enduring forms of social conflict and social inequality. Consultar aquí.

Coupland, N. (Ed.). (2010). The handbook of language and globalization. Singapore: Wiley-Blackwell.

The Handbook of Language and Globalization brings together important new studies of language and discourse in the global era, consolidating a vibrant new field of sociolinguistic research.: The first volume to assemble leading scholarship in this rapidly developing field; Features new contributions from 36 internationally-known scholars, ℗¡bringing together key research in the field℗¡and establishing a benchmark for future research; Comprehensive coverage divided into four sections: global multilingualism, world languages and language systems; global discourse in key domains and genres; language. Consultar aquí. 

Grin, F., Sfreddo, C., & Vaillancourt, F. (2010). The economics of the multilingual workplace. New York: Routledge.

Looks at the relationship between linguistic diversity and the economic sector, in particular the operation of firms. This book develops a perspective combining language economics, which helps to fill gaps in our understanding of the role of languages in economic activity, and a sociolinguistic perspective on macro-level language policy issues. Consultar aquí. 

Kelly-Holmes, H., & Mautner, G. (Eds.). (2010). Language and the market. New York: Palgrave Macmillan.

By examining market-driven practices in a range of individual contexts this interdisciplinary collection offers an in-depth examination of the relationship between languages and market processes.  Consultar aquí. 

Kirkpatrick, A. (Ed.). (2010). The Routledge handbook of World Englishes. London: Routledge Handbooks in Applied Linguistics.

The Handbook is structured in nine sections covering historical perspectives, core issues and topics and new debates which together provide a thorough overview of the field taking into account the new directions in which the discipline is heading.  Consultar aquí. 

Maringe, F., & Foskett, N. (Eds.). (2010). Globalization and internationalization in higher education: Theoretical, strategic and management perspectives. London: Continuum.

Universities all over the world are increasingly recognising the challenges of globalization and the pressures towards internationalization. This collection draws together a wealth of international experience to explore the emerging patterns of strategy and practice in internationalizing Higher Education. Questions considered include: How is the concept of globalization in the context of higher education understood by those who lead universities across the world? What new challenges are being created as universities seek to become more international? Which forms of leadership are needed and will be needed in the future in these transforming institutions and how are they going about preparing for and achieving this?  Consultar aquí.

Maybin, J., & Swann, J. (Eds.). (2010). The Routledge companion to English language studies. London: Routledge. 

A guide to the major topics, debates and issues in English Language Studies. Covering a wide range of topics such as globalisation, gender and sexuality and food packaging, it provides critical overviews of: approaches to researching, describing and analysing English; the position of English as a global language; and, the use of English in texts. Consultar aquí. 

McCrum, R. (2010). Globish: How the English language became the world’s language. Toronto: Doubleday Canada.

 Consultar aquí. 

Menken, K., & García, O. (Eds.). (2010). Negotiating language policies in schools: Educators as policymakers. New York: Routledge.

Bridging the divide between policy and practice, this book explores how educators interpret, negotiate, resist, and (re)create language policies in schools, focusing on their central role in this complex and dynamic process. Consultar aquí. 

Pennycook, A. (2010). Language as a local practice. Abingdon, UK: Routledge.

Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity. By taking each of these three elements ' language, locality and practice ' and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language.  Consultar aquí. ​

Smit, U. (2010). English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin: De Gruyter Mouton.

With English-medium higher education burgeoning in Europe and elsewhere outside the English-speaking world, this book offers an ethnographically-embedded analysis of such classroom discourse by taking cognizance of English functioning as a lingua franca (ELF) in international student groups.  Consultar aquí. 

Steger, M. (2010). Neoliberalism: A very short introduction. Oxford: Oxford University Press,.

Anchored in the principles of the free-market economics, 'neoliberalism' has been associated with such different political leaders as Ronald Reagan, Margaret Thatcher, Bill Clinton, Tony Blair, Augusto Pinochet, and Junichiro Koizumi. In its heyday during the late 1990s, neoliberalism emerged as the world's dominant economic paradigm stretching from the Anglo-American heartlands of capitalism to the former communist bloc all the way to the developing regions of the global South. At the dawn of the new century, however, neoliberalism has been discredited as the global economy, built on its principles, has been shaken to its core by a financial calamity not seen since the dark years of the 1930s. So is neoliberalism doomed or will it regain its former glory? Will reform-minded G-20 leaders embark on a genuine new course or try to claw their way back to the neoliberal glory days of the Roaring Nineties? Is there a viable alternative to neoliberalism? Exploring the origins, core claims, and considerable variations of neoliberalism, this Very Short Introduction offers a concise and accessible introduction to one of the most debated 'isms' of our time.  Consultar aquí. ​
Zajda, J., & Geo-Jaja, M. (Eds.). (2010). The politics of education reforms. New York: Springer.  This, the ninth in the 12-volume Globalization, Comparative Education and Policy Research, focuses on the politics of education reform. It offers researchers, practitioners and policymakers a state-of-the-art sourcebook of recent research on the subject. Consultar aquí.

