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The paper presents an expanded view of language policy which incorporates a variety of policy mechanisms which are claimed to affect de facto language policies. These mechanisms include declared policies, language education documents, language tests and language in public space, among others. These policies are initiated and determined by ''policy bodies'' which are part of governments and other groups in authority, but are detached from those who are execute them. The main objective of this paper is to portray the expanded view of language policy, along these mechanisms, and to argue for the involvement and active participation of teachers in this process. I will argue that the participation, discussions and negotiations constitute a civic and democratic obligation on route to valid, open, fair, realistic policies. Negotiations with the different stake holders who come the process with experience and knowledge is essential for developing language policies which are valid, constructive, critically based and are based on theory of practice.Received: 24-02-09 / Accepted: 31-03-09How to reference this article:Shohamy, E. (2009). Language Teachers as Partners in Crafting Educational Language Policies? Íkala. 14(2), pp.45-67. ; Este artículo presenta una visión ampliada de la noción de políticas lingüísticas, que incorpora varios mecanismos que afectan la construcción de políticas lingüísticas de facto. Dichos mecanismos incluyen políticas declaradas, documentos sobre educación lingüística, pruebas lingüísticas y la lengua en el espacio público, entre otros. Dichas políticas son emprendidas y determinadas por "organismos de políticas" que forman parte de los gobiernos y de otros grupos de autoridad, pero que a menudo están desarticulados de las instancias que las llevan a cabo. Los objetivos principales de este artículo son presentar la visión ampliada de políticas lingüísticas sirviéndose de estos mecanismos y argumentar a favor de la participación activa de los docentes en este proceso. Se sustenta que la participación, las discusiones y las negociaciones constituyen un deber cívico y democrático para la construcción de políticas válidas, abiertas, justas y realistas. La negociación con los diferentes agentes que contribuyen al proceso con experiencia y conocimiento es esencial para el desarrollo de políticas lingüísticas que sean válidas, constructivas, críticas, así como nutridas por teorías de la práctica.Recibido: 24-02-09 / Aceptado: 31-03-09Cómo referenciar este artículo:Shohamy, E. (2009). Language Teachers as Partners in Crafting Educational Language Policies? Íkala. 14(2), pp.45-67. ; Cet article présente une vision élargie de la notion de politiques linguistiques qui incorpore plusieurs mécanismes affectant la construction de politiques linguistiques de facto. Ces mécanismes incluent des politiques déclarées, des documents portant sur l'éducation linguistique, des épreuves linguistiques et la langue dans l'espace publique, entre autres. Les politiques en question sont entreprises et déterminées par des '' organismes politiques '' qui font partie des gouvernements et des autres groupes d'autorité, mais qui souvent sont désarticulés des instances qui les mènent à bien. L'objectif principal de cet article est de présenter une vision amplifiée des politiques linguistiques en se servant de ces mécanismes, mais aussi d'argumenter en faveur de la participation active des professeurs dans ce processus. Nous maintenons que la participation, les discussions et les négociations constituent un devoir civique et démocratique pour la construction de politiques valides, ouvertes, justes et réalistes. La négociation avec les différents agents qui contribuent au processus avec expérience et savoir est essentielle au développement de politiques linguistiques qui soient valides, constructives, critiques, mais aussi inspirées de théories de la pratique.Reçu: 24-02-09 / Accepté: 31-03-09Comment citer cet article:Shohamy, E. (2009). Language Teachers as Partners in Crafting Educational Language Policies? Íkala. 14(2), pp.45-67.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Table of Contents -- List of figures -- List of tables -- Acknowledgments -- Introduction: a journey towards a new multilingual policy -- PART I Language policy, multilingualism, and education -- 1 A new approach to language education policies -- 2 Languages and policy in Israel: history and present -- 3 Advocating for a new multilingual education policy in Israel -- PART II From policy challenges to research on multilingual education -- 4 Stakeholders' attitudes and perceptions regarding multilingual education policies -- 5 Testing and assessment of minority students: language and content -- 6 Incorporating LI in the context of teaching English as an additional language -- 7 Connecting Jewish and Arab students via shared education -- 8 The role of heritage languages in multilingual education policies -- 9 Linguistic landscape as multilingual awareness -- PART III From research to practice -- 10 Principles of the new multilingual education policy -- 11 Conclusions, challenges, and future directions -- References -- Appendices -- Appendix 1: Questionnaire for attitudes study -- Appendix 2: Questionnaire for English teachers -- Appendix 3: Observation guide -- Appendix 4: Interview questions for teachers and focus groups -- Appendix 5: Interview questions for teachers who teach heritage languages -- Appendix 6: Plan for lessons on linguistic landscape -- Appendix 7: The invitation to the public exhibition that summarized the linguistic landscape research -- Appendix 8: Language-policy course for principals -- Appendix 9: Examples of suggested pedagogical activities to implement multilingual education policies -- Index.

The aim of this comparative study is to detect symmetries and asymmetries in the status of two major languages taught in Israel: Hebrew in Arabic-medium schools and Arabic in Hebrew-medium schools. The teaching of these two languages offers a unique case of language education policy where categories of ideology, policy, curriculum, methods, and assessment intersect. For Arabs, Hebrew is perceived as a major tool for upward mobility, but findings show they are alienated by a curriculum embedded in the hegemonic culture and ideology, with which they can hardly identify. For Jews, Arabic is a language of low prestige, and their motivation is hindered by a curriculum which focuses mostly on formal language and security needs, and not on communicative, interactive skills. Concluding the paper, we propose an outline for the creation of alternative teaching environments that defy existing power structures and reinvent inclusive ecologies for the learning of both languages.

This book focuses on linguistic landscapes in present-day urban settings. In a wide-ranging collection of studies of major world cities, the authors investigate both the forces that shape linguistic landscape and the impact of the linguistic landscape on the wider social and cultural reality.

This formidable selection of papers reflects the psycholinguistic and sociolinguistic underpinnings of the interface between language and education. Following an introduction that positions the field of educational linguistics historically and conceptually, the volume presents 15 contributions by leading scholars that cover the four areas most central to the field:- Language teaching, language learning and literacy (Widdowson, Bialistok, Cohen & Allison);- Language testing (Bachman, Davies, and Shohamy);- Multilingualism, minority languages and language planning (Bratt-Paulston, Fishman, Lambert, Amara, de Bot & van Els);- Language policy (Clyne, Tucker, Donato & Murday, McNamara & Lo Bianco, and Hornberger). New Perspectives and Issues in Educational Language Policy is published in honour of Bernard Dov Spolsky and reflects his impact on applied linguistics in general and educational linguistics in particular. The breadth and coverage makes this an indispensable title for future research in the field of educational linguistics.