Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-12T12:10:54.778Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  05 December 2024

Kristof Savski
Affiliation:
Prince of Songkla University, Thailand
Get access
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2024

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Agha, A. (2005). Voice, footing, enregisterment. Journal of Linguistic Anthropology, 15(1), 3859.CrossRefGoogle Scholar
Ahmad Afip, L. (2024). Policy borrowing and enactment: A case study of the Common European Framework of Reference for Languages and Individual Agency in Malaysian Higher Education. Unpublished PhD thesis. University of Queensland.Google Scholar
Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641652.CrossRefGoogle Scholar
Albury, N. J. (2021). Forging and negating diasporic linguistic citizenship in ethnocratic Malaysia. Lingua, 263, 102629.CrossRefGoogle Scholar
Alsagoff, L. (2007). Singlish: Negotiating culture, capital and identity. In Vaish, V., Gopinathan, S., & Liu, Y. (eds.), Language, Capital, Culture (pp. 2346). Brill.CrossRefGoogle Scholar
Althusser, L. (1971). Ideology and Ideological State Apparatuses. In Lenin and Philosophy and Other Essays. NLB.Google Scholar
Anderson, B. (1998). The Spectre of Comparisons: Nationalism, Southeast Asia and the World. Verso.Google Scholar
Anderson, B. (2006). Imagined Communities: Reflections on the Origin and Spread of Nationalism. Verso.Google Scholar
Aneja, G. (2016). (Non)native speakered: Rethinking (non)nativeness and teacher identity in TESOL teacher education. TESOL Quarterly, 50(3), 572596.CrossRefGoogle Scholar
Appleby, R. (2013). Desire in translation: White masculinity and TESOL. TESOL Quarterly, 47(1), 122147.CrossRefGoogle Scholar
Auer, P. (2022), ‘Translanguaging’ or ‘doing languages’? Multilingual practices and the notion of ‘codes’. In MacSwann, J. (ed.), Multilingual Perspectives on Translanguaging (pp. 126153). Multilingual Matters.CrossRefGoogle Scholar
Avineri, N., & Martinez, D. C. (2021). Applied linguists cultivating relationships for justice: An aspirational call to action. Applied Linguistics, 42(6), 10431054.CrossRefGoogle Scholar
Ayae, A., & Savski, K. (2024). Echoes of the past, hopes for the future: Examining temporalized schoolscapes in a minority region of Thailand. International Journal of Multilingualism, 21(3), 13491368.CrossRefGoogle Scholar
Ayres-Bennett, W. (2020). From Haugen’s codification to Thomas’s purism: Assessing the role of description and prescription, prescriptivism and purism in linguistic standardisation. Language Policy, 19, 183213.CrossRefGoogle Scholar
Babaii, E. (2022). ELT as necessary evil: Resisting Western cultural dominance in foreign language policy in the context of Iran. Critical Inquiry in Language Studies, 19(4), 355376.CrossRefGoogle Scholar
Backhaus, P. (2015). Attention, please: A linguistic soundscape/landscape analysis of ELF information provision in public transport in Tokyo. In Murata, K. (ed.), Exploring ELF in Japanese Academic and Business Contexts: Conceptualisation, Research and Pedagogic Implications (pp. 194209). Routledge.Google Scholar
Baker, B., & Hope, A. (2019). Incorporating translanguaging in language assessment: The case of a test for university professors. Language Assessment Quarterly, 16(4–5), 408425.CrossRefGoogle Scholar
Baker, W. (2009). The cultures of English as a lingua franca. TESOL Quarterly, 43(4), 567592.CrossRefGoogle Scholar
Baker, W., & Jarunthawatchai, W. (2017). English language policy in Thailand. European Journal of Language Policy, 9(1), 2744.CrossRefGoogle Scholar
Bakhtin, M. M. (1981). The Dialogic Imagination: Four Essays. University of Texas Press.Google Scholar
Bakhtin, M. M. (1984). Problems of Dostoevsky’s Poetics. University of Minnesota Press.CrossRefGoogle Scholar
Barakos, E. (2020). Language Policy in Business: Discourse, Ideology and Practice. John Benjamins Publishing Company.CrossRefGoogle Scholar
Barakos, E., & Selleck, C. (2019). Elite multilingualism: Discourses, practices, and debates. Journal of Multilingual and Multicultural Development, 40(5), 361374.CrossRefGoogle Scholar
Barakos, E., & Unger, J. W. (eds.) (2016). Discursive Approaches to Language Policy. Palgrave.CrossRefGoogle Scholar
Barnawi, O., & R’boul, H. (eds.) (2024). English language education policy distraction: A search for more impactful language teaching and learning. Special issue of Current Issues in Language Planning.Google Scholar
Bauman, R., & Briggs, C. L. (1990). Poetics and performances as critical perspectives on language and social life. Annual Review of Anthropology, 19(1), 5988.CrossRefGoogle Scholar
Beaty, D. (1994). The Naked Pilot: The Human Factor in Aircraft Accidents. Airlife.Google Scholar
Benesch, S. (2018). Emotions as agency: Feeling rules, emotion labor, and English language teachers’ decision-making. System, 79(1), 6069.CrossRefGoogle Scholar
Berkenkotter, C., & Hanganu-Bresch, C. (2011). Occult genres and the certification of madness in a 19th-century lunatic asylum. Written Communication, 28(2), 220250.CrossRefGoogle Scholar
Bernstein, B. (1990). Class, Codes and Control, Vol. IV: The Structuring of Pedagogic Discourse. Routledge.Google Scholar
Bhatia, V. K. (2004). Worlds of Written Discourse: A Genre-Based View. Continuum.Google Scholar
Billig, M. (1995). Banal Nationalism. SAGE.Google Scholar
Birkland, T. A. (2006). Lessons of Disaster: Policy Change after Catastrophic Events. Georgetown University Press.Google Scholar
Blackledge, A. (2005). Discourse and Power in a Multilingual World. John Benjamins.CrossRefGoogle Scholar
Bloch, K. R., Taylor, T., & Martinez, K. (2020). Playing the race card: White injury, White victimhood and the paradox of colour-blind ideology in anti-immigrant discourse. Ethnic and Racial Studies, 43(7), 11301148.CrossRefGoogle Scholar
Blommaert, J. (2007). Sociolinguistic scales. Intercultural Pragmatics, 4(1), 119.CrossRefGoogle Scholar
Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge University Press.CrossRefGoogle Scholar
Blommaert, J. (2015). Chronotopes, scales, and complexity in the study of language in society. Annual Review of Anthropology, 44, 105116.CrossRefGoogle Scholar
Blommaert, J. (2021). Sociolinguistic scales in retrospect. Applied Linguistics Review, 12(3), 375380.CrossRefGoogle Scholar
Bokhorst-Heng, W. D. (2005). Debating singlish. Mulilingua, 24(3), 185209.CrossRefGoogle Scholar
Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11, 213234.CrossRefGoogle Scholar
Booth, D. K., (2018). The Sociocultural Activity of High Stakes Standardised Language Testing: TOEIC Washback in a South Korean Context. Springer.CrossRefGoogle Scholar
Borba, R. (2021). Disgusting politics: Circuits of affects and the making of Bolsonaro. Social Semiotics, 31(5), 677694.CrossRefGoogle Scholar
Bourdieu, P. (1984). Distinction: A Social Critique of the Judgement of Taste. Routledge.Google Scholar
Bourdieu, P. (1986) The forms of capital. In Richardson, J. (ed.), Handbook of Theory and Research for the Sociology of Education (pp. 241258). Greenwood.Google Scholar
Bourdieu, P. (1993). The Field of Cultural Production. Columbia University Press.Google Scholar
Bourdieu, P. (2016). Habitus. In Hillier, J. & Rooksby, E. (eds.), Habitus: A Sense of Place (pp. 5966). Routledge.Google Scholar
Brewer, J. (2000). Ethnography. Open University Press.Google Scholar
Busch, L. (2023). Knowledge for Sale: The Neoliberal Takeover of Higher Education. MIT Press.Google Scholar
Byram, M., & Parmenter, L. (eds.). (2012). The Common European Framework of Reference: The Globalisation of Language Education Policy. Multilingual Matters.CrossRefGoogle Scholar
Cameron, D. (1995). Verbal Hygiene. Routledge.Google Scholar
Canagarajah, A. S. (2000). Negotiating ideologies through English. In Ricento, T. (ed.), Ideology, Politics, and Language Policies: Focus on English (pp. 121131). John Benjamins.CrossRefGoogle Scholar
