Includes bibliography (p. 149-151) and indexes.

''Teaching English, particularly in second-language situations, involves teachers in wider issues within the community. This book considers the relationship between language-teaching and the community, and the way in which teachers are both affected by broader social, and political and economic policies and an also have an effect on these policies.

The author argues that teachers and administrators should be actively involved in the communities that benefit from their work, and should not be simply the passive recipients of other people's policies. The book begins by exploring the three ways in which communities have a bearing on language teaching: as beneficiary, as resource, and as control. the effect of national policy is considered , and the scope is widened to include language teaching internationally. The final chapter suggests ways in which teachers might influence future developments.

The book is directed towards practising teachers and teachers in training, and to all administrators, consultants, supervisors and members of the public are involved in language education, particularly in the fields of bilingual education, heritage or vernacular language teaching, ESL and EFL. - Mary Ashword is Associate Professor in the Language Education Department of the University of British Columbia, Canada.'' (Book Cover)

CONTENTS

Introduction

1 - The community as beneficiary
1.1 Overview
1.2 Language planning
1.3 Major issues in language planning
1.4 The language-planning process
1.5 Language-teaching programs
1.6 The benefits of language teaching to individuals and the community
Activities

2 - The community as resources
2.1 Overview
2.2 Kinds of communities
2.3 Language use in the community
2.4 Decision-making within communities
2.5 Finding out about communities
2.6 Locating community resources
Activities

3 - The community as control
3.1 Overview
3.2 The influence of local community groups
3.3 Characteristics of students, teachers, curriculum, and programs
3.4 Becoming informed professionally
3.5 Getting support for your program
Activities

4 - National policies and language teaching
4.1 Overview
4.2 The effects of national policy
4.3 Becoming informed politically
4.4 Making changes in educational policies and practices
Activities

5 - Teaching English internationally
5.1 Overview
5.2 The spread of English
5.3 Exporting English
5.4 International employment possibilities and problems
5.5 International employment possibilities and problems
Activities

6 - Predicting the future in language teaching
6.1 Overview
6.2 Time past
6.3 Time present
6.4 Time future
Activities

Afterthoughts

Appendix A - Useful journals and newsletters

Appendix B - Language-teaching acronyms

Appendix C - International and national organization

Notes

Bibliography

Index of authors

Index of subjects