This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.

Author Biodata Allan Luke: Foreword: On the Possibilities of a Post-postcolonial Language Education 1. Angel M.Y. Lin and Peter Martin: From a Critical Deconstruction Paradigm to a Critical Construction Paradigm: An Introduction to Decolonisation, Globalisation and Language-in-Education Policy and Practice 2. E. Annamalai: Nation-building in a Globalised World: Language Choice and Education in India 3. Angel M.Y. Lin: Critical, Transdisciplinary Perspectives on Language-in-Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong 4. Rani Rubdy: Remaking Singapore for the New Age: Official Ideology and the Realities of Practice in Language-in-Education 5. Peter Martin: ‘Safe’ Language Practices in Two Rural Schools in Malaysia: Tensions between Policy and Practice 6. Abdolmehdi Riazi: The Four Language Stages in the History of Iran 7. Timothy Reagan and Sandra Schreffler: Higher Education Language Policy and the Challenge of Linguistic Imperialism: A Turkish Case Study 8. Grace W. Bunyi: Language Classroom Practices in Kenya 9. Margie Probyn: Language and the Struggle to Learn: The Intersection of Classroom Realities, Language Policy, and Neocolonial and Globalisation Discourses in South African Schools 10. Birgit Brock-Utne: Language-in-Education Policies and Practices in Africa with a Special Focus on Tanzania and South Africa – Insights from Research in Progress 11. A. Suresh Canagarajah: Accommodating Tensions in Language-in-Education Policies: An Afterword Index

This is a wonderfully probing volume that takes nothing for granted about the role of English and English language teaching in postcolonial contexts across our globe. Based on their own close ethnographic knowledge, the authors offer critical analyses of contradictions and tensions in real cases of language education planning in these multilingual contexts, and the commentators and editors engage in serious dialogue with them about the cases and the tendencies they reveal. The overall effect is a rousing call -- and some guiding principles -- to construct language in education policy and pedagogy in ways that enable hitherto marginalised groups to grab hold of new possibilities and opportunities as they emerge under the forces of globalisation.