2009

Artículo

Resumen

Alim, H. S., Abrahim, A., & Pennycook, A. (Eds.). (2009). Global linguistic flows: Hip hop cultures, youth identities, and the politics of language. New York: Routledge.

The book engages complex processes such as transnationalism, (im)migration, cultural flow, and diaspora in an effort to expand current theoretical approaches to language choice and agency, speech style and stylization, codeswitching and language mixing, crossing and sociolinguistic variation, and language use and globalization. Moving throughout the Global Hip Hop Nation, through scenes as diverse as Hong Kong's urban center, Germany's Mannheim inner-city district of Weststadt, the Brazilian favelas, the streets of Lagos and Dar es Salaam, and the hoods of the San Francisco Bay Area, this global intellectual cipha breaks new ground in the ethnographical study of langauge and popular culture.  Consultar aquí. 

Apple, M. W., Au, W., & Gandin, L. A. (Eds.). (2009). The Routledge international handbook of critical education. New York: Routledge.

This title provides a comprehensive analysis of the relationship between power, knowledge, education, and schooling. Consultar aquí. 

Cowen, R., Kazamias, A. M., & Unterhalter, E. (Eds.). (2009). International handbook of comparative education. London: Springer.

This two-volume work brings together leading scholars who provide authoritative studies of the old and new epistemic motifs and theoretical strands that have characterized comparative and international education in the last 50 years.  Consultar aquí. 

García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. 

Bilingual education has long been a controversial topic for communities, policy-makers, and teachers. Misconceptions about what bilingualism itself is, and what bilingual education should do, have laid the groundwork for a wide range of policies, not always with a coherent vision for their students. In this wide-ranging and provocative book, Garcia examines the history and current state of bilingual education programs throughout the world, offers a critical reading of the current conversations around them, and invites readers to imagine a new paradigm for the twenty-first century; one based on the idea of multilingual fluidity as a social and cultural imperative in a globalized world." "Garcia examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments. Questioning assumptions regarding language, bilingualism, and bilingual education, this book proposes a now theoretical framework and alternative view of teaching and assessment practices. Consultar aquí. 

Jenkins, J. (2009). World Englishes: A resource book for students (2nd ed.). New York: Routledge.

English as a World Language is an eclectic area of study: its complexity should not be underestimated and the sensitivities which surround it should not be taken lightly. It is in achieving the balance between accessibility and providing a pathway through a complex set of issues which is done so well in the latest edition of World Englishes. Students and lecturers can be assured that they are in good hands with Jennifer Jenkins as their guide through the varied terrain of English as a World Language.  Consultar aquí. 

Sharifian, F. (Ed.). (2009). English as an international language: Perspectives and pedagogical issues. Bristol, UK: Multilingual Matters.

The chapters in this volume revisit, challenge and expand upon established arguements and positions regarding the politics, policies, pedagogies and practices of English as an International Language, as well as its sociolinguistic and socio-psychological complexities. Consultar aquí. 

Shohamy, E., & Gorter, D. (Eds.). (2009). Linguistic landscape: Expanding the scenery. New York: Routledge.

Proposes to offer a resource to students and researchers in the field of Applied Linguistics on the topic of the linguistic landscape. This book refers to the signs, directions, and other documentation that appear in the public space, and includes the interpretation of this 'visible language' in social, political, and economic contexts. Consultar aquí. 

Simons, M., Olssen, M., & Peters, M. A. (Eds.). (2009). Re-reading education policies: A handbook studying the policy agenda of the 21st century. Rotterdam: Sense Publishers.

 Consultar aquí. 

Spolsky, B. (2009). Language management. Cambridge: Cambridge University Press. 

This book was the first book to present a specific theory of language management. Consultar aquí.