Canagarajah, S. (2012). Translingual Practice: Global Englishes and Cosmopolitan Relations. Routledge.CrossRefGoogle Scholar
Canagarajah, S. (2018). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 3154.CrossRefGoogle Scholar
Canagarajah, S. (2023). A decolonial crip linguistics. Applied Linguistics, 44(1), 121.CrossRefGoogle Scholar
Canagarajah, S., & De Costa, P. I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics. Linguistics and Education, 34, 110.CrossRefGoogle Scholar
Canagarajah, S., & Dovchin, S. (2019). The everyday politics of translingualism as a resistant practice. International Journal of Multilingualism, 16(2), 127144.CrossRefGoogle Scholar
Choi, L. J. (2016). Revisiting the issue of native speakerism: ‘I don’t want to speak like a native speaker of English’. Language and Education, 30(1), 7285.CrossRefGoogle Scholar
Comprendio, L. J. E. V., & Savski, K. (2020). ‘Asians’ and ‘Westerners’: Examining the perception of (non-)native migrant teachers of English in Thailand. Journal of Multilingual and Multicultural Development, 41(8), 673685.CrossRefGoogle Scholar
Conley, J. M., & O’Barr, W. M. (1998). Just words: Law, language, and power. The University of Chicago Press.Google Scholar
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment.Google Scholar
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment: Companion volume.Google Scholar
Cowie, C. (2007). The accents of outsourcing: The meanings of ‘neutral’ in the Indian call centre industry. World Englishes, 26(3), 316330.CrossRefGoogle Scholar
Crystal, D. (2013). Voices: A case study in the evolution of a linguistic climate at the BBC. In Upton, Clive & Davies, Bethan (eds.), Analysing 21st-century British English: Conceptual and Methodological Aspects of the ‘Voices’ Project (pp. 1225). Routledge.Google Scholar
Cummings, R. L. (2014). Understanding the Thai-Chinese Community in Hat Yai through the role of ethnic Chinese-affiliated organizations. Unpublished PhD Thesis. Chulalongkorn University.Google Scholar
Curdt-Christiansen, X. L., & Palviainen, Å. (2023). Ten years later: What has become of FLP? Language Policy, 22(4), 379389.CrossRefGoogle Scholar
Cushing, I. (2020). The policy and policing of language in schools. Language in Society, 49(3), 425450.CrossRefGoogle Scholar
Cushing, I. (2023). Challenging anti-Black linguistic racism in schools amidst the ‘what works’ agenda. Race, Ethnicity and Education, 26(3), 257276.CrossRefGoogle Scholar
Cushing, I. (2024). Social (in)justice and the deficit foundations of oracy. Oxford Review of Education.CrossRefGoogle Scholar
Cushing, I., & Snell, J. (2023). The (white) ears of Ofsted: A raciolinguistic perspective on the listening practices of the schools inspectorate. Language in Society, 52(3), 363386.CrossRefGoogle Scholar
Daneš, F. (2006). Sprachpflege. In Ammon, U., Dittmar, N., Mattheier, K. J., & Trudgill, P. (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society (pp. 2451–2363). De Gruyter.Google Scholar
De Costa, P. I. (2015). Re-envisioning language anxiety in the globalized classroom through a social imaginary lens. Language Learning, 65(3), 504532.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S. Y., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. The Asia-Pacific Education Researcher, 25, 695702.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S. Y., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organizations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387406.CrossRefGoogle Scholar
De Costa, P. I., Park, J. S. Y., & Wee, L. (2021). Why linguistic entrepreneurship? Multilingua, 40(2), 139153.CrossRefGoogle Scholar
De Figueiredo, E. H. D., & Martinez, J. (2021). The locus of enunciation as a way to confront epistemological racism and decolonize scholarly knowledge. Applied Linguistics, 42(2), 355359.CrossRefGoogle Scholar
De Fina, A., Oostendorp, M., & Ortega, L. (2023). Sketches toward a decolonial applied linguistics. Applied Linguistics, 44(5), 819832.CrossRefGoogle Scholar
Dewaele, J. M. (2017). Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker’. Applied Linguistics, 39(2), 236240.Google Scholar
Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237274.CrossRefGoogle Scholar
Di Bitetti, M. S., & Ferreras, J. A. (2017). Publish (in English) or perish: The effect on citation rate of using languages other than English in scientific publications. Ambio, 46, 121127.CrossRefGoogle ScholarPubMed
Diller, A. V. (1988). Thai syntax and ‘national grammar’. Language Sciences, 10(2), 273312.CrossRefGoogle Scholar
Dimova, S., Yan, X., & Ginther, A. (2020). Local Language Testing: Design, Implementation, and Development. Routledge.CrossRefGoogle Scholar
Dixon, J. A., Mahoney, B., & Cocks, R. (2002). Accents of guilt? Effects of regional accent, race, and crime type on attributions of guilt. Journal of Language and Social Psychology, 21(2), 162168.CrossRefGoogle Scholar
Dong, J. (2010). The enregisterment of Putonghua in practice. Language & Communication, 30(4), 265275.CrossRefGoogle Scholar
Drackley, P. (2019). ‘Je suis circonflexe’: Grassroots prescriptivism and orthographic reform. Language Policy, 18(2), 295313.CrossRefGoogle Scholar
Draper, J. (2012). Reconsidering compulsory English in developing countries in Asia: English in a community of Northeast Thailand. TESOL Quarterly, 46(4), 777811.CrossRefGoogle Scholar
Eckert, P. (2008). Variation and the indexical field. Journal of Sociolinguistics, 12(4), 453476.CrossRefGoogle Scholar
Estival, D., Farris, C., & Molesworth, B. (2016). Aviation English: A lingua franca for pilots and air traffic controllers. Routledge.CrossRefGoogle Scholar
Fairclough, I., & Fairclough, N. (2013). Political Discourse Analysis: A Method for Advanced Students. Routledge.CrossRefGoogle Scholar
Fairclough, N. (1994). Conversationalization of public discourse and the authority of the consumer. In Keat, R., Abercrombie, N., & Whiteley, N. (eds.), The Authority of the Consumer (pp. 235241). Routledge.Google Scholar
Fairclough, N. (2001). Language and Power. Pearson Education.Google Scholar
Fairclough, N. (2002). New Labour, New Language? Routledge.CrossRefGoogle Scholar
Fairclough, N. (2013). Critical Discourse Analysis: The Critical Study of Language. Routledge.CrossRefGoogle Scholar
Fishman, J. A., Ferguson, C. A., & Dasgupta, J. (eds.) (1968). Language Problems of Developing Nations. Wiley.Google Scholar
Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500520.CrossRefGoogle Scholar
Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149171.CrossRefGoogle Scholar
Foley, J. (2022). CLT using CEFR and EIL in Southeast Asia and East Asia in the English language classroom. RELC Journal, 53(1), 240252.CrossRefGoogle Scholar
Forman, R. (2014). How local teachers respond to the culture and language of a global English as a foreign language textbook. Language, Culture and Curriculum, 27(1), 7288.CrossRefGoogle Scholar
Formato, F. (2019). Gender, Discourse and Ideology in Italian. Palgrave Macmillan.CrossRefGoogle Scholar
Franz, J., & Teo, A. (2018). ‘A2 is Normal’: Thai secondary school English teachers’ encounters with the CEFR. RELC Journal, 49(3), 322338.CrossRefGoogle Scholar
Freire, J. A., Delavan, M. G., & Valdez, V. E. (2022). Grassroots resistance and activism to one-size-fits-all and separate-but-equal policies by 90: 10 dual language schools en comunidades latinas. International Journal of Bilingual Education and Bilingualism, 25(6), 21242141.CrossRefGoogle Scholar
Galtung, J., & Ruge, M. (1965). The structure of foreign news: The presentation of the Congo, Cuba and Cyprus crises in four Norwegian newspapers. Journal of International Peace Research, 2, 6490.CrossRefGoogle Scholar
García, O., & Kleifgen, J. A. (2020). Translanguaging and literacies. Reading Research Quarterly, 55(4), 553571.CrossRefGoogle Scholar
García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave.CrossRefGoogle Scholar
García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203228.CrossRefGoogle Scholar
Gazzola, M., Grin, F., Cardinal, L., & Heugh, K. (2023). The Routledge Handbook of Language Policy and Planning. Routledge.CrossRefGoogle Scholar
Gee, J. P. (1999). An Introduction to Discourse Analysis: Theory and Method. Routledge.Google Scholar
Gill, S. K. (2014). Language Policy Challenges in Multi-Ethnic Malaysia. Springer.CrossRefGoogle Scholar
Gillen, J., Yu, M. H. M., Fan, G. H. N., & Ho, S. (2020). Literacies remaking public places: The Umbrella Movement of Hong Kong, 2014. Literacy, 54(2), 4048.CrossRefGoogle Scholar
Glapka, E. (2019). Critical affect studies: On applying discourse analysis in research on affect, body and power. Discourse & Society, 30(6), 600621.CrossRefGoogle Scholar
Goffman, E. (1981). Forms of Talk. Blackwell.Google Scholar
Gorjanc, V. (2009). Slovenska jezikovna politika pred izzivi Evropske unije. In Požgaj-Hadži, V., Balažic-Bulc, T., & Gorjanc, V. (eds.), Med politiko in stvarnostjo (pp. 1326). ZZFF.Google Scholar
Gorjanc, V. (2023). Jezik, identiteta in ideologija: korpusna analiza diskura o slovenskem knjižnem jeziku. In Jožef Beg, J., Hočevar, M., & Kočnik, N. (eds.), Naslavljanje raznolikosti v jeziku in književnosti (pp. 153172). Zveza društev Slavistično društvo Slovenije.Google Scholar
Gramsci, A. (1971). Selections from the Prison Notebooks of Antonio Gramsci. Lawrence & Wishart.Google Scholar
Gray, J., & Block, D. (2014). All middle class now? Evolving representations of the working class in the neoliberal era: The case of ELT textbooks. In Harwood, N. (ed.), English Language Teaching Textbooks: Content, Consumption, Production (pp. 4571). Palgrave Macmillan.CrossRefGoogle Scholar
Green, T. (2013). Washback in language assessment. International Journal of English Studies, 13(2), 3951.CrossRefGoogle Scholar
Habermas, J. (1984). The Theory of Communicative Action. Beacon Press.Google Scholar
Halliday, M. A. K., & Matthiessen, C. M. I. (2004). An Introduction to Functional Grammar. Routledge.Google Scholar
Hamid, M. O., Hoang, N. T., & Kirkpatrick, A. (2019). Language tests, linguistic gatekeeping and global mobility. Current Issues in Language Planning, 20(3), 226244.CrossRefGoogle Scholar
Hanauer, D. I. (2015). Occupy Baltimore: A linguistic landscape analysis of participatory social contestation in an American city. In. Rubdy, R. & Ben Said, S. (eds.), Conflict, Exclusion and Dissent in the Linguistic Landscape (pp. 207222). Palgrave.CrossRefGoogle Scholar
Harcup, T., & O’Neill, D. (2001). What is news? Galtung and Ruge revisited. Journalism Studies, 2(2), 261280.CrossRefGoogle Scholar
Harcup, T., & O’Neill, D. (2017). What is news? News values revisited (again). Journalism Studies, 18(12), 14701488.CrossRefGoogle Scholar
Harding, L., Brunfaut, T., & Unger, J. W. (2020). Language testing in the ‘hostile environment’: The discursive construction of ‘secure English language testing’ in the UK. Applied Linguistics, 41(5), 662687.CrossRefGoogle Scholar
Harsch, C., & Hartig, J. (2015). What are we aligning tests to when we report test alignment to the CEFR? Language Assessment Quarterly, 12(4), 333362.CrossRefGoogle Scholar
Haugen, E. (1966). Dialect, Language, Nation. American Anthropologist, 68(4), 922935.CrossRefGoogle Scholar
Hayes, D. (2009). Learning language, learning teaching: Episodes from the life of a teacher of English in Thailand. RELC Journal, 40(1), 83101.CrossRefGoogle Scholar
Hayes, D. (2010). Language learning, teaching and educational reform in rural Thailand: An English teacher’s perspective. Asia Pacific Journal of Education, 30(3), 305319.CrossRefGoogle Scholar
Helal, F. (2023). ‘Eat Me! Eat Me! tounsi’: English in Tunisian linguistic landscapes beyond the official policy legislations. International Journal of Bilingualism.Google Scholar
Helal, F. (2024). Multilingualism in linguistic landscapes in Tunisia: A critical discourse analysis of language policy activities. International Multilingual Research Journal, 18(1), 121.CrossRefGoogle Scholar
Heller, M. (2011). Paths to Post-nationalism: A Critical Ethnography of Language and Identity. Oxford University Press.CrossRefGoogle Scholar
Hendus, U. (2015). ‘See Translation’: Explicit and implicit language policies on Facebook. Language Policy, 14, 397417.CrossRefGoogle Scholar
Henner, J., & Robinson, O. (2023). Unsettling languages, unruly bodyminds: A crip linguistics manifesto. Journal of Critical Study of Communication & Disability, 1(1), 737.Google Scholar
Her, L., & De Costa, P. I. (2022). When language teacher emotions and language policy intersect: A critical perspective. System, 105, 102745.CrossRefGoogle Scholar
Herman, E. S., & Chomsky, N. (1988). Manufacturing Consent: The Political Economy of the Mass Media. Pantheon Books.Google Scholar
Heuman, A. (2022). Trivializing language correctness in an online metalinguistic debate. Language & Communication, 82, 5263.CrossRefGoogle Scholar
Hickey, M. (2018). Thailand’s ‘English fever’, migrant teachers and cosmopolitan aspirations in an interconnected Asia. Discourse: Studies in the Cultural Politics of Education, 39(5), 738751.Google Scholar
Hill, R. C., & Fujita, K. (2012). ‘Detroit of the East’: A multiscalar case study of regional development policy in Thailand. In Park, B. G., Hill, R. C., & Saito, A. (eds.), Locating Neoliberalism in East Asia: Neoliberalizing Spaces in Developmental States (pp. 257293). John Wiley & Sons.Google Scholar
Hillygus, D. S., & Shields, T. G. (2008). The Persuadable Voter: Wedge Issues in Presidential Campaigns. Princeton University Press.CrossRefGoogle Scholar
Hoon, C. H. (2003). ‘You see me no up’: Is Singlish a problem? Language Problems and Language Planning, 27(1), 4562.CrossRefGoogle Scholar
Hornberger, N. H. (2005). Opening and filling up implementational and ideological spaces in heritage language education. Modern Language Journal, 89(4), 605609.Google Scholar
House of Commons Education Committee (2021). The forgotten: How White working-class pupils have been let down, and how to change it: First Report of Session 2021–2022.Google Scholar
Howard, R. W. (2008). Western retirees in Thailand: Motives, experiences, wellbeing, assimilation and future needs. Ageing and Society, 28(2), 145163.CrossRefGoogle Scholar
Howell, M. C., & Prevenier, W. (2001). From Reliable Sources: An Introduction to Historical Methods. Cornell University Press.Google Scholar
Hsieh, H.-F., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 12771288.CrossRefGoogle ScholarPubMed
Huebner, T. (2006). Bangkok’s linguistic landscapes: Environmental print, codemixing and language change. International Journal of Multilingualism, 3(1), 3151.CrossRefGoogle Scholar
Huebner, T., & Phoocharoensil, S. (2017). Monument as semiotic landscape: The contested historiography of a national tragedy. Linguistic Landscape, 3(2), 101121.CrossRefGoogle Scholar
Hult, F. M. (2012). English as a transcultural language in Swedish policy and practice. TESOL Quarterly, 46(2), 230257.CrossRefGoogle Scholar
Hult, F. M. (2018). Engaging pre-service English teachers with language policy. ELT Journal, 72(3), 249259.CrossRefGoogle Scholar
Hult, F. M., & Källkvist, M. (2016). Global flows in local language planning: Articulating parallel language use in Swedish university policies. Current Issues in Language Planning, 17(1), 5671.CrossRefGoogle Scholar
Hult, F. M., & Pietikäinen, S. (2014). Shaping discourses of multilingualism through a language ideological debate: The case of Swedish in Finland. Journal of Language and Politics, 13(1), 120.CrossRefGoogle Scholar
Hultgren, A. K. (2011). ‘Building rapport’ with customers across the world: The global diffusion of a call centre speech style. Journal of Sociolinguistics, 15(1), 3664.CrossRefGoogle Scholar
Hutton, C. (2012). Linguistics and the Third Reich: Mother-Tongue Fascism, Race and the Science of Language. Routledge.CrossRefGoogle Scholar
Hyland, K. (2023). Academic publishing and the attention economy. Journal of English for Academic Purposes, 64, 101253.CrossRefGoogle Scholar
Iedema, R. (2003). Multimodality, resemiotization: Extending the analysis of discourse as multi-semiotic practice. Visual communication, 2(1), 2957.CrossRefGoogle Scholar
Igboanusi, H. (2008). Changing trends in language choice in Nigeria. Sociolinguistic Studies, 2(2), 251269.CrossRefGoogle Scholar
Ilc, G., & Stopar, A. (2015). Validating the Slovenian national alignment to CEFR: The case of the B2 reading comprehension examination in English. Language Testing, 32(4), 443462.CrossRefGoogle Scholar
Jaffe, A. M. (1999). Ideologies in Action: Language Politics on Corsica. Walter de Gruyter.CrossRefGoogle Scholar
Jann, W., & Wegrich, K. (2007). Theories of the policy cycle. In Fischer, F., Miller, G., & Sidney, M. S. (eds.), Handbook of Public Policy Analysis: Theory, Politics, and Methods (pp. 4362). Taylor & Francis.Google Scholar
Järlehed, J., & Jaworski, A. (2015). Typographic landscaping: Creativity, ideology, movement. Social Semiotics, 25(2), 117125.CrossRefGoogle Scholar
Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 110.CrossRefGoogle Scholar
Jernudd, B., & Neustupný, J. V. (1987). Language planning: for whom? In Laforge, L. (ed.), Proceedings of the International Colloquium on Language Planning (pp. 6984). Les Presses de L’Université Laval.Google Scholar
Jessop, B. (1990). State Theory: Putting the Capitalist State in Its Place. Pennsylvania University Press.Google Scholar
Jessop, B. (2007). State Power: A Strategic–Relational Approach. Polity.Google Scholar
Jessop, B. (2014). Repoliticising depoliticisation: Theoretical preliminaries on some responses to the American fiscal and Eurozone debt crises. Policy & Politics, 42(2), 207223.CrossRefGoogle Scholar
Jessop, B. (2015). The State: Past, Present, Future. Polity Press.Google Scholar
Jin, Y., Wu, Z., Alderson, C., & Song, W. (2017). Developing the China Standards of English: Challenges at macropolitical and micropolitical levels. Language Testing in Asia, 7(1), 119.CrossRefGoogle Scholar
Jocuns, A. (2019). Why is English green? The preference for English on environmental discourse at a Thai university. Manusya: Journal of Humanities, 22(3), 289320.CrossRefGoogle Scholar
Jocuns, A. (2021). The geosemiotics of a Thai university: The narratives embedded in schoolscapes. Linguistics and Education, 61, 100902.CrossRefGoogle Scholar
Jocuns, A. (2022). ‘Uhh I’m not trying to be racist or anything’: Exploring an indexical field of Thai English. Asian Englishes, 24(1), 931.CrossRefGoogle Scholar
Jocuns, K. F., & Jocuns, A. (2023). Family language policies in Thailand: Multiliteracy practices and global Englishes. In Schmalz, M., Vida-Mannl, M., Buschfeld, S., & Brato, T. (eds.), Acquisition and Variation in World Englishes: Bridging Paradigms and Rethinking Approaches (pp. 5982). De Gruyter.CrossRefGoogle Scholar
Johnson, D. C. (2009). Ethnography of language policy. Language Policy, 8, 139159.CrossRefGoogle Scholar
Johnson, D. C. (2011). Critical discourse analysis and the ethnography of language policy. Critical Discourse Studies, 8(4), 267279.CrossRefGoogle Scholar
Johnson, D. C. (2013a). Language Policy. Palgrave.CrossRefGoogle Scholar
Johnson, D. C. (2013b). Positioning the language policy arbiter: Governmentality and footing in the School District of Philadelphia. In Tollefson, J. W. (ed.), Language Policies in Education: Critical Issues (2nd ed) (pp. 116136). Routledge.Google Scholar
Johnson, D. C., & Johnson, E. J. (2015). Power and agency in language policy appropriation. Language Policy, 14(3), 221243.CrossRefGoogle Scholar
Johnson, D. C., & Ricento, T. (2013). Conceptual and theoretical perspectives in language planning and policy: Situating the ethnography of language policy. International Journal of the Sociology of Language, 219, 721.Google Scholar
Jones, R. (2020). Discourse analysis and digital surveillance. In De Fina, A. & Georgakopoulou, A. (eds.), The Cambridge Handbook of Discourse Studies (pp. 708731). Cambridge University Press.CrossRefGoogle Scholar
Jones, R. H. (2007). Imagined comrades and imaginary protections: Identity, community and sexual risk among men who have sex with men in China. Journal of Homosexuality, 53(3), 83115.CrossRefGoogle ScholarPubMed
Jones, R. H. (2013). Verbal hygiene in the Hong Kong gay community. World Englishes, 32(1), 7592.CrossRefGoogle Scholar
Jones, R. H. (2017). Surveillant landscapes. Linguistic Landscape, 3(2), 149186.CrossRefGoogle Scholar
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: the English language in the outer circle. In Quirk, R. & Widdowson, H. G. (eds.), English in the World: Teaching and Learning the Language and Literatures. Cambridge University Press.Google Scholar
Kallen, J. L. (2023). Linguistic Landscapes: A Sociolinguistic Approach. Cambridge University Press.CrossRefGoogle Scholar
Källkvist, M., & Hult, F. M. (2016). Discursive mechanisms and human agency in language policy formation: Negotiating bilingualism and parallel language use at a Swedish university. International Journal of Bilingual Education and Bilingualism, 19(1), 117.CrossRefGoogle Scholar
Kamens, D. H. (2013). Globalization and the emergence of an audit culture: PISA and the search for ‘best practices’ and magic bullets. In Meyer, H.-D. & Benavot, A. (eds.), PISA, Power and Policy: The Emergence of Global Educational Governance (pp. 117140). Symposium Books.Google Scholar
Khalifa, H., & Ffrench, A. (2009). Aligning Cambridge ESOL examinations to the CEFR: Issues & practice. Cambridge ESOL Research Notes, 37, 1014.Google Scholar
Khan, K. (2021). Raciolinguistic border-making and the elasticity of assessment and believeability in the UK citizenship process. Ethnicities, 21(2), 333351.CrossRefGoogle Scholar
Khan, K. (2022). The securitisation of language borders and the (re) production of inequalities. TESOL Quarterly, 56(4), 14581470.CrossRefGoogle Scholar
King, K. A. (2019). Language policy at a crossroads? Review of the books Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery, eds. Lane, P., Costa, J., & De Korne, H., and Normative Language Policy: Ethics, Politics, Principles, by Oakes, L. & Peled, Y.. Journal of Sociolinguistics, 23(1), 5464.CrossRefGoogle Scholar
Kolber, J. (2017). Having it both ways: White denial of racial salience while claiming oppression. Sociology Compass, 11(2), e12448.CrossRefGoogle Scholar
Komchadluek, (2020). “ครูต่างชาติ”อยู่ในไทยกว่า11,200 คน”จับกัง1“เตือน ร.ร.รัฐ-เอกชน ต้องยื่นขออนุญาตทำงานไม่มียกเว้น. Retrieved from: www.komchadluek.net/news/regional/445461Google Scholar
Koselleck, R. (1982). Begriffsgeschichte and social history. Economy and Society, 11, 409427.CrossRefGoogle Scholar
Koselleck, R. (2002). The Practice of Conceptual History. Timing History, Spacing Concepts. Stanford University Press.CrossRefGoogle Scholar
Koselleck, R. (2004). Futures Past. Columbia University Press.Google Scholar
Kress, G., & Van Leeuwen, T. (2020). Reading Images: The Grammar of Visual Design (3rd ed). Routledge.CrossRefGoogle Scholar
Krzyżanowski, M. (2013). Policy, policy communication and discursive shifts: Analyzing EU policy discourses on climate change. In Cap, P. & Okulska, U. (eds.), Analysing Genres in Political Communication: Theory and Practice (pp. 101134). John Benjamins.CrossRefGoogle Scholar
Krzyżanowski, M. (2016). Recontextualisation of neoliberalism and the increasingly conceptual nature of discourse: Challenges for critical discourse studies. Discourse & Society, 27(3), 308321.CrossRefGoogle Scholar
Krzyżanowski, M., & Wodak, R. (2011). Political strategies and language policies: The European Union Lisbon strategy and its implications for the EU’s language and multilingualism policy. Language Policy, 10(2), 115136.CrossRefGoogle Scholar
Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474494.CrossRefGoogle Scholar
