Titlebook: Language Policy as Practice; Advancing the Empiri Florence Bonacina-Pugh Book 2024 The Editor(s) (if applicable) and The Author(s), under e

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What and Why of Equity for Whom and Where. Analytical Engagement with Languaging Promises-,-Policy anowledge creation. Its key point of departure is that all policies are .. This chapter interrogates promises of equity as these play out in contemporary north-centric settings like Sweden that are framed as democracies.

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The Body and Practiced Language Policies in EMI and CLIL Classroomsbrating, and making sense of a language policy interactively. Findings contribute to a growing body of research on language choice practices in bilingual classrooms, in particular, and on Conversation Analytic research on classroom interaction in general.

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A Multimodal Analysis of Language Policy as Practice: The Case of Two English-Medium Schools in Bang corpus of interactions, I explore the role of multimodal actions in the way classroom participants organise practiced language policies. I argue that multimodal resources are pervasive, but hierarchical, as they are systematically used to create affordances for certain language choice practices.

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Practiced Language Policy in Family Language Policy Researchw ‘practiced language policy’ is a valuable way to conceptualise the co-agentive and dynamic nature of FLP, namely, how caregivers and children take turns in filling the opposing roles of what (Spolsky, Language Policy 18:323–338, 2019), p. 335) terms ‘a(chǎn)dvocates without power and managers with authority.’

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Introducing Language Policy as Practice,‘practical’ approach to language policy research within the Empirical turn. This chapter clarifies what is meant by ‘practice’ in the notion of ‘language policy as practice’ and sets out the foundations to investigate practiced language policies. It also shows how the present volume contributes to a

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Towards an Understanding of the Dynamic Nature of Practiced Language Policiested as a list of norms of language choice that speakers orient to in interaction to know when a language(s) is appropriate or not, this can possibly lead to the erroneous understanding that practiced language policies are fixed. Here, I argue that practiced language policies are dynamic. This dynami

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Pedagogy and Practiced Language Policies: The Case of Mandarin Language Teaching in Scottish Primarys on a primary school Mandarin classroom in Scotland, where the Mandarin teacher is a locally trained Scottish teacher. Through a Conversation Analysis of classroom interactions audio-recorded over a period of 12?weeks, this study highlights the norms of language choice in that classroom. This set o