Language policy: a literature review from language appropriation

Abstract

This literature review aims to identify different scenarios in which language policy has taken place as the representation of power at different levels, which push teachers to understand these dynamics and how throughout language policy appropriation may be narrated that missing voice that acknowledges contextual characteristics when it comes to language teaching, language learning around the national territory from a bottom up perspective. This paper took as a literature basis undergraduate studies of English teaching degree from Catholic University Luis Amigó, besides the most recent national published studies that have given important contribution on the field, then a contrast with recent newspapers, press articles about language policy to build up a narrative of: Language policy, language policy appropriation, power, various discourses, language teaching, language learning. The data analysis gave as a conclusion how teachers as the representative of the local community are in need to understand the different levels of power, so to have a critical ability to interpret, deconstruct and shape language policy discourses that favors or have wider impact on communities within their needs.