Spring, J. (2009). Globalization of education: An introduction. New York : Routledge,

Continuing Joel Spring's reportage and analysis of the intersection of global forces and education, this text offers a comprehensive overview and synthesis of current research, theories, and models related to the topic. Spring introduces readers to the processes, institutions, and forces by which schooling has been globalized and examines the impact of these forces on schooling in local contexts.  Consultar aquí. 
Vavrus, F., & Bartlett, L. (Eds.). (2009). Critical approaches to comparative education: Vertical case studies from Africa, Europe, the Middle East, and the Americas. New York: Palgrave Macmillan. This book unites a dynamic group of scholars who examine linkages among local, national, and international levels of educational policy and practice. Utilizing multi-sited, ethnographic approaches, the essays explore vertical interactions across diverse levels of policy and practice while prompting horizontal comparisons across twelve sites in Africa, Europe, the Middle East, and the Americas. The vertical case studies focus on a range of topics, including participatory development, the politics of culture and language, neoliberal educational reforms, and education in post-conflict settings. Editors Vavrus and Bartlett contribute to comparative theory and practice by demonstrating the advantages of 'thinking vertically. Consultar aquí. 

2008

Artículo

Resumen

Hornberger, N. H. (2008). Encyclopedia of language and education. New York: Springer.

Covers numerous subjects in the field of language and education. Each volume deals with a single substantial subject and includes topical reviews, written by one or more experts in the topic, which provide complete coverage of the subject of the volume. Consultar aquí. 

Koretz, D. M. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press. 

Bringing statistical terms down to earth, Daniel Koretz takes readers through the most fundamental issues that arise in educational testing and shows how they apply to some of the most controversial issues in education today, from high-stakes testing to special education. He walks readers through everyday examples to show what tests do well, what their limits are, how easily tests and scores can be oversold or misunderstood, and how they can be used sensibly to help discover how much kids have learned. Consultar aquí. 

Menken, K. (2008). English learners left behind: Standardize testing as language policy. Clevedon: Multilingual Matters.

This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them. Consultar aquí. 
Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The study of new linguistic varieties. New York: Cambridge University Press. The spread of English around the world has been and continues to be both rapid and unpredictable. World Englishes deals with this inescapable result of colonisation and globalisation from a social and linguistic perspective. The main focus of the book is on the second-language varieties of English that have developed in the former British colonies of East and West Africa, the Caribbean and South and South-East Asia. The book provides a historical overview of the common circumstances that gave rise to these varieties, and a detailed account of their recurrent similarities in structure, patterns of usage, vocabulary and accents. Also discussed are debates about language in education, the rise of English in China and Western Europe, and other current developments in a world of global travel and migration. Consultar aquí. 

Tan, P. K. W., & Rubdy, R. (Eds.). (2008). Language as commodity: Global structures, local marketplaces. London: Continuum,

This text engages with languages policies and positions in relation to the roles and functions these languages adopt. It examines the 'value' of languages, defined in terms of the power they have in the global marketplace as much as within the complex matrices of the local socio-politics. Consultar aquí.

2007

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Resumen

Baldauf, R. B., & Kaplan, R. B. (Eds.). (2007). Language planning and policy in Latin America, Vol 1: Ecuador, Mexico and Paraguay. Clevedon: Multilingual Matters. 

This volume covers the language situation in Ecuador, Mexico and Paraguay, explaining the linguistic diversity, the historical and political contexts and the current language situation including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages. The authors are indigenous and/or have been participants in the language planning context. Consultar aquí.

Ball, S. J. (2007). Introduction: The seething and swirling of education policy. In S. J. Ball, I. F. Goodson, & M. Maguire (Eds.), Education, globalisation and new times (pp. 9–16). London: Routledge. 

Consultar aquí.

Ball, S. J., Goodson, I. F., & Maguire, M. (Eds.). (2007). Education, globalisation and new times. London: Routledge.

Education, Globalisation and New Times comprises a selection of the most influential papers published over the twenty-one years of the Journal of Education Policy. Written by many of the leading scholars in the field, these seminal papers cover a variety of subjects, sectors and levels of education, focused around the following major themes: education, globalisation and new times; policy theory and method; policy and equity. Consultar aquí. 

Fullan, M. (2007). The new meaning of educational change (4th Ed.). New York: Teachers College Press.