Kubota, R. (2020). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712732.CrossRefGoogle Scholar
Kubota, R. (2023). Linking research to transforming the real world: Critical language studies for the next 20 years. Critical Inquiry in Language Studies, 20(1), 419.CrossRefGoogle Scholar
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537560.CrossRefGoogle Scholar
Lafferty, M., & Maher, K. H. (2020). Transnational intimacy and economic precarity of western men in northeast Thailand. Journal of Ethnic and Migration Studies, 46(8), 16291646.CrossRefGoogle Scholar
Landry, R., & Bourhis, R. Y. (1997). Linguistic landscape and ethnolinguistic vitality: An empirical study. Journal of Language and Social Psychology, 1(16), 2349.CrossRefGoogle Scholar
Lane, P., Costa, J., & De Korne, H. (eds.). (2017). Standardizing Minority Languages: Competing Ideologies of Authority and Authenticity in the Global Periphery. Routledge.Google Scholar
Lasswell, H. D. (1951). The policy orientation. In Lerner, D. & Lasswell, H. D. (eds.), The Policy Sciences: Recent Developments in Scope and Method (pp. 315). Stanford University Press.Google Scholar
Lawton, R. (2013). Speak English or go home: The anti-immigrant discourse of the American ‘English only’ movement. Critical Approaches to Discourse Analysis across Disciplines, 7(1), 100122.Google Scholar
Lazar, M. (ed.). (2005). Feminist Critical Discourse Analysis: Gender, Power and Ideology in Discourse. Palgrave Macmillan.CrossRefGoogle Scholar
Leung, C. (2013). The ‘social’ in English language teaching: Abstracted norms versus situated enactments. Journal of English as a Lingua Franca, 2(2), 283313.CrossRefGoogle Scholar
Levinson, B., Sutton, M., & Winstead, T. (2009). Educational policy as a practice of power: Theoretical tool, ethnographic methods, democratic options. Educational Policy, 23(6), 767795.CrossRefGoogle Scholar
Li, W., & De Costa, P. I. (2021). Problematizing enterprise culture in global academic publishing: Linguistic entrepreneurship through the lens of two Chinese visiting scholars in a US university. Multilingua, 40(2), 225250.CrossRefGoogle Scholar
Lin, A. M. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 516.CrossRefGoogle Scholar
Lipsky, M. (2010). Street-Level Bureaucracy: Dilemmas of the Individual in Public Services (30th anniversary expanded ed). Russell Sage Foundation.Google Scholar
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 6473.CrossRefGoogle Scholar
Liu, Y., Wang, H., & Zhao, R. (2020). Teacher agency and spaces in changes of English language education policy. Current Issues in Language Planning, 21(5), 548566.CrossRefGoogle Scholar
Lo Bianco, J. (1989). The national policy on languages. Australian Review of Applied Linguistics, 10(2), 2333.Google Scholar
Lo Bianco, J. (2000). Games Talk: Language Planning for Sydney 2000: A Legacy to the Olympic Movement. Language Australia.Google Scholar
Lo Bianco, J. (2005). Including discourse in language planning theory. In Bruthiaux, P., Atkinson, D., Eggington, W., Grabe, W., & Ramanathan, V. (eds.), Directions in Applied Linguistics: Essays in Honor of Robert B. Kaplan (pp. 255263). De Gruyter.CrossRefGoogle Scholar
Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61(199), 3767.CrossRefGoogle Scholar
Lo Bianco, J. (2017). Resolving ethnolinguistic conflict in multi-ethnic societies. Nature Human Behaviour, 1(5), 0085.CrossRefGoogle Scholar
Lo Bianco, J. (2019). Uncompromising talk, linguistic grievance, and language policy: Thailand’s deep south conflict zone. In Kelly, M., Footitt, H., & Salama-Carr, M. (eds.), The Palgrave Handbook of Languages and Conflict (pp. 295330). Palgrave MacMillan.CrossRefGoogle Scholar
Lo Bianco, J., & Aliani, R. (2013). Language Planning and Student Experiences: Intention, Rhetoric and Implementation. Multilingual Matters.CrossRefGoogle Scholar
MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167201.CrossRefGoogle Scholar
MacSwan, J., & Rolstad, K. (2024). (Un)grounded language ideologies: A brief history of translanguaging theory. International Journal of Bilingualism.CrossRefGoogle Scholar
Makoni, S., & Pennycook, A. (eds.). (2006). Disinventing and Reconstituting Languages. Multilingual Matters.CrossRefGoogle Scholar
Maley, Y. (1994). The language of the law. In Gibbons, J. (ed.), Language and the Law (pp. 1150). Longman.Google Scholar
Mangez, E., & Hilgers, M. (2014). Introduction to Pierre Bourdieu’s theory of social fields. In Hilgers, M. & Mangez, E. (eds.), Field Theory. Concepts and Applications (pp. 136). Routledge.Google Scholar
Maxwell, D. (2015, April 30). Foreign teachers in Thailand hope for stability amid education overhaul. Asian Correspondent. Retrieved from https://asiancorrespondent.com/2015/04/foreign-teachersin-thailand-hope-for-stability-amid-education-overhaul/Google Scholar
McCarty, T. L. (ed.). (2010). Ethnography and Language Policy. Routledge.Google Scholar
McEntee-Atalianis, L., & Vessey, R. (2020). Mapping the language ideologies of organisational members: A corpus linguistic investigation of the United Nations’ general debates (1970–2016). Language Policy, 19(4), 549573.CrossRefGoogle Scholar
McNamara, T. (2009). The spectre of the dictation test: Language testing for immigration and citizenship in Australia. In Extra, G., Spotti, M., & Van Avermaet, P. (eds.), Language Testing, Migration and Citizenship: Cross-National Perspectives on Integration Regimes (pp. 224241). Continuum.Google Scholar
McNamara, T., & Shohamy, E. (2008). Language tests and human rights. International Journal of Applied Linguistics, 18(1), 8995.CrossRefGoogle Scholar
Meden, A., & Zadnikar, G. (2009). Analiza Zakona o javni rabi slovenščine in njegovega uresničevanja. In Stabej, M. (ed.), Obdobja 28: Infrastruktura slovenščine in slovenistike (pp. 463470). ZZFF.Google Scholar
Milani, T. M. (2008). Language testing and citizenship: A language ideological debate in Sweden. Language in Society, 37(1), 2759.CrossRefGoogle Scholar
Milani, T. M., & Richardson, J. E. (2021). Discourse and affect. Social Semiotics, 31(5), 671676.CrossRefGoogle Scholar
Milroy, J., & Milroy, L. (1999). Authority in Language: Investigating Standard English. Routledge.Google Scholar
Mishan, F. (2022). The Global ELT coursebook: A case of Cinderella’s slipper? Language Teaching, 55(4), 490505.CrossRefGoogle Scholar
Moonen, M., Stoutjesdijk, E., de Graaff, R., & Corda, A. (2013). Implementing CEFR in secondary education: Impact on FL teachers’ educational and assessment practice. International Journal of Applied Linguistics, 23(2), 226246.CrossRefGoogle Scholar
Moriarty, M. (2014). Contesting language ideologies in the linguistic landscape of an Irish tourist town. International Journal of Bilingualism, 18(5), 464477.CrossRefGoogle Scholar
Morita, L. C. (2003). Language shift in the Thai Chinese community. Journal of Multilingual and Multicultural Development, 24(6), 485495.CrossRefGoogle Scholar
Morita, L. C. (2007). Discussing assimilation and language shift among the Chinese in Thailand. International Journal of the Sociology of Language, 186, 4358.Google Scholar
Mortimer, K. S. (2016). Language policy as metapragmatic discourse: A focus on the intersection of language policy and social identification. In Barakos, E. & Unger, J. W. (eds.), Discursive Approaches to Language Policy (pp. 7196). Palgrave.CrossRefGoogle Scholar
Mulderrig, J. (2018). Multimodal strategies of emotional governance: A critical analysis of ‘nudge’ tactics in health policy. Critical Discourse Studies, 15(1), 3967.CrossRefGoogle Scholar
Munslow, A. (2003). The New History. Longman.Google Scholar
Nazari, M., & Molana, K. (2023). ‘Predators of emotions’: The role of school assessment policies in English language teachers’ emotion labor. TESOL Quarterly, 57(4), 12261255.CrossRefGoogle Scholar
Neustupný, J. (2006). Sociolinguistic aspects of social modernisation. In Ammon, U., Dittmar, N., Mattheier, K. J., & Trudgill, P. (eds.), Sociolinguistics: An International Handbook of the Science of Language and Society (pp. 22092223). De Gruyter.Google Scholar
Niedzielski, N. A., & Preston, D. R. (2000). Folk Linguistics. Walter de Gruyter.CrossRefGoogle Scholar
Nishida, K. (1958). Intelligibility and the Philosophy of Nothingness. Maruzen Co. Ltd.Google Scholar
North, B. (2000). The Development of a Common Framework Scale of Language Proficiency. Peter Lang.CrossRefGoogle Scholar
Oakes, L., & Peled, Y. (2017). Normative Language Policy: Ethics, Politics, Principles. Cambridge University Press.CrossRefGoogle Scholar
Or, I. G. (2016). ‘A seed blessed by the Lord’: The role of religious references in the creation of Modern Hebrew. Language Policy, 15(2), 163178.CrossRefGoogle Scholar
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281307.CrossRefGoogle Scholar
Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240254.CrossRefGoogle Scholar
Pak, V. (2023). (De)coupling race and language: The state listening subject and its rearticulation of antiracism as racism in Singapore. Language in Society, 52(1), 151172.CrossRefGoogle Scholar
Pappenhagen, R., Scarvaglieri, C., & Redder, A. (2017). Expanding the linguistic landscape scenery? Action theory and ‘Linguistic Soundscaping’. In Blackwood, R., Lanza, E., & Woldemariam, H. (eds.), Negotiating and Contesting Identities in Linguistic Landscapes (pp. 147162). Bloomsbury Publishing.Google Scholar
Pels, D. (2000). The Intellectual as Stranger: Studies in Spokespersonship. Routledge.Google Scholar
Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589618.CrossRefGoogle Scholar
Pennycook, A. (1994). The Cultural Politics of English as an International Language. Longman.Google Scholar
Pennycook, A. (2006). Global Englishes and Transcultural Flows. Routledge.CrossRefGoogle Scholar
Pennycook, A. (2010). Language as a Local Practice. Routledge.CrossRefGoogle Scholar
Pennycook, A. (2021). Critical Applied Linguistics: A Critical Re-introduction. Routledge.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2015). Making scents of the landscape. Linguistic Landscape, 1(3), 191212.CrossRefGoogle Scholar
Pennycook, A., & Otsuji, E. (2019). Lingoing and everyday metrolingual metalanguage. In Jaspers, Jürgen & Madsen, Lian M. (eds.), Critical Perspectives on Linguistic Fixity and Fluidity (pp. 7696). Routledge.CrossRefGoogle Scholar
Pérez, R. (2013). Learning to make racism funny in the ‘color-blind’ era: Stand-up comedy students, performance strategies, and the (re)production of racist jokes in public. Discourse & Society, 24(4), 478503.CrossRefGoogle Scholar
Perez-Amurao, A. L., & Sunanta, S. (2020). They are ‘Asians just like us’. Sojourn: Journal of Social Issues in Southeast Asia, 35(1), 108137.CrossRefGoogle Scholar
Pérez-Milans, M. (2013). Urban Schools and English Language Education in Late Modern China: A Critical Sociolinguistic Ethnography. Routledge.CrossRefGoogle Scholar
Pérez-Milans, M. (2018). Metapragmatics in the ethnography of language policy. In Tollefson, J. W. & Pérez-Milans, M. (eds.), The Oxford Handbook of Language Policy and Planning (pp. 113139). Oxford University Press.Google Scholar
Phyak, P. (2015). (En)Countering language ideologies: Language policing in the ideospace of Facebook. Language Policy, 14(4), 377395.CrossRefGoogle Scholar
Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600614.CrossRefGoogle Scholar
Piccardo, E., Lawrence, G., Germain-Rutherford, A., & Galante, A. (eds.). (2022). Activating Linguistic and Cultural Diversity in the Language Classroom. Springer.CrossRefGoogle Scholar
Pietikäinen, S., & Dufva, H. (2006). Voices in discourses: Dialogism, critical discourse analysis and ethnic identity. Journal of Sociolinguistics, 10(2), 205224.CrossRefGoogle Scholar
Poplack, S. (1980). Sometimes I’ll start a sentence in Spanish Y TERMINO EN ESPAÑOL: Toward a typology of code-switching. Linguistics, 18, 581618.CrossRefGoogle Scholar
Prabjandee, D., & Savski, K. (forthcoming). Mediating across the sustainable ecology: Researchers and practitioners as collaborating epistemic arbiters in developing a Global Englishes-informed coursebook.Google Scholar
Prapaisit de Segovia, L., & Hardison, D. M. (2009). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63(2), 154162.CrossRefGoogle Scholar
Prasert, K., & Jimarkon Zilli, P. J. (2019). A linguistic landscape analysis of Pattaya, Thailand’s sin city. Discourse and Interaction, 12(1), 7595.CrossRefGoogle Scholar
Qi, F., & Zhang, K. (2021). Translanguaging hybrids on Chinese gateway websites. Asian Englishes, 23(2), 152165.CrossRefGoogle Scholar
Rajendram, S. (2023). Translanguaging as an agentive pedagogy for multilingual learners: Affordances and constraints. International Journal of Multilingualism, 20(2), 595622.CrossRefGoogle Scholar
Rampton, B. (2017). Crossing: Language and Ethnicity among Adolescents. Routledge.CrossRefGoogle Scholar
Rappa, A., & Wee, L. (2006). Language Policy and Modernity in Southeast Asia. Springer.CrossRefGoogle Scholar
Rathert, S., & Cabaroğlu, N. (2021). Teachers as slaves or masters to their coursebooks: An in-depth study on two English language teachers’ coursebook utilization. Language Teaching Research.Google Scholar
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region. LEARN Journal: Language Education and Acquisition Research Network, 12(1), 1218.Google Scholar
Reisigl, M., & Wodak, R. (2001). Discourse and Discrimination: Rhetorics of Racism and Antisemitism. Routledge.Google Scholar
Reisigl, M., & Wodak, R. (2015). The discourse-historical approach (DHA). In Wodak, R & Meyer, M (eds.), Methods of Critical Discourse Studies (pp. 2361). SAGE.Google Scholar
Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196213.CrossRefGoogle Scholar
Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401427.CrossRefGoogle Scholar
Rindler Schjerve, R. (ed.). (2003). Diglossia and Power: Language Policies and Practice in the 19th Century Habsburg Empire. Mouton de Gruyter.CrossRefGoogle Scholar
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621647.CrossRefGoogle Scholar
Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using the ‘Speak Good English Movement’ to raise awareness of global Englishes. RELC Journal, 48(3), 294301.CrossRefGoogle Scholar
Rose, H., & Galloway, N. (2019). Global Englishes for Language Teaching. Cambridge University Press.CrossRefGoogle Scholar
Rubdy, R. (2001). Creative destruction: Singapore’s ‘Speak Good English Movement’. World Englishes, 20(3), 341355.CrossRefGoogle Scholar
Rubin, J., & Jernudd, B. (eds.). (1971). Can Language Be Planned?: Sociolinguistic Theory for Developing Nations. University of Hawaii Press.Google Scholar
Samarn, N. (2023). Discourse strategies in promotional materials of global ELT textbook series. Unpublished Master’s thesis. Prince of Songkla University.Google Scholar
Sameephet, B. (2020). On the fluidity of languages: A way out of the dilemma in English medium instruction classrooms in Thailand. Unpublished doctoral dissertation. The University of Waikato.Google Scholar
Savski, K. (2018a). Monolingualism and prescriptivism: The ecology of Slovene in the 20th Century. Journal of Multilingual and Multicultural Development, 39(2), 124136.CrossRefGoogle Scholar
Savski, K. (2018b). The roles of field and capital in negotiating language policy in the Slovene parliament. Journal of Language and Politics, 17(1), 2445.CrossRefGoogle Scholar
Savski, K. (2020a). Polyphony and polarization in public discourses: Hegemony and dissent in a Slovene policy debate. Critical Discourse Studies, 17(4), 377393.CrossRefGoogle Scholar
Savski, K. (2020b). Local problems and a global solution: Examining the recontextualization of CEFR in Thai and Malaysian language policies. Language Policy, 19(4), 527547.CrossRefGoogle Scholar
Savski, K. (2021). Dialogicality and racialized discourse in TESOL recruitment. TESOL Quarterly, 55(3), 795816.CrossRefGoogle Scholar
