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This edited book focuses on the state of language learning in Anglophone countries and brings together international research from a wide range of educational settings. Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone settings. This book will be of interest to scholars working in applied linguistics and language education, particularly those with a focus on educational policy and Global English. Ursula Lanvers is Associate Professor for Language Education at the University of York, UK. She has published widely on language education policy, language learner motivation, language education theory, attitudes and language learner beliefs, and English Medium Instruction. Amy S. Thompson is Professor of Applied Linguistics and Department Chair of the Department of World Languages, Literatures, & Linguistics at West Virginia University, USA. Her teaching experience includes a range of theoretical and methodological courses in applied linguistics. Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics, Faculty of Arts, at the University of Auckland, New Zealand, where he primarily teaches courses in language teaching and learning. .

Language and education. --- Education. --- Philology. --- Language policy. --- Education and state. --- Language Education. --- Education, general. --- Modern Languages. --- Language Policy and Planning. --- Education Policy. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational linguistics --- Government policy --- General education. --- Languages, Modern. --- Foreign languages --- Languages, Foreign --- Languages, Living --- Living languages --- Modern languages --- Education, General

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Sociology of education --- Teaching --- Didactics of languages --- Linguistics --- Literature --- onderwijs --- talenonderwijs --- linguïstiek --- opvoeding --- literatuurwetenschap

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The introduction of English as a medium of instruction (EMI) has changed higher education enormously in many European countries. This development is increasingly encapsulated under the term Englishization, that is, the increasing dispersion of English as a means of communication in non-Anglophone contexts. Englishization is not undisputed. Nor is it uniform. In this volume, authors from 15 European countries present analyses from a range of perspectives coalescing around four core concerns: the quality of education, cultural identity, inequality of opportunities and questions of justice and democracy.

Education. --- EDUCATION / Bilingual Education. --- Englishization, identity, quality, higher education, lingua franca, comparative studies. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education