First published in 1982, this work revolutionized the theory and practice of education reform. Now 25 years later, the fourth edition of Fullans groundbreaking book continues to be the definitive compendium to all aspects of the management of educational change--a powerful resource for everyone involved in school reform. Consultar aquí. ​

Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge: Cambridge University Press.

This book describes selected varieties of World Englishes, and discusses the advantages and disadvantages of selecting a particular variety from the point of view of both teachers and learners.  Consultar aquí. ​
Llamas, C., Mullany, L., & Stockwell, P. (Eds.). (2007). The Routledge companion to sociolinguistics. Abingdon, UK: Routledge.  Consultar aquí. 

Makoni, S., & Pennycook, A. (Eds.). (2007). Disinventing and reconstituting languages. Clevedon: Multilingual Matters. 

This book questions assumptions about the nature of language. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, the authors argue that unless we change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.  Consultar aquí.
Townsend, T., & Bates, R. (Eds.). (2007). Handbook of teacher education: Globalization, standards and professionalism in times of change. Dordrecht: Springer. Provides a review of the state of teacher education, with chapters from an international group of teacher educators. This book also considers aspects of the three major phases of teacher education: the period prior to commencing in the profession, successful induction into the profession, and the ongoing professional development of teachers. Consultar aquí. 

2006

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Apple, M. W. (2006). Educating the “right” way : markets, standards, God, and inequality (2nd Ed.). New York: Routledge. Consultar aquí. 

In this book Apple explores the 'conservative restoration' - the rightward turn of a broad-based coalition that is making successful inroads in determining American and international educational policy. It takes a pragmatic look at what critical educators can do to build alternative coalitions and policies that are more democratic. Apple urges this group to extricate itself from its reliance on the language of possibility in order to employ pragmatic analyses that address the material realities of social power. 

Fairclough, N. (2006). Language and Globalization. London: Routledge.

 

Language and Globalization explores the effects of language in the processes of globalization. Norman Fairclough adopts the approach of combining critical discourse analysis with cultural political economy to develop a new theory of the relationship between discourse and other dimensions of globalization. Using examples from a variety of countries such as the USA, Britain, Romania, Hungary and Thailand, Language and Globalization shows how the analysis of texts can be coherently integrated within political economic analysis. Consultar aquí. 

Fishman, J. (2006). Do not leave your language alone: The hidden status agendas within corpus planning in language policy. Mahwah, N.J.: Lawrence Erlbaum Associates, Inc.

 

This book, focused on corpus planning in language policy, provides a broad, integrative framework and also discusses multiple languages in detail. It provides readers with great familiarity with a wide range of language cases and at the same time gives them the theoretical tools and analysis to see how they inter-relate. The novelty of this volume is twofold: First, it deals with corpus planning alone (modernizing a language per se), and second, it does so in terms of a systematization of the often unconscious language status aspirations that both guide language planners themselves and motivate the lay public (the target population of all language planning). Corpus planning is going on all over the world today and inevitably becomes an expression of the societal goals, ideologies, and aspirations of the societies and cultures that support it. The implication is that the distinction between corpus and status planning, which has a long tradition in language planning research, must be critically re-examined. Consultar aquí.

Gorter, D. (Ed.). (2006). Linguistic landscape: A new approach to multilingualism. Clevedon: Multilingual Matters.

Contains a collection of studies of the linguistic landscape - the use of written language on signs in the public sphere - in 5 different societies: Israel, Japan, Thailand, the Netherlands (Friesland) and Spain (Basque Country). This book focuses on multilingualism in the social context of the major cities. Consultar aquí. ​

Graddol, D. (2006). English next: Why global English may mean the end of English as a foreign language. London: British Council.

 Consultar aquí.

Lauder, H., Brown, P., Dillabough, J.-A., & Halsey, A. H. (2006). Introduction: The prospects for education: individualization, globalization and social change. In H. Lauder, P. Brown, J.-A. Dillabough, & A. H. Halsey (Eds.), Education, globalization and social change (pp. 1–70). Oxford: Oxford University Press.

Education is seen as central to economic competitiveness, the reduction of poverty and inequality, and environmental sustainability. The editors ... have selected key writings that examine the social and economic limits--and posibilities--of education in addressing these fundamental problems. This new reader defines the field of sociology of eduxcation with a particular focus on papers that analyse the nature and extent of gobalization in education.  Consultar aquí. 

Ricento, T. (Ed.). (2006). An introduction to language policy: Theory and method. Malden, MA: Blackwell Publishing.

An Introduction to Language Policy: Theory and Method" provides an accessible introduction to the field of language policy through broad and in-depth coverage of the major theories and methods currently employed by scholars active in the field. The volume consists of newly commissioned essays, written by internationally recognized scholars, in three areas: theoretical perspectives, methodological perspectives, and topical areas. Each section contains an overview and each chapter includes an annotated bibliography and discussion questions. This book helps define and describe a growing field of inquiry and is an authoritative source for students, scholars, and researchers in linguistics, applied linguistics, education, policy studies, and related areas.  Consultar aquí. ​
Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. London: Routledge. A critical look at language policies, how they are implemented and the hidden agendas which often lie behind them, drawing on examples from the US and UK and showing what the consequences are for the people involved.  Consultar aquí.

2005

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Braine, G. (Ed.). (2005). Teaching English to the world: History, curriculum, and practice. Mahwah: Lawrence Erlbaum Associates, Inc. Consultar aquí. Teaching English to the World: History, Curriculum, and Practice is a unique collection of English language teaching (ELT) histories, curricula, and personal narratives from non-native speaker (NNS) English teachers around the world. No other book brings such a range of international ELT professionals together to describe and narrate what they know best.The book includes chapters from Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey. All chapters follow a consistent pattern, describing first the history of English language teaching in a particular country, then the current ELT curriculum, followed by the biography or the autobiography of an English teacher of that country. This consistency in the structuring of chapters will enable readers to assimilate the information easily while also comparing and contrasting the context of ELT in each country.The chapter authors--all born in or residents of the countries they represent and speakers of the local language or languages as well as English--provide insider perspectives on the challenges faced by local English language teachers. There is clear evidence that the majority of English teachers worldwide are nonnative speakers (NNS), and there is no doubt that many among them have been taught by indigenous teachers who themselves are nonnative speakers. This book brings the professional knowledge and experience of these teachers and the countries they represent to a mainstream Western audience including faculty, professionals, and graduate students in the field of ESL; to the international TESOL community; and to ELT teachers around the world. 
Canagarajah, S. (Ed.). (2005). Reclaiming the local in language policy and practice. Mahwah: Lawrence Erlbaum Associates, Inc. Consultar aquí. Asserts the place of the local in theorizing about language policies and practices in applied linguistics. It focuses on the outcome of globalization in and among communities, and makes a case for the importance of local social practices, communicative conventions, linguistic realities, and knowledge paradigms to actively inform language policies. 

Cunningham, D., & Hatoss, A. (Eds.). (2005). An international perspective on language policies, practices and proficiencies. Belgrave: Fédé́́́ration Internationale des Professeurs de Langues Vivantes.

 Consultar aquí. 

Harvey, D. (2005). A brief history of neoliberalism. Oxford: Oxford University Press. Consultar aquí. ​

David Harvey, author of The Condition of Postmodernity and The New Imperialism, here tells the political-economic story of where neoliberalization came from and how it proliferated on the world stage. While Thatcher and Reagan are often cited as primary authors of this neoliberal turn, Harvey shows how a complex of forces, from Chile to China and from New York City to Mexico City, have also played their part. In addition he explores the continuities and contrasts between neoliberalism of the Clinton sort and the recent turn towards neoconservative imperialism of George W. Bush. Finally, through critical engagement with this history, Harvey constructs a framework not only for analyzing the political and economic dangers that now surround us, but also for assessing the prospects for the more socially just alternatives being advocated by many oppositional movements.

Nerrière, J.-P., Dufresne, P., & Bourgon, J. (2005). Découvrez le globish: L’anglais allégé en 26 étapes. Paris: Eyrolles.

Plus besoin de maîtriser l'anglais ou l'américain : le globish suffit partout ! Vous communiquerez dans le monde entier grâce à ce " global english ", anglais allégé, avec 1500 mots essentiels, une construction élémentaire mais correcte et une prononciation efficace. Si vous voulez apprendre l'anglais, c'est aussi le meilleur angle d'attaque : vous obtiendrez un résultat concret et suffisant en 26 semaines. Enfin un livre qui met fin aux complexes des non-anglophones natifs ! Avec une technique révolutionnaire de prononciation à découvrir de toute urgence pour apprendre ou rectifier ! Et tous les compléments pédagogiques téléchargeables gratuitement sur Internet : exercices, corrigés, lexiques, enregistrements audio... Consultar aquí. ​
Zajda, J. (Ed.). (2005). International handbook on globalisation, education and policy research: Global pedagogies and policies. Dordrecht: Springer. The aim of this Handbook is to present a global overview of developments in education and policy change during the last decade. It has the objective of providing both a strategic education policy statement on recent shifts in education and policy research globally and offers new approaches to further exploration, development and improvement of education and policy making. The Handbook attempts to address some of the above issues and problems confronting educators and policy makers globally. Different articles seek to conceptualize the on-going problems of education policy formulation and imple. Consultar aquí. 

