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This paper aims to analyze the commodification aspect of dominant languages, in particular, English, while looking into linguistic diversity as a commodity in its own right. In order to illustrate multilingualism as a valuable commodity in itself, we mention Immersion Programs in the US and the increasing recognition of the importance of being proficient in languages other than English, for educational, personal, economic and national security reasons. This research also aims to look into some aspects of the delicate issue of English being strengthened over the weakening of thousands of local languages and cultures. Some arguments are provided in order to illustrate the fact that 'global English' represents special politico-economic interests that cannot meet the needs of the people whose languages and cultures are being subjugated by the imperialistic and capitalist ideologies of the spread of English. Unless local language policies are elevated on political agendas, globalization language policies will remain insensitive to the irreplaceable value of linguistic diversity, along with the real needs of citizens from all over the world.

Over the last 10 years, much research has been completed in the area of English language policy in Thailand. The majority of studies have focused on the pedagogy and methods involved in the teaching practices of Thai EFL educators at primary school level (Prapaisit de Segovia & Hardison, 2009; Tongpoon-Patanasorn, 2011) and secondary school level (Darasawang & Watson Todd, 2012; Nonkukhetkhong, Baldauf, & Moni, 2006). The present study delves deeper into teaching practices and addresses how English language policy is perceived and interpreted at the classroom level through the practices of Thai English teachers in a rural government secondary school in the northeast part of the country. To date, there is only one study which examines the impact of English language policy in the core curriculum on the teaching practices of EFL teachers at both primary and secondary school level has been completed (Fitzpatrick, 2011).In an effort to frame the present study, we apply Hornberger's (2006) integrative framework as an attempt to support case study methodology. This approach provided us the opportunity to research "one or more instances of a phenomenon in its real-life context that reflect the perspective of the participants involved in the phenomenon" (Gall, Gall, & Borg, 2007, p. 447). And, it offered a grounded view of how this English language policy is being enacted in Thailand.

Cover -- Readings in Language Studies -- LANGUAGE AND SOCIAL JUSTICE -- Library of Congress Cataloging-in-Publication Data -- Dedication -- CONTENTS -- INTRODUCTION -- LANGUAGE, CULTURE, AND SOCIAL JUSTICE -- CHAPTER 1: LANGUAGE IDEOLOGIES IN AN ANGLO-CONTROLLED BILINGUAL CHARTER SCHOOL -- CHAPTER 2: DIFFERENCES IN EXPRESSIONS OF SOCIAL JUSTICE EVIDENCED IN COLLEGE STUDENTS' FABLES -- CHAPTER 3: CREATING RUSSIAN-AMERICAN IDENTITIES IN RECENT AMERICAN FICTION -- CHAPTER 4: QUÉ REVOLÚ -- CHAPTER 5: IDIOMATICITY AND LANGUAGE USE -- LANGUAGE TEACHING PRACTICES, PEDAGOGY, AND SOCIAL JUSTICE

Cover -- Readings in Language Studies -- LANGUAGE AND IDENTITY -- Library of Congress Cataloging-in-Publication Data -- Dedication -- CONTENTS -- INTRODUCTION -- LANGUAGE, IDENTITY, AND DISCOURSE -- CHAPTER 1: THE IMPACT OF ENGLISH ON THE SAUDI WOMAN'S IDENTITY -- CHAPTER 2: IRISH DIASPORA AND NATIONAL IDENTITY -- CHAPTER 3: IMAGINED COMMUNITIES -- CHAPTER 4: LANGUAGE ENVIRONMENT AND IDENTITY -- CHAPTER 5: CONSTRUCTING "THEM" FROM "THEIR" PERSPECTIVE -- CHAPTER 6: MEDIATED HUMOR IN THE LEGAL SETTING

Cover -- Series page -- LANGUAGE AND SOCIETY -- Library of Congress Cataloging-in-Publication Data -- Dedication -- CONTENTS -- INTRODUCTION -- LANGUAGE TEACHING PRACTICES, PEDAGOGY, AND SOCIETY -- CHAPTER 1: CLASSROOM AS SOCIETY -- CHAPTER 2: A CRITICAL EXAMINATION OF FOREIGN-LANGUAGE INDIVIDUALITY -- CHAPTER 3: READING THE COMMUNITY CRITICALLY IN THE DIGITAL AGE -- CHAPTER 4: EXAMINING THE ROLE OF CRITICAL PEDAGOGY IN JAPANESE UNIVERSITY STUDENTS' DESIRE TO LEARN ENGLISH -- CHAPTER 5: CHALLENGES AND TRANSFORMATIONS