In the conclusion to Chapter 7 of David Cassels Johnson’s Language Policy, Johnson unapologetically declared that this “is the chapter I wanted to read when I was working on my first LPP [language policy and planning] research project and that’s how I wrote it.” I would extend these comments to his whole book, as I truly wish I had it when I was a graduate student. While sharing a title identical or nearly identical to other important introductory books in the field (Ricento 2006; Shohamy 2006; Spolsky 2004), Johnson’s Language Policy is not only more recent, but it provides, in my view, a much more comprehensive, accessible, and practical overview of the field, including its history, theories, methods, and key concepts. These are supported with many excellent examples of recent language policy research. While providing balance in terms of describing and critiquing past and current views and practices in the field, Johnson also makes his views clear in ways he hopes will help move the field forward.

The book consists of eight chapters divided into four parts. The chapters feature useful boxes containing direct quotes from seminal scholars in the field, example cases, or single concepts clearly defined and explained. The direct quotes provide the reader access to definitions and explanations of core ideas in the words of the scholars from whom they originated, while the concept boxes could stand alone as brief encyclopedia entries. These boxes highlight a wide range of concepts that are helpful to novice and experienced LP scholars alike, and it is unfortunate that an inventory is not provided along with the list of figures and tables. Also absent are discussion questions or suggested activities—features that would further facilitate its use as a key textbook for introductory courses in language policy.

In Part I, “Laying the Groundwork: Definitions, Theories, and Concepts” Johnson’s opening chapter asks “What is language policy?” While reviewing classic and more contemporary definitions, types, and examples, Johnson also discusses what is not language policy, and warns against overgeneralization of the term: “Without ongoing conceptual refinement, ‘language policy’ may become so loosely defined as to encompass almost any sociolinguistic phenomenon” (p. 24).

In Chapter 2, Johnson provides a comprehensive historical overview of the theories, concepts, and frameworks that are commonly used in the field, including outgrowth from (critical) sociolinguistics to critical language policy work, language ecology, ethnography of language policy, and educational language policy. His balanced approach to description and critique is occasionally interrupted by his own views and arguments. For example, in discussing linguistic imperialism, Johnson takes issue with use of the term “genocide” in describing resulting language shifts, suggesting the term should be avoided “out of respect for survivors (and non-survivors) of actual genocide” (p. 50). Given the experience of my wife and her family surviving the horrors of the Killing Fields of Cambodia, I appreciate his critique. Johnson’s preferences are also clear, such as the strong case he makes for ethnography of language policy, a theory and method he and Hornberger (2007, 2011) helped to refine and promote and which they argue offers a way to resolve prior tensions in the field “by marrying a critical focus on the power of marginalizing policy (discourses) with a focus on agency, and by recognizing the power of both societal and local policy texts, discourses, and discoursers” (p. 44).

The title of Part II, “Findings,” (also the title of Chapter 4), is a bit misleading because the book is not a report of a specific study conducted by the author. Rather, Johnson highlights and discusses general findings about language policy that he has synthesized across the work of many language policy scholars, including some of his own work. Specifically, Johnson showcases the work of eight language policy scholars in Chapter 3, who he describes as incorporating innovative concepts and research methods in their research resulting in intriguing findings. These include Marilyn-Martin Jones’ work on bilingual education in Wales, Feliciano Chimbutane’s work on language education policy in Mozambique, Florence Bonacina’s research on language policy as practice in a French induction classroom, Angela Cincotta-Segi’s studies of language policy development for bilingual education in Laos, Francis M. Hult’s research of language policy and linguistic ecology as reflected in Swedish television programming, Lin Pan’s study of English language education policy and ideology in China, Dafna Yitzhaki’s research on language attitudes and the law related to Arabic language policy in Israel, and Shannon Fitzsimmons-Doolan’s work on immigration and language ideology in the United States. Drawing on these and other seminal studies, in Chapter 4 Johnson discusses a general list of “findings” of what we currently know and understand about language policies and their processes.

In Part III, “Researching Language Policy” Johnson provides a wealth of practical information and tools for novice and more experienced researchers alike. He begins with the contention that “LPP is a field without much methodological guidance,” (p. 120) and thus must rely on methods from other disciplines (e.g., anthropology, psychology, sociology, political science, etc.). In Chapter 5, Johnson attempts to address this issue by focusing on the strengths and limitations of selected prominent research approaches and methods used in the field, including historical-textual analysis, political theory and the law, media discourse and LPP, ethnography of language policy, and discourse analysis. He then proposes new methodological concepts, including a strong case for combining ethnography of language policy with critical discourse analysis, and his educational language policy engagement and action research (ELPEAR) model as is detailed in Chapter 6. In this chapter, Johnson provides an overview of a type of school-based collaborative action research, which he combines with language policy research to form the ELPEAR model. As Johnson explains, “I propose an approach that promotes epistemic solidarity between researchers and educators and critical interrogation of power imbalances in policy processes. … ELPEAR requires collaboration in policy engagement and action research, the goal of which is to challenge deficit discourses and promote social justice in education” (p. 170). The point of ELPEAR is to move beyond single-teacher action research projects that are constrained to their own classrooms, and projects led by researchers external to schools, as these types of projects are unlikely to result in transformations that challenge unequal power relations and lead to academic improvements. Johnson highlights a few examples of action research projects he finds to be consistent with ELPEAR principles.

Chapter 7, “Research Direction(s) and Model Projects” is essentially the final chapter, and provides practical guidance for those wishing to conduct a LPP research project. Avoiding rigid step-by-step instructions, Johnson skillfully guides the reader through considerations for selecting appropriate topics and contexts, gaining access to research sites, considering the researcher’s positionality, developing research questions, and methods for collecting and analyzing data. Several boxes throughout the chapter illustrate “example projects,” each providing a brief description of a specific topic, a research question, and procedures that could be used to collect and analyze the data needed to address the question. He concludes with three very brief examples of analyses of different types of language policy “texts” including a bilingual bar sign in Washington, a transcript excerpt of a discussion between teachers and a district administrator about the district’s bilingual education policies, and a selection from Title III of No Child Left Behind.

Part IV, “Resources” concludes with Chapter 8 “Further Resources.” However, this chapter is simply a list of selected books, journals, organizations, conferences, electronic mailing lists, websites, and links to policy documents. While a nice resource, this “chapter” should have been labeled as an Appendix. And even as an appendix, these lists would have benefited from some introductory or explanatory text providing context and rationale for the resources selected for inclusion, given that they are far from exhaustive. Readers would have better benefited from a short, concluding chapter featuring a summary of Johnson’s own arguments and his unique contributions detailed throughout the book, and a brief list of implications or directions for future work (as are also scattered through the preceding chapters).

These critiques aside, David Cassels Johnson’s Language Policy is an outstanding book that makes a valuable contribution to the field. It is an ideal textbook for use in introductory courses to language policy, or as a supplemental text for related courses that include a unit on language policy. In addition, it should be placed in the hands of graduate students and other scholars embarking on their first research study in LPP. Even for folks like myself, who have been in the field for a while but are still trying to figure it out, this book is a great resource. And for the field as a whole, Johnson provides an excellent overview of the development of our field, our current status, and new practical methods and approaches grounded in strong theoretical arguments. Notably, Johnson highlights the work that remains to further develop methods and approaches for the field to better inform research and policies, thus resulting in more equitable and socially just practices for minority language speakers.