2004

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Held, D. (Ed.). (2004). A globalizing world? Culture, economics, politics. London: Routledge. 

Consultar aquí. 

Holliday, A., Hyde, M., & Kullman, J. (2004). Intercultural Communication: An Advanced Resource Book. London: Routledge.

Intercultural Communication' introduces the key theories of intercultural communication and explores ways in which people communicate within and across social groups.  Consultar aquí. 

Johnes, G., & Johnes, J. (Eds.). (2004). International handbook on the economics of education. Cheltenham, UK: Edward Elgar Publishing Ltd.

The study of the economics of education has expanded considerably inscope over the last four and a half decades – as is evidenced by the widerange of material in this volume. But the key insights of human capitaltheory remain central to any analysis of the demand for education, and itis therefore appropriate that this is where the volume should begin.Psacharopoulos and Patrinos outline the basics of the human capitalmodel, emphasizing the role that education has to play in raising individu-als’ productivity. They also provide empirical estimates of the rate of returnto education in a variety of countries. Estimates such as these have beenparticularly influential in shaping the educational policies of internationalorganizations such as the World Bank, informing in particular the policyof loans to support education in developing countries and the goal of uni-versal primary education.   Consultar aquí.

Spillane, J. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.

What happens to federal and state policies as they move from legislative chambers to individual districts, schools, and, ultimately, classrooms? Although policy implementation is generally seen as an administrative problem, James Spillane reminds us that it is also a psychological problem. After intensively studying several school districts' responses to new statewide science and math teaching policies in the early 1990s, Spillane argues that administrators and teachers are inclined to assimilate new policies into current practices. As new programs are communicated through administrative levels, the understanding of them becomes increasingly distorted, no matter how sincerely the new ideas are endorsed. Such patterns of well-intentioned misunderstanding highlight the need for systematic training and continuing support for the local administrators and teachers who are entrusted with carrying out large-scale educational change, classroom by classroom. Consultar aquí. ​

Spolsky, B. (2004). Language Policy. New York: Cambridge University Press.

An introduction exploring many debates at the forefront of modern national language policy. Consultar aquí. 

Stein, S. (2004). The culture of education policy. New York: Teachers College Press.

This powerful book shows the many unintended ways in which social and educational policy can shape, if not constrain, the work of educating students. Focusing on the creation and history of Title I of the Elementary and Secondary Education Act (ESEA) from its inception in 1965 to the present, Stein shows how underlying assumptions of policymakers and bureaucratic red tape actually interfere with both educational practice and the goals of the legislation itself. This examination is especially timely, given the recent passage of the No Child Left Behind Act and its sweeping attempts to raise achievement and reduce failure, especially for underserved populations. Consultar aquí. 
Steiner-Khamsi, G. (Ed.). (2004). The global politics of educational borrowing and lending. New York: Teachers College Press. In this volume, Steiner-Khamsi and her colleagues provide an in-depth empirical and critical examination of the practice of global educational policy. Contributors question the value of importing and exporting educational policies, analyze who benefits from these arrangements, and test the effectiveness of adapting one country's policies in other (often quite culturally distinct) countries. The book investigates how global policies have been implemented locally, and examines the extent to which they work in diverse locales. Consultar aquí.

Suárez-Orozco, M., & Qin-Hillard, D. (Eds.). (2004). Globalization: Culture and education in the new millennium. Berkeley: University of California Press.

Globalization defines our era. While it has created a great deal of debate in economic, policy, and grassroots circles, many aspects of the phenomenon remain virtual terra incognita. Education is at the heart of this continent of the unknown. This pathbreaking book examines how globalization and large-scale immigration are affecting children and youth, both in and out of schools.  Consultar aquí. 

Wright, S. (2004). Language policy and language planning: From nationalism to globalisation. New York: Palgrave Macmillan.

