Bücher der Reihe Language Policy

Adopting a rigorous theoretical approach to the study of language policy and national identity, both generally and with specific application to the sociolinguistic situation in South Africa, this volume also includes an entire chapter devoted to Afrikaans.

This volume provides a comprehensive understanding and assessment of language policy in education in Morocco. All aspects related to language policy and the effect on the education sector for more than half a century in Morocco are included in the book. The book traces the role that the linguistic medium has played in the educational system in Morocco since its independence from the French in 1956. It examines the role that various language policies have played in the educational sector and provides an in-depth analysis of the most recent language policy recognizing Berber, making it an official language and a mandatory subject in all schools. As such, this book is on the cutting edge of language policy as it also examines a policy that is still being rolled out.It also addresses the role of political pressure, and social and political conflict on language policy in Morocco, and how the linguistic medium has failed to guarantee the basic goals of equity, equality and social justice that assure a decent future for every citizen.

This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations.

This book offers a comparative approach within a general framework of studies on minority languages of Western Europe and Russia and former Soviet space, focusing on linguistic, legal and categorization aspects.

The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands.

This comprehensive, up-to-date volume reports on current practices and use of Language Analysis for the Determination of Origin (LADO). When asylum seekers cannot submit documentary proof of their origin, their language can be analysed in order to assess whether their linguistic profile is in accordance with their stated origin.

This volume offers insights on English language education policies in Middle Eastern and North African countries, through state-of-the-art reports giving clear assessments of current policies and future trends, each expertly drafted by a specialist.

Language Policy beyond the State invites readers to (re-)consider the ways language policy is constituted, taken up, and researched if we look within and past the state.

This edited volume brings together diverse perspectives on Australian literacy education for Indigenous peoples, highlighting numerous educational approaches, ideologies and aspirations.

This book researches the study of languages other than English, and their place in the Australian tertiary sector. Languages are discussed in the context of the histories of Australian universities, and the series of reports and surