Whose language is to be spoken and heard in the publicand private spheres?
This volume addresses social and political issues that most work on the provision of effective and democratic education under conditions of increasing sociolinguistic, cognitive and change has failed to address. It argues that these issues are central to understanding the significance and consequence both of educational policy and practices in multilingual settings and of language policy and practices as they manifest themselves through education. The authors specifically argue that language practices in these settings reveal struggles over the establishment of authority and legitimacy; they can be interpreted as voices expressing a variety of social positions and interests with respect to the resources distributed through educational institutions and processes. They reveal what is at stake and for whom in choices made at state, institutional, school, and other levels regarding both language of instruction and assessment, as well as regarding language teaching and learning and evaluati