Language allows humans to act cooperatively, to plan and to remember. It is the prime factor in the constitution of groups as well as a major barrier between groups. Language policy and planning is rarely just about language; it always has political, social and ethical dimensions. This is a comprehensive advanced textbook, covering not only language learning imposed by economic or political agendas but also language choices entered into freely for reasons of social mobility, economic advantage or group identity.  Consultar aquí. 

2003

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Crystal, D. (2003). English as a global language. New York: Cambridge University Press. Consultar aquí. 

This new edition of David Crystal's influential book contains extra sections on subjects including the future of English as a world language, English on the Internet, and the possibility of an English 'family' of languages; footnotes; new tables; and a full bibliography. There are updates throughout.
Steger, M. (2003). Globalization: A very short introduction. Oxford: Oxford University Press. Consultar aquí. This work offers a stimulating introduction to globalisation and its varying impacts across, between, and within societies. It is a readable book that contributes to a better understanding of the crucial aspects and dimensions of the developments and transformations that go by the name of globalisation. 

2002

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Hart, G. (2002). Disabling globalization: Places of power in post-apartheid South Africa. Berkeley: University of California Press.

Combining richly detailed empirical research on transnational connections with bold and imaginative theoretical argument, this innovative study offers fresh critical understandings of globalization and unique insights into post-apartheid South Africa. Based on research conducted between 1994 and 2001, Gillian Hart traces political dynamics in two former white towns and adjacent black townships in the province of KwaZulu-Natal that are major sites of Taiwanese investment. Focusing on East Asian connections with these places, and on histories and memories of racialized dispossession, she highlights the fragility of the neoliberal project in post-apartheid South Africa. She also suggests how rethinking the "land question" in terms of a social wage could connect a variety of ongoing struggles. Hart provides a clear sense of how and why both popular and academic discourses of globalization are so deeply disabling. Readers will come away with more politically empowering understandings of social change in an increasingly interconnected world.  Consultar aquí.​ 

Hill, M., & Hupe, P. (2002). Implementing Public Policy: Governance in theory and practice. London: Sage Publications.

This book takes a similar stance. In doing so, alongside a discussion of literature explicitly concerned with implementation will be a recognition of three facts. The first is that the phenomenon ‘implementation’ was a matter of concern and, to some extent, academic study before the word was used. Secondly it is recognized that implementation was and continues to be a concern of many writers who do not talk about ‘implementation’ per se, and indeed may approach it from very different backgrounds to the public administration specialists who do so. The third fact is that implementation inevitably takes different shapes and forms in different cultures and institutional settings. This last point is particularly important in an era in which processes of ‘government’ have been seen as transformed into ‘governance’. The latter means that a wider range of actors may be participating and that simplistic hierarchical models are being abandoned. Hence linking implementation with governance is a central element in this book.  Consultar aquí.​

Stiglitz, J. E. (2002). Globalization and its discontents. New York: W.W. Norton.

Examines the effects of global economic policies on developing nations, discussing agencies and concepts including the International Monetary Fund, the East Asia crisis, trade laws, fair markets, and privatization. Consultar aquí. ​
Tollefson, J. (Ed.). (2002). Language policies in education: Critical issues. Mahwah, N.J.: L. Erlbaum.  Consultar aquí.

2001

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Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey Bass. 

Consultar aquí. 

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Mahwah: Lawrence Erlbaum Associates, Inc.

This accessible guide and introduction to critical applied linguistics provides a clear overview, highlighting problems, debates, and competing views in language education, literacy, discourse analysis, language in the workplace, translation and other lan. Consultar aquí. ​

Shohamy, E. (2001). The power of tests: A critical perspective on the uses of language tests. New York: Longman.

