Francis M. Hult is Assistant Professor of Applied Linguistics in the Department of Bicultural-Bilingual Studies at the University of Texas at San Antonio. His research examines the globalization of English as it relates to language planning and multilingualism, with a particular focus on Sweden. He is the founder and manager of the Educational Linguistics List. His work appears in journals such as the International Journal of the Sociology of Language, Language Problems and Language Planning, and Language Policy. He is co-editor (with Bernard Spolsky) of the Handbook of Educational Linguistics (Blackwell, 2008) and editor of Directions and Prospects for Educational Linguistics (Springer, 2010).

Kendall A. King is Associate Professor of Second Languages and Cultures at the University of Minnesota, where she teaches about and conducts research on language policy, sociolinguistics and bilingualism. Recent projects have examined transmigration, parenting practices, and Spanish-Quichua-English language learning and use in Washington D.C., Minneapolis, and Saraguro, Ecuador, and the relationship across (im)migration status, second language learning, and school engagement for Latino youth. Her recent work appears in the Modern Language Journal, Discourse Studies, Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism. She is an editor of the journal Language Policy.

Foreword - Colin Baker and Mike Grover

Introduction: Global and Local Connections in Educational Linguistics - Francis M. Hult and Kendall A. King

Section I: Bilingual Education and Bilingualism Thematic Overview: Language policies, multilingual classrooms: Resonances across continents - Marilyn Martin-Jones

1 Language Teacher Education and Teacher Identity - Manka Varghese

2 Terrorism, Nationalism and Westernization: Code Switching and Identity in Bollywood - Viniti Vaish

3 Making Local Practices Globally Relevant in Researching Multilingual Education - Angela Creese

Section II: Continua of Biliteracy Thematic Overview: The Continua of Biliteracy and New Literacy Studies - Brian Street

4 Continuing the Continua: Why Content Matters in Biliterate Citizenship Education - Ellen Skilton-Sylvester

5 Literacy in Two Lands: Refugee Women's Shifting Practices of Literacy and Labor - Daryl Gordon

6 Poetic Anthropology and the Lyric Continua between Science and Art - Melisa Cahnmann-Taylor

Section III: Policy and Planning for Linguistic Diversity in Education Thematic Overview: Unpeeling, Slicing, and Stirring the Onion - Questions and Certitudes in Policy and Planning for Linguistic Diversity in Education - Teresa L. McCarty

7 Implementational and Ideological Spaces in Bilingual Education Policy, Practice, and Research - David Cassels Johnson

8 Quechua Language and Education Policy in the Peruvian Highlands - Serafín Coronel-Molina

9 An Ecological Perspective for Planning Chinese Language in the United States - Shuhan Wang

Afterword: Cooking with Nancy - Richard Ruiz

This volume provides a state-of-the-art snapshot of language and education research and demonstrates ways in which local and global processes are intertwined with language learning, use, and policies. Reflecting but also expanding on Nancy Hornberger's ground-breaking contributions to educational linguistics, this book brings together leading international scholars. Chapters present new research and cutting-edge syntheses addressing current theoretical and methodological issues in researching equity, access, and multilingual education. Organized around three central themes --- bilingual education and bilingualism, the continua of biliteracy, and policy and planning for linguistic diversity in education --- the volume reflects the holistic and dynamic perspective on language (in) education that is the hallmark of educational linguistics as a field.