Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process.

Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

Reviews

"….This focus on the teacher-level in education language policies is welcome and long overdue….This is an excellent book that makes an important and outstanding contribution to the field. It is highly recommended for teachers and scholars working in the field of language education policies." --Education Review

"The editors have assembled a unique collection of state-of-the-art essays on language policies and education that focus on the role of teachers in the implementation of language policies in a wide range of educational contexts. All of the essays are informative, interesting and of a very high quality. Educational linguists, sociolinguists, applied linguists, teachers, future teachers and anyone else interested in the impact of language policies on classroom interactions would do well to read this volume."--Teachers College Record

"…An especially timely contribution in light of the growing impact of transmigration and globalization in education systems around the world."--Teresa McCarty, Arizona State University

"Kate Menken and Ofelia García have edited an important volume on multilingual language policy.ting Language Policies in Schools: Educators as Policymakers comprises 13 studies, mostly qualitative, which shift the discussion of language policy from a macro to a micro-ideological discursive space. The voices and agencies of mostly – but not exclusively– teachers as policy-makers are richly textured with nuanced evidence throughout."—Language and Education

Contents

Foreword, Nancy H. Hornberger

1. Introduction, Kate Menken & Ofelia García

Part I: Negotiation of Language Education Policies Guided by Educators' Experiences or Identity (Individual)

2. Appropriating Language Policy on the Local Level: Working the Spaces for Bilingual Education, David Cassels Johnson and Rebecca Freeman

3. Two-Teacher Classrooms, Personalized Learning and the Inclusion Paradigm in the United Kingdom: What's in it for Learners of EAL? Angela Creese

4. "Tu Sais Bien Parler Maîtresse!": Negotiating Languages other than French in the Pr...