 

The Power of Tests applies a critical perspective of language tests by examining their uses and consequences in education and society and by viewing tests not as isolated events but rather as embedded in social, educational and political contexts." "The book is divided into four parts: the first part establishes the power of tests through echoing the voices of test takers, describing the features of the power of tests, and the temptations that tests offer to bureaucrats who use them for power and control. The second part reports on studies that provide empirical evidence about intentions and effects of a number of large scale language tests. The third part interprets the results by examining their consequences on education and society, arriving at a model of tests' use. The final section of the book offers strategies for controlling and minimising the misuses of tests by introducing the notion of Critical Language Testing which calls for the examination of the consequences and misuses of tests, monitoring of power and pointing to their unethical uses. It also provides a comprehensive discussion of the responsibilities of language testers, including a new Code of Ethics, as well as strategies for guarding and protecting the rights of test takers.  Consultar aquí. 
Sutton, M., & Levinson, B. A. U. (Eds.). (2001). Policy as practice: Toward a comparative sociocultural analysis of educational policy. Westport: Ablex Publishing. This volume brings together scholars working on ethnographic policy studies to debate and provisionally chart the methodological and theoretical parameters of such a project. It is divided into three sections on theory, methods, and experiences, and features field experiences and case studies. Consultar aquí.

2000

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Bascia, N., & Hargreaves, A. (Eds.). (2000). The sharp edge of educational change: Teaching, leading, and the realities of reform. London: Routledge.

The Sharp Edge of Educational Change conveys the realities of reform as they affect educators practice. The collected chapters each focus on particular, current reform and reveals the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations and emotional demands of reform.  Consultar aquí. 

Crystal, D. (2000). Language death. New York: Cambridge University Press.

The endangerment and death of minority languages across the world is a matter of widespread concern. A leading commentator on language issues, David Crystal asks the question, 'Why is language death so important?', reviews the reasons for the current crisis, and investigates what is being done to reduce its impact.  Consultar aquí 

Ozga, J. (2000). Policy research in educational settings : Contested terrain. Buckingham: Open University Press.

This text argues for independent, critical research on education policy in the context of attacks on the quality and usefulness of educational research in general. Consultar aquí. ​

Phillipson, R. (Ed.). (2000). Rights to language: Equity, power, and education. Mahwah: Lawrence Erlbaum Associates, Inc.

Brings together scholarship in language, education and society from all parts of the world. It is inspired by the work of Tove Skutnabb-Kangasin minority, indigenous and immigrant education; multilingualism; linguistic human rights; and global language and power issues. Consultar aquí. ​

Ricento, T. (Ed.). (2000). Ideology, politics, and language policies: Focus on English. Amsterdam: John Benjamins Publishing Co.

This volume critically examines the effects of the spread of English from colonialism to the 'New World Order'. The research explores the complex and often contradictory roles English has played in national development. Historical analyses and case studies by leading researchers in language policy studies reveal that deterministic relationships between imperial languages, such as English, and societal hierarchies are untenable, and that support of vernacular languages in education and public life can serve diverse ideologies and political agendas. Areas and countries investigated include Europ.  Consultar aquí. ​
Skutnabb-Kangas, T., & Phillipson, R. (2000). Rights to language: Equity, power, and education. (T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda, Eds.). Bristol, UK: Multilingual Matters. Brings together scholarship in language, education and society from all parts of the world. It is inspired by the work of Tove Skutnabb-Kangasin minority, indigenous and immigrant education; multilingualism; linguistic human rights; and global language and power issues. Consultar aquí.

1992

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Phillipson, R. (1992). Linguistic imperialism. New York: Oxford University Press.

Explores the contemporary phenomenon of English as an international language, and sets out to analyse how and why the language has become so dominant. This book looks at the spread of English historically, at the role it plays in Third World countries, and at the ideologies transmitted through the English language. Consultar aquí. 

1991

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Bourdieu, P. (1991). Language and symbolic power. Cambridge, Mass: Harvard University Press.

This volume brings together Bourdieu's highly original writings on language and on the relations among language, power, and politics. Bourdieu develops a forceful critique of traditional approaches to language, including the linguistic theories of Saussure and Chomsky and the theory of speech-acts elaborated by Austin and others. He argues that language should he viewed not only as a means of communication but also as a medium of power through which individuals pursue their own interests and display their practical competence. Consultar aquí. 

1990

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Apple, M. W. (1990). Ideology and Curriculum (2nd Ed.). New York: Routledge.  Consultar aquí.

1989

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Fairclough, N. (1989). Language and power. London: Longman.

Language and Power is about how language works to maintain and change power relations in contemporary society, and how understanding these processes can enable people to resist and change them. Substantial changes in social life have taken place in the decade since the original publication, which have changed the nature of unequal power relations, and therefore the agenda for the critical study of language. In this second edition, Norman Fairclough brings the discussion completely up-to-date with the inclusion of a new chapter covering the 'globalisation' of power relations and the development of the internet in relation to language and power.  Consultar aquí.
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