This volume examines the politics of language teaching and learning, providing a critical appraisal of the institutional, political and professional issues around language teaching and learning. It specifically focuses on how these issues have shaped recent provision at universities, using the UK as a case study, revealing consequences relevant for language departments around the world. By exploring the interface between language policies and strategies and the ways in which these impact the experiences of learning and teaching, this book highlights the complexities at play in language education at tertiary level.

Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to: ? propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal ? put research into the hands of wider audiences ? share a philosophy, policy and practice of language teaching and learning which turns research into action ? provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research ? share knowledge across and within all levels and experiences of language learning and teaching ? showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences ? disseminate new research in languages that engages with diverse communities of language practitioners.