Savski, K. (2023a). CEFR and the ELT practitioner: Empowerment or enforcement? ELT Journal, 77(1), 6271.CrossRefGoogle Scholar
Savski, K. (2023b). Negotiating hegemonies in language policy: Ideological synergies in media recontextualizations of audit culture. Current Issues in Language Planning, 24(1), 120.CrossRefGoogle Scholar
Savski, K. (2024a). (Trans)languaging, power and resistance: Bordering as discursive agency. Language in Society.CrossRefGoogle Scholar
Savski, K. (2024b). Language policy from textuality to (re)entextualization: Expanding the toolkit for discursive analyses. Language Policy, 23(1), 5373.CrossRefGoogle Scholar
Savski, K., & Comprendio, L. J. E. V. (2024). Identity and belonging among racialized migrant teachers in Thailand. Journal of Multilingual and Multicultural Development, 24(6), 2269–2281.CrossRefGoogle Scholar
Schissel, J. L. (2019). Social Consequences of Testing for Language-Minoritized Bilinguals in the United States. Multilingual Matters.Google Scholar
Schmenk, B., Breidbach, S., & Küster, L. (eds.). (2018). Sloganization in Language Education Discourse: Conceptual Thinking in the Age of Academic Marketization. Multilingual Matters.Google Scholar
Scollon, R. (1998). Mediated Discourse as Social Interaction: A Study of News Discourse. Longman.Google Scholar
Scollon, R. (2001). Mediated Discourse: The Nexus of Practice. Routledge.Google Scholar
Scollon, R. (2008). Analyzing Public Discourse: Discourse Analysis in the Making of Public Policy. Routledge.Google Scholar
Scollon, R., & Scollon, S. (2004). Nexus Analysis: Discourse and the Emerging Internet. Routledge.CrossRefGoogle Scholar
Scollon, R., Scollon, S. W., & Jones, R. H. (2012). Intercultural Communication: A Discourse Approach. John Wiley & Sons.Google Scholar
Scott, J. C. (1985). Weapons of the Weak: Everyday Forms of Peasant Resistance. Yale University Press.Google Scholar
Seals, C. A. (2015). Overcoming erasure: Reappropriation of space in the linguistic landscape of mass-scale protests. In Rubdy, R. & Ben Said, S. (eds.), Conflict, Exclusion and Dissent in the Linguistic Landscape (pp. 223238). Palgrave.CrossRefGoogle Scholar
Sebba, M. (2018). Awkward questions: Language issues in the 2011 census in England. Journal of Multilingual and Multicultural Development, 39(2), 181193.CrossRefGoogle Scholar
Selvi, A. F. (2022). Resisting English medium instruction through digital grassroots activism. Journal of Multilingual and Multicultural Development, 43(2), 8197.CrossRefGoogle Scholar
Semino, E., & Short, M. (2004). Corpus Stylistics: Speech, Writing and Thought. Presentation in a Corpus of English Writing. Routledge.CrossRefGoogle Scholar
Sherman, T., & Švelch, J. (2015). ‘Grammar Nazis never sleep’: Facebook humor and the management of standard written language. Language Policy, 14, 315334.CrossRefGoogle Scholar
Shin, D. (2024). Critical discursive approaches to evaluating policy-driven testing: Social impact as a target for validation. Language Testing, 41(1), 162180.CrossRefGoogle Scholar
Shohamy, E. (2001). The Power of Tests: A Critical Perspective of the Uses of Language Tests. Longman.Google Scholar
Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. Routledge.CrossRefGoogle Scholar
Shohamy, E. (2008). Language policy and language assessment: The relationship. Current Issues in Language Planning, 9(3), 363373.CrossRefGoogle Scholar
Shohamy, E. (2010). Cases of language policy resistance in Israel’s centralized educational system. In Menken, K. & García, O. (eds.), Negotiating Language Policies in Schools: Educators as Policymakers (pp. 196211). Routledge.Google Scholar
Shohamy, E. (2011). Assessing multilingual competencies: Adopting construct valid assessment policies. The Modern Language Journal, 95(3), 418429.CrossRefGoogle Scholar
Shohamy, E. G., Rafael, E. B., & Barni, M. (eds.). (2010). Linguistic Landscape in the City. Multilingual Matters.CrossRefGoogle Scholar
Shore, C., & Wright, S. (2015). Governing by numbers: Audit culture, rankings and the new world order. Social Anthropology, 23(1), 2228.CrossRefGoogle Scholar
Short, M. (2012). Discourse presentation and speech (and writing, but not thought) summary. Language and Literature, 21(1), 1832.CrossRefGoogle Scholar
Sicurella, F. G. (2020). Speaking for the Nation: Intellectuals and Nation-Building in the Post-Yugoslav Space. John Benjamins Publishing Company.CrossRefGoogle Scholar
Silverstein, M. (1993). Metapragmatic discourse and metapragmatic function. In Lucy, J. (ed.), Reflexive Language: Reported Speech and Metapragmatics (pp. 3358). Cambridge University Press.CrossRefGoogle Scholar
Simonsen Thingnes, J. (2022). Language policy formation in higher education: Discursive tension and legitimacy-seeking deliberation. Critical Inquiry in Language Studies, 19(3), 193213.CrossRefGoogle Scholar
Smalley, W. (1994). Linguistic Diversity and National Unity: Language Ecology in Thailand. University of Chicago Press.Google Scholar
Smith-Christmas, C. (2018). ‘One Cas, Two Cas’: Exploring the affective dimensions of family language policy. Multilingua, 37(2), 131152.CrossRefGoogle Scholar
Snodin, N. S., Savski, K., & Sameephet, B. (2024). English in Thailand. In Moody, A. (ed.), The Oxford Handbook of South East Asian Englishes (pp. 311326). Oxford University Press.Google Scholar
Soler, J., Erdocia, I., & Savski, K. (2024). (Im)possible change: Criticality and constraints in the infrastructures of the academic knowledge economy. Language, Culture, and Society, 5(2), 167181.CrossRefGoogle Scholar
Spolsky, B. (2004). Language Policy. Cambridge University Press.Google Scholar
Spolsky, B. (2009). Language Management. Cambridge University Press.CrossRefGoogle Scholar
Spolsky, B. (2021). Rethinking Language Policy. Edinburgh University Press.Google Scholar
Spolsky, B., & Shohamy, E. G. (1999). The Languages of Israel: Policy, Ideology, and Practice. Multilingual Matters.Google Scholar
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 529.CrossRefGoogle Scholar
Stabej, M. (2015). L’État, ce n’est pas moi. In Tivadar, H. (ed.), Država in narod v slovenskem jeziku, literaturi in kulturi (pp. 2736). Znanstvena založba Filozofske fakultete.Google Scholar
Starr, R. L., & Hiramoto, M. (2019). Inclusion, exclusion, and racial identity in Singapore’s language education system. International Journal of Applied Linguistics, 29(3), 341355.CrossRefGoogle Scholar
Starý, Z. (1995). Ve jménu funkce a intervence. Charles University Press.Google Scholar
Strathern, M. (ed.). (2003). Audit Cultures. Routledge.CrossRefGoogle Scholar
Stroud, C. (2009). A postliberal critique of language rights: Toward a politics of language for a linguistics of contact. In Petrovic, J. E (ed.), International Perspectives on Bilingual Education: Policy, Practice and Controversy (pp. 191218). Information Age Publishing.Google Scholar
Stroud, C. (2015). Linguistic citizenship as utopia. Multilingual Margins: A Journal of Multilingualism from the Periphery, 2(2), 2037.Google Scholar
Takayama, K. (2008). The politics of international league tables: PISA in Japan’s achievement crisis debate. Comparative Education, 44(4), 387407.CrossRefGoogle Scholar
Takayama, K. (2010). Politics of externalization in reflexive times: Reinventing Japanese education reform discourses through ‘Finnish PISA success’. Comparative Education Review, 54(1), 5175.CrossRefGoogle Scholar
Tan, P. K. (2005). The medium-of-instruction debate in Malaysia: English as a Malaysian language? Language Problems and Language Planning, 29(1), 4766.CrossRefGoogle Scholar
Tang, F., & Calafato, R. (2024). ‘You have to repeat Chinese to mother!’: Multilingual identity, emotions, and family language policy in transnational multilingual families. Applied Linguistics Review, 15(2), 427448.CrossRefGoogle Scholar
Tarr, Z. (2017). The Frankfurt School: The Critical Theories of Max Horkheimer and Theodor W. Adorno. Routledge.Google Scholar
