In the sociopolitics of language, sometimes yesterday's solution is
tomorrow's problem. This volume examines the evolving nature of language
acquisition planning through a collection of papers that consider how
decisions about language learning and teaching are mediated by a
confluence of psychological, ideological, and historical forces. The
first two parts of the volume feature empirical studies of formal and
informal education across the lifespan and around the globe. Case
studies map the agents, resources, and attitudes needed for creating
moments and spaces for language learning that may, at times, collide
with wider beliefs and policies that privilege some languages over
others. The third part of the volume is devoted to conceptual
contributions that take up theoretical issues related to epistemological
and conceptual challenges for language acquisition planning. These
contributions reflect on the full spectrum of social and cognitive
factors that intersect with the planning of language teaching and
learning including ethnic and racial power relations, historically
situated political systems, language ideologies, community language
socialization, relationships among stakeholders in communities and
schools, interpersonal interaction, and intrapersonal development. In
all, the volume demonstrates the multifaceted and socially situated
nature of language acquisition planning.
