アジアの言語政策と言語計画（全4巻）〔SAGE言語・言語学の基準シリーズ〕
Language Policy and Planning in Asia (SAGE Benchmarks in Language and Linguistics)
【編者】宮崎 里司（早稲田大学 国際学術院 大学院日本語教育研究科教授）
飯野 公一（早稲田大学 国際学術院 国際教養学部 教授）
Editors: Satoshi Miyazaki & Masakazu Iino
2022:10 4 vols. 1,182 p. set ISBN 978-93-5479-304-2
(SAGE) -GB- 日本総代理店：（株）紀伊國屋書店
☆在庫特価10% OFF GBP 695（※弊社在庫限り）
Web販売価格：税込￥141,279 / 標準価格：税込￥222,469
通常価格 GBP 765
Web販売価格：税込￥233,096 / 標準価格：税込￥244,877
*弊社在庫がなくなり次第、通常価格が適用されます。
*2024年7月31日時点の価格です。実際の価格は、為替レートや出版社の都合により変動いたしますので、最新の価格は以下オンラインストアリンクをご参照ください。
*Web販売価格は、紀伊國屋書店BookWeb Proでご注文され、付帯作業を伴わない納品を行い、弊社標準書式による請求書を発行し遅滞なくお支払いただく場合、あるいは、クレジットカードでお支払いいただく場合に適用される販売価格です。
価格照会・ご購入
※本件についてのお問い合わせ、お見積りについては最寄りの紀伊國屋書店営業所もしくはこちらまでお願いいたします。
内容説明
グローバル時代、境界を越える人的交流がますます活発化する中で、コミュニケーションに不可欠な言語の問題が社会的な重要性を帯びてきます。国家が公用語を定めたり、少数派の言語を保護したり、特定の表記を公式なものとしたりする「言語政策」と、その具体的な実施段階である「言語計画」は、国家における統一と多様性、グローバルとローカル、実用性とアイデンティティなどの種々の対立軸の間で、難題であり続けてきました。多様な言語とコミュニティがひしめくアジア地域全体を対象として、言語政策と言語計画の問題点を検証することは、アジアの共生の未来を開く必須の作業といえましょう。
本書は、日本語教育・英語教育と言語政策・言語計画を結ぶ代表的研究者である宮崎里司・飯野公一（早稲田大学）を編者に迎えて、日本とアジアにおける言語政策・言語計画上の主要論点を総括する、必読論文55点を精選収録します。第1巻は、東アジア・南アジア・ASEAN地域におけるマクロな言語政策上の論点を対象とし、例えば、言語と移民政策を取り上げます。第2巻は、英語教育と英語検定が社会経済的格差ともかかわる問題に、マレーシア、ミャンマー、インド、日本の事例から光を当てます。第3巻は、21世紀のアジアで急速に広がる英語での専門教育（EMI）と国際共通語としての英語（ELF）について議論します。第4巻は、英語以外の言語（継承語や手話なども含む）の問題に焦点を当てます。編者による書き下ろしの序文（全体および各巻）も、今後の研究につながる解説として貴重です。
言語教育・社会言語学および日本・アジア研究に必備のコレクションとして、おすすめいたします。
収録論文明細
1. ‘Cosmopolitanism and Global English: Language Politics in Globalisation Debates’, Peter Ives (2010)
2. ‘Imagined Identities: Preimmigrants’ Narratives on Language and Identity’, Gary Barkhuizen and Vivian de Klerk (2006)
3. ‘Capitalism, immigration, language and literacy: Mapping a politicized reading of a policy assemblage’, Diana Masny and Monica Waterhouse (2016)
4. ‘(Un)framing Language Policy and Reform in Southeast Asia’, Ruanni Tupas (2018)
5. ‘Language Diversity and Language Policy in Educational Access and Equity’, James W. Tollefson and Amy B. M. Tsui (2014)
6. ‘The Spread of English in ASEAN: Policies and Issues’, Ee Ling Low and Ran Ao (2018)
7. ‘How Social Dynamics Influence a Developing Country’s Language Planning and Policy’, Nasrin Pervin and Nausheen Saba Siraj (2020)
8. ‘Tracing “Taiwanization” Processes in Taiwanese Presidential Statements in Times of Cross-Strait Rapprochement’, Lutgard Lams and Xavier Li-wen Liao (2011)
9. ‘Stretching out the Categories’: Chinese/European Narratives of Mixedness, Belonging and Home in Singapore’, Zarine L. Rocha (2014)
10. ‘A Cerebration of Language Diversity, Language Policy, and Politics in Education’, Joseph Lo Bianco (2014)
11. ‘The Key to Global Understanding: World Languages Education?Why Schools Need to Adapt’, Francois Victor Tochon (2009)
12. ‘Creating Universities for a Multiethnic and Multicultural World: A Utopia?’, Michael Cooper (2007)
13. ‘The “Bilingual Education” Policy in Xinjiang Revisited: New Evidence of Open Resistance and Active Support among the Uyghur Elite’, Nimrod Baranovitch (2020)
14. ‘Emotion Labor and Affect in Transnational Encounters: Insights from Western-trained TESOL Professionals in Saudi Arabia’, Abdullah Alshakhi and Phan Le Ha (2020)
15. ‘A Comparative Study of the Confucius Institute in the United Kingdom and the British Council in China’, Liexu Cai (2019)
16. ‘The 150-year history of English Language Assessment in Japanese Education’, 佐々木 みゆき Miyuki Sasaki (2008)
17. ‘English Language Assessment in Hong Kong: A Survey of Practices, Developments and Issues’, David D. Qian (2008)
18. ‘Issues and Trends in Language Testing and Assessment in Thailand’, Kanchana Prapphal (2008)
19. ‘Testing of English in India: A Developing Concept’, Hema Ramanathan (2008)
20. ‘Testing the Spaces of Discretion: School Personnel as Implementers of Minority-Language Policy in China’, Hans-Christian Schnack (2016)
21. ‘The Key to Success: English Language Testing in China’, Liying Cheng (2008)
22. ‘English in Hong Kong. Super Highway or Road To Nowhere? Reflections on Policy Changes in Language Education of Hong Kong’, Dan Lu (2003)
23. ‘Reforms in the Policy of English Language Teaching in Malaysia’, Radzuwan AB Rashid, Shireena Basree Abdul Rahman and Kamariah Yunus (2016).
24. ‘English in Myanmar’, Wong Soon Fen (2005)
25. ‘Steady States in the Evolution of New Englishes: Present-Day Indian English as an Equilibrium’, Joybrato Mukherjee (2007)
26. ‘English Language Teaching in Japan: Policy Plans and Their Implementations’, 本名 信行 Nobuyuki Honna and 竹下 裕子 Yuko Takeshita (2005)
27. ‘English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study’, Jeongyeon Kim, Jinsook Choi and Bradley Tatar (2017)
28. ‘Professional development for science and engineering professors offering English medium instruction’, Eun Gyong Kim, Soo-Ok Kweon, Jeong-Ah Lee, Seonmin Park (2021)
29. ‘Provocative Encounters Reflecting Struggles with Change: Power and Coercion in a Japanese University Situation’, Glenn Toh (2017)
30. ‘Perennial Language Learners or Competent Language Users: An Investigation of International Students’ Attitudes Towards Their Own and Native English Accents’, Yusop Boonsuk and Fan Fang (2020)
31. ‘A More Inclusive Mind Towards the World: English Language Teaching and Study Abroad in China from Intercultural Citizenship and English as a Lingua Franca Perspectives’, Fan (Gabriel) Fang and Will Baker (2017)
32. ‘Perspectives on the Use of English as a Business Lingua Franca in Hong Kong’, Stephen Evans (2013)
33. ‘Home and Community Factors Influencing Bilingual Children’s Ethnic Language Vocabulary Development’, L. Quentin Dixon, Jing Zhao, Blanca G. Quiroz and Jee-Young Shin (2012)
34. ‘Rethinking Culture Teaching in English Language Programmes in Thailand’, Navaporn S. Snodin (2016)
35. ‘English and Muliticulturalism from the Language User’s Perspective’, 田中 茂範 Shigenori Tanaka (2006)
36. ‘Meanings of International High School Education in Indonesia and Japan’, Junita Widiati Arfani and中矢 礼美 Ayami Nakaya (2018)
37. ‘The Five-Point Indian: Caste, Masculinity, and English Language in the Paratexts of Chetan Bhagat’, Pallavi Rao (2017)
38. ‘English Language Teaching in Brunei: A View Through a Critical Lens’, Clayton Barry (2011)
39. ‘Is Teaching English as an International Language All about Being Politically Correct?’, 松田 文 Aya Matsuda (2018)
40. ‘English Educational Policy for High Schools in Japan: Ideals vs. Reality’, 菊地 恵太 Keita Kikuchi and Charles Browne (2009)
41. ‘Whose Voices? How Media Policy Shapes Minority Language Radio in Taiwan’, Ya-Chi Chen (2020)
42. ‘Acquisition Planning for Regional Indigenous Heritage Languages in Indonesia’, Bambang Suwarno (2020)
43. ‘Japan’s Immigration Intimations and Their Neglected Language Policy Requisites’, Julian Chapple (2014)
44. ‘Public Service Broadcasting as an Infrastructure of Translation in the Age of Cultural Diversity Lessons for Europe from SBS Australia’, Aneta Podkalicka (2008)
45. ‘Temporalities of Class in Nepalese Labour Migration to South Korea’, Seonyoung Seo (2019)
46. ‘Linguistic Revivalism and National Identity in Uzbekistan’, Abuzar Khairi (2016)
47. ‘Family Literacy in a Low-income Urban Community in the Philippines’, Rosarito Tatel-Suatengco and Jennifer S. Florida (2020)
48. ‘The Importance of Literacy in the Home Language: The View from Australia’, Susana A. Eisenchlas, Andrea C. Schalley and Diana Guillemin (2013)
49. ‘Captioning and Indian Sign Language as Accessibility Tools in Universal Design’, John Mathew Martin Poothullil, Sujit Sahasrabudhe, Prashant D. Chavan and Deepak Toppo (2013)
50. ‘Tribal Children in Odisha and Their Right to Education in the Home Language’, Jisu Ketan Pattanaik (2020)
51. ‘Languages as Historical Documents: The Endangered Archive in Laos’, N. J. Enfield (2006)
52. ‘Circulating East to East: Understanding the Push?Pull Factors of Chinese Students Studying in Korea’, Se Woong Lee (2017)
53. ‘Remapping the Teacher Knowledge-base of Language Teacher Education: A Vietnamese Perspective’, Le Van Canh (2020)
54. ‘Bilingual Education in Xinjiang in the Post-2009 Period’, Sonika Gupta and R. Veena (2016)
55. ‘Young Children’s Living and Learning Experiences under the Biliterate and Trilingual Education Policy in Hong Kong’, I-Fang Lee and Chao-Ling Tseng (2013)
（学術洋書部）