Thibault, P. J. (2011). First-order languaging dynamics and second-order language: The distributed language view. Ecological Psychology, 23(3), 210245.CrossRefGoogle Scholar
Thomas, G. (1988). Towards a typology of lexical purism in the Slavic literary languages. Canadian Slavonic Papers, 30(1), 96111.CrossRefGoogle Scholar
Thompson, J. (1991). Ideology and Modern Culture. Stanford University Press.CrossRefGoogle Scholar
Thurlow, C. (2016). Queering critical discourse studies or/and performing ‘post-class’ ideologies. Critical Discourse Studies, 13(5), 485514.CrossRefGoogle Scholar
Tollefson, J. (1991). Planning Language, Planning Inequality: Language Policy in the Community. Longman.Google Scholar
Tono, Y. (2019). Coming full circle: From CEFR to CEFR-J and back. CEFR Journal, 1, 517.CrossRefGoogle Scholar
Tupas, R. (2022). The coloniality of native speakerism. Asian Englishes, 24(2), 147159.CrossRefGoogle Scholar
Unger, J. W. (2013). The Discursive Construction of the Scots Language. John Benjamins.CrossRefGoogle Scholar
Van Avermaet, P., & Shohamy, E. (2022). Editorial introduction: Advocacy issues and research in language policy. Language Policy, 21(4), 507510.CrossRefGoogle Scholar
Van Dijk, T. A. (1998). Ideology: A Multidisciplinary Approach. SAGE.Google Scholar
van Ek, J. A. (1975). The Threshold Level for Modern Language Learning in Schools. The Council of Europe.Google Scholar
van Ostade, I. T. B., & Percy, C. (eds.). (2016). Prescription and Tradition in Language: Establishing Standards across Time and Space. Multilingual Matters.CrossRefGoogle Scholar
Varis, P., & Blommaert, J. (2015). Conviviality and collectives on social media: Virality, memes, and new social structures. Multilingual Margins, 2(1), 3145.Google Scholar
Vaughan, D. (2004). Theorizing disaster: Analogy, historical ethnography and the Challenger accident. Ethnography, 5(3), 315347.CrossRefGoogle Scholar
Velayutham, S. (2017). Races without racism?: Everyday race relations in Singapore. Identities, 24(4), 455473.CrossRefGoogle Scholar
Venäläinen, S. (2023). Am I vulnerable? Researcher positionality and affect in research on gendered vulnerabilities. Feminism & Psychology, 33(3), 357375.CrossRefGoogle Scholar
Wang, X., & Chong, S. L. (2011). A hierarchical model for language maintenance and language shift: Focus on the Malaysian Chinese community. Journal of Multilingual and Multicultural Development, 32(6), 577591.CrossRefGoogle Scholar
Weber, M. (1978). Economy and Society. Bedminster Press.Google Scholar
Weber, M. (1994). Weber: Political Writings. Cambridge University Press.CrossRefGoogle Scholar
Wee, L. (2011). Language policy mistakes in Singapore: Governance, expertise and the deliberation of language ideologies. International Journal of Applied Linguistics, 21(2), 202221.CrossRefGoogle Scholar
Wee, L. (2014). Linguistic chutzpah and the Speak Good Singlish movement. World Englishes, 33(1), 8599.CrossRefGoogle Scholar
Wee, L., & Goh, R. B. (2020). Language, Space and Cultural Play: Theorising Affect in the Semiotic Landscape. Cambridge University Press.Google Scholar
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 930.CrossRefGoogle Scholar
Weinberg, M. (2021). Scale-making, power and agency in arbitrating school-level language planning decisions. Current Issues in Language Planning, 22(1–2), 5978.CrossRefGoogle Scholar
Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.Google Scholar
Wertsch, J. V. (1993). Voices of the Mind. Harvard University Press.Google Scholar
Wetherell, M. (2013). Affect and discourse: What’s the problem? From affect as excess to affective/discursive practice. Subjectivity, 6, 349368.CrossRefGoogle Scholar
Wetherell, M., McConville, A., & McCreanor, T. (2020). Defrosting the freezer and other acts of quiet resistance: Affective practice theory, everyday activism and affective dilemmas. Qualitative Research in Psychology, 17(1), 1335.CrossRefGoogle Scholar
Widdowson, H. G. (1998). The ownership of English. In Zamel, V. & Spack, R. (eds.), Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures (pp. 237248). Routledge.Google Scholar
Widiawati, D., & Savski, K. (2023). Primary-level English-medium instruction in a minority language community: Any space for the local language? Journal of Multilingual and Multicultural Development, 44(4), 275287.CrossRefGoogle Scholar
Williams, C. (2009). Legal English and the ‘modal revolution’. In Salkie, R., Busuttil, P., & van der Auwera, J. (eds.), Modality in English: Theory and Description (pp. 199210). Mouton De Gruyter.CrossRefGoogle Scholar
Williams, M. (2021). Australia’s Dictation Test: The Test it Was a Crime to Fail. Brill.CrossRefGoogle Scholar
Winichakul, T. (1996). Siam Mapped: A History of the Geo-Body of a Nation. University of Hawai’i Press.Google Scholar
Wodak, R. (2000). From conflict to consensus? The co-construction of a policy paper. In Muntigl, P., Weiss, G., & Wodak, R. (eds.), European Union Discourses on Un/Employment: An Interdisciplinary Approach to Employment, Policy-making and Organizational Change (p. 234). Benjamins.Google Scholar
Wodak, R. (2011). The Discourse of Politics in Action: Politics as Usual. Palgrave Macmillan.Google Scholar
Wodak, R. (2015). The Politics of Fear: What Right-Wing Populist Discourses Mean. SAGE.CrossRefGoogle Scholar
Wodak, R. (2021). From post-truth to post-shame: Analyzing far-right populist rhetoric. In Gordon, C. (ed.), Approaches to Discourse Analysis (pp. 175192). Georgetown University Press.CrossRefGoogle Scholar
Wodak, R., & Matouschek, B. (1993). ‘We are dealing with people whose origins one can clearly tell just by looking’: Critical discourse analysis and the study of neo-racism in contemporary Austria. Discourse & Society, 4(2), 225248.CrossRefGoogle Scholar
Wodak, R., & Meyer, M. (eds.). (2015). Methods of Critical Discourse Studies. SAGE.Google Scholar
Wodak, R., & Savski, K. (2018). Critical discourse-ethnographic approaches to language policy. In Tollefson, J. & Pérez-Milans, M. (eds.), The Oxford Handbook of Language Policy and Planning (pp. 93112). Oxford University Press.Google Scholar
Wodak, R., de Cillia, R., Reisigl, M., & Liebhart, K. (2009). The Discursive Construction of National Identity (2nd ed). Edinburgh University Press.Google Scholar
Wodak, R., Krzyżanowski, M., & Forchtner, B. (2012). The interplay of language ideologies and contextual cues in multilingual interactions: Language choice and code-switching in European Union institutions. Language in Society, 41(2), 157186.CrossRefGoogle Scholar
Wongsanan, C., Mingkumlert, K., & Saeho, V. (2017). Language use by businesses along Niphat Uthit 2 Road. Unpublished research report.Google Scholar
Wright, S, (2016). Language Policy and Language Planning: From Nationalism to Globalisation (2nd ed). Palgrave Macmillan.CrossRefGoogle Scholar
Zein, S. (2020). Language Policy in Superdiverse Indonesia. Routledge.CrossRefGoogle Scholar
Zenner, W. P. (1991). Minorities in the Middle: A Cross-Cultural Analysis. SUNY Press.Google Scholar
Zhang, Y. Q., & O’Halloran, K. L. (2012). The gate of the gateway: A hypermodal approach to university homepages. Semiotica, 2012(190), 87109.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Kristof Savski, Prince of Songkla University, Thailand
  • Book: Language Policy in Action
  • Online publication: 05 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009385138.010
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Kristof Savski, Prince of Songkla University, Thailand
  • Book: Language Policy in Action
  • Online publication: 05 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009385138.010
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Kristof Savski, Prince of Songkla University, Thailand
  • Book: Language Policy in Action
  • Online publication: 05 December 2024
  • Chapter DOI: https://doi.org/10.1017/9781009385138.010
Available formats
×