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Encyclopedia of Language and Education: I Have Read The Texts

This document provides an overview and introduction to the Encyclopedia of Language and Education, which is published in 10 volumes. It discusses the goal of reflecting the depth and breadth of knowledge in the field of language and education. It highlights new topics added in this edition, as well as greater inclusion of global voices. The introduction describes the structure of the work, including cross-cutting themes and the academic backgrounds and areas of expertise of the volume editors.

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Shaly Marchelina Lensun
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41 views

Encyclopedia of Language and Education: I Have Read The Texts

This document provides an overview and introduction to the Encyclopedia of Language and Education, which is published in 10 volumes. It discusses the goal of reflecting the depth and breadth of knowledge in the field of language and education. It highlights new topics added in this edition, as well as greater inclusion of global voices. The introduction describes the structure of the work, including cross-cutting themes and the academic backgrounds and areas of expertise of the volume editors.

Uploaded by

Shaly Marchelina Lensun
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SALY MARD SELINA LENSUN

I HAVE READ THE TEXTS

Encyclopedia of Language and


Education
This is one of ten volumes of the Encyclopedia of Language
and Education published by Springer. The Encyclopedia bears
testimony to the dynamism and evolution of the language and
education field, as it confronts the ever-burgeoning and
irrepressible linguistic diversity and ongoing pressures and
expectations placed on education around the world.

In the selection of topics and contributors, the Encyclopedia


seeks to reflect the depth of disciplinary knowledge, breadth
of interdisciplinary perspective, and diversity of
sociogeographic experience in our field. Language
socialization and language ecology have been added to the
original eight volume topics, reflecting these growing
emphases in language education theory, research, and
practice, alongside the enduring emphases on language
policy, literacies, discourse, language acquisition, bilingual
education, knowledge about language, language testing, and
research methods. Throughout all the volumes, there is
greater inclusion of scholarly contributions from non-English
speaking and non-Western parts of the world, providing truly
global coverage of the issues in the field. Furthermore, we
have sought to integrate these voices more fully into the
whole, rather than as special cases or international
perspectives in separate sections.

This interdisciplinary and internationalizing impetus has been


immeasurably enhanced by the advice and support of the
editorial advisory board members, several of whom served as
volume editors in the Encyclopedia’s first edition (designated
here with*), and all of whom I acknowledge here with
gratitude: Neville Alexander (South Africa), Colin Baker
(Wales), Marilda Cavalcanti (Brazil), Caroline Clapham*
(Britain), Bronwyn Davies* (Australia), Viv Edwards* (Britain),
Frederick Erickson (USA), Joseph Lo Bianco (Australia), Luis
Enrique Lopez (Bolivia and Peru), Allan Luke (Singapore and
Australia), Tove Skutnabb-Kangas (Denmark), Bernard Spolsky
(Israel), G. Richard Tucker* (USA), Leo van Lier* (USA),
Terrence G. Wiley (USA), Ruth Wodak* (Austria), and Ana Celia
Zentella (USA).

In conceptualizing an encyclopedic approach to a field, there


is always the challenge of the hierarchical structure of themes,
topics, and subjects to be covered. In this Encyclopedia of
Language and Education, the stated topics in each volume’s
table of contents are complemented by several cross-cutting
thematic strands recurring across the volumes, including the
classroom/pedagogic side of language and education; issues
of identity in language and education; language ideology and
education; computer technology and language education; and
language rights in relation to education.

The volume editors’ disciplinary and interdisciplinary


academic interests and their international areas of expertise
also reflect the depth and breadth of the language and
education field. As principal volume editor for Volume 1,
Stephen May brings academic interests in the sociology of
language and language education policy, arising from his
work in Britain, North America, and New Zealand. For Volume
2, Brian Street approaches language and education as social
and cultural anthropologist and critical literacy theorist,
drawing on his work in Iran, Britain, and around the world. For
Volume3, Marilyn Martin-Jones and Anne-Marie de Mejía
bring combined perspectives as applied and educational
linguists, working primarily in Britain and Latin America,
respectively. For Volume 4, Nelleke Van Deusen-Scholl has
academic interests in linguistics and sociolinguistics, and has
worked primarily in the Netherlands and the USA. Jim
Cummins, principal volume editor for Volume 5 of both the
first and second editions of the Encyclopedia, has interests in
the psychology of language, critical applied linguistics, and
language policy, informed by his work in Canada, the USA,
and internationally. For Volume 6, Jasone Cenoz has academic
interests in applied linguistics and language acquisition,
drawing from her work in the Basque Country, Spain,
and Europe. Elana Shohamy, principal volume editor for
Volume 7, approaches language and education as an applied
linguist with interests in critical language policy, language
testing and measurement, and her own work based primarily
in Israeland the USA. For Volume 8, Patricia Duff has interests
in applied linguistics and sociolinguistics, and has worked
primarily in North America, East Asia, and Central Europe.
Volume editors for Volume 9, Angela Creese and Peter Martin,
draw on their academic interests in educational linguistics and
linguistic ethnography, and their research
in Britainand Southeast Asia. And for Volume 10, Kendall A.
King has academic interests in sociolinguistics and
educational linguistics, with work in Ecuador, Sweden, and
the USA. Francis Hult, editorial assistant for the Encyclopedia,
has academic interests in educational and applied linguistics
and educational language policy, and has worked
in Sweden and the USA. Finally, as general editor, I have
interests in anthropological linguistics, educational linguistics,
and language policy, with work in Latin America, the USA, and
internationally. Beyond our specific academic interests, all of
us editors, and the contributors to the Encyclopedia, share a
commitment to the practice and theory of education, critically
informed by research and strategically directed toward
addressing unsound or unjust language education policies
and practices wherever they are found.

Each of the ten volumes presents core information and is


international in scope, as well as diverse in the populations it
covers. Each volume addresses a single subject area and
provides 23–30 state-of-the-art chapters of the literature on
that subject. Together, the chapters aim to comprehensively
cover the subject. The volumes, edited by international
experts in their respective topics, were designed and
developed in close collaboration with the general editor of the
Encyclopedia, who is a co-editor of each volume as well as
general editor of the whole work.

Each chapter is written by one or more experts on the topic,


consists of about 4,000 words of text, and generally follows a
similar structure. A list of references to keyworks supplements
the authoritative information that the review contains. Many
contributors survey early developments, major contributions,
work in progress, problems and difficulties, and future
directions. The aim of the chapters, and of the Encyclopedia
as a whole, is to give readers access to the international
literature and research on the broad diversity of topics that
make up the field. The Encyclopedia is a necessary reference
set for every university and college library in the world that
serves a faculty or school of education. The encyclopedia aims
to speak to a prospective readership that is multinational, and
to do so as unambiguously as possible. Because each book-
size volume deals with a discrete and important subject in
language and education, these state-of-the-art volumes also
offer highly authoritative course textbooks in the areas
suggested by their titles.

The scholars contributing to the Encyclopedia hail from all


continents of our globe and from 41 countries; they represent
a great diversity of linguistic, cultural, and disciplinary
traditions. For all that, what is most impressive about the
contributions gathered here is the unity of purpose and
outlook they express with regard to the central role of
language as both vehicle and mediator of educational
processes and to the need for continued and deepening
research into the limits and possibilities that implies.

(May and Hornberger, eds., 2008)

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