Language Education Policy Studies
An International Network
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Language Education Policies Book Series 

The Book Series began in 2014 and contains edited volumes with theoretical, practical, and empirical chapters for teachers, policymakers, and anyone interested in the role of language and education policy from a standpoint of linguistic human rights. 

So far the books are 

1. Language Education Policy Unlimited: Global Perspectives and Local Practices (Francois Tochon, Ed. 2015). This books introduces the field of LEP. You can find it on Amazon here. 

Language Education Policy is a field of study that establishes a cross section between educational policy and language policy studies. It inherits from an abundance of intellectual and methodological traditions while opening new perspectives that focus on the interface between policymakng and its enactment in a classroom or an educational setting. The study of the interface between the macro-policy level of the political stage and the micro-policies of education in practice implies a focus on how policy decisions are translated into regulations that affect the lives of people in the educational milieu and in society.

Reference: Tochon, F.V. (Ed.) (2015). Language Education Policy Unlimited: Global Perspectives and Local Practices. Blue Mounds, WI: Deep University Press.

2. Policy for Peace: Language Education Unlimited. (Francois Tochon & Kristine Harrison, Eds. 2017) This book theorizes the role of LEP for Peace. You can find it on Amazon here

This critical and fascinating book has chapters about language education policy connected to peace education in China, Timor-Leste, Japan, Spain, France, U.S., Brazil; in addition to a few theoretical chapters. With a strong conceptual and theoretical base in critical systems theory and peace education, concluding in indigenous models of education, project-based peace pedagogy, and multilingualism as language education policy—the book provides an invaluable and transdisciplinary resource for teacher educators, policymakers, multicultural education, linguists, advocates of social justice, and even anthropologists. This crucial book with 14 chapters spans international language and education policy (LEP) and the relation to peace education. It explicates institutionalized violence, hears the voices of teachers, students, academics, ethnic minorities, and indigenous people in the pursuit of multilingual education as the means to world and inner peace. 

Reference: Tochon, F.V. & Harrison, K.M. (Eds.). (2017). Policy for Peace: Language Education Unlimited. Mt Horeb, WI (U.S.): Deep University Press. 

3. Displacement Planet Earth: Plurilingual Education and Identity for 21st Century Schools. (2018, in press). Call for Chapters in English is here, and in French here.

The book is for teachers and all educators, program builders, and policymakers to learn about your students and to learn strategies. To learn about students, you will learn for example about English Language Learners in the U.S. and Australia, Muslim females who wear the scarf, undocumented students, displaced Albanian-Kosavars, refugee resettlement programs, deaf students. All types of educators can also learn about programs in Australia, Portugal, France, and Spain. Strategies are suggested for critical media literacy, inter- and trans-cultural understanding, professional development for all types of educators and especially ELL, best practices of schools with programs for displaced students. 

Reference: Harrison, K.M., Sadiku, M., & Tochon, F.V. (2018). Displacement Planet Earth: Plurilingual Education and Identity for 21st Century Schools. Blue Mounds, WI: Deep University Press.

4. Language Education Policy and Neoliberalism (Francois Tochon & Madina Djuraeva, Eds. 2018, in press) This book theorizes the role of neoliberalism for LEP.

  • Language Education Policy Unlimited:
  • Policy for Peace: Language Education Unlimited
  • Language Education Policy and Neoliberalism
  • Creating Language Education Policy for Displaced & Refugee Students
See this site describing the U.S. situation of Language Education Policy: 

A few references:


Baldauf Jr, R.B. and Ingram, D.E. (2003). Language-in-education planning. In W. Frawley (Ed.), International Encyclopedia of Linguistics (vol. 2) (2nd edn), 412-16. Oxford: Oxford University Press.


Cooper, Robert L., Shohamy, Elana, & Walters, Joel (Eds.). (2000). New perspectives in educational language policy: In honour of Bernard Dov Spolsky. Amsterdam & Philadelphia: John Benjamins Publishing Company. ?


Kaplan, R.B. (2005) Is language-in-education policy possible. In D. Cunningham and A. Hatoss (Eds). An International Perspective on Language Policies, Practices and Proficiencies. Melbourne: Australian Federation of Modern Language Teachers Association.


Liddicoat, A. (2013). Language-in-education Policies: The Discursive Construction of Intercultural Relations. Bristol: Multilingual Matters.


McGroarty, M. (2002). 2. Evolving influences on educational language policies. In J. W. Tollefson (Ed.), Language policies in education (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum. 


Spolsky, Bernard. (2008). Investigating language education policy. In K. A. King & N. H. Hornberger (Eds.), Encyclopedia of language and education, (Second ed., Vol. 10: Research methods in language and education, pp. 27-40). New York: Springer Science.


Tollefson, J. (2002). Language Policies in Education. Mahweh, NJ: Lawrence Erlbaum Associates.


This web page has a copyright. It may be referred to and quoted, or reproduced and distributed for educational purposes according to fair use legislation only if the following citation is included in the document:

This information was originally published on the website of the International Network for Language Education Policy Studies ( as

Tochon, F. V. (2013). What are Language Education Policies? In F. V. Tochon (Ed.), Language Education Policy Studies (online). Madison, WI: University of Wisconsin—Madison. Retrieved from: (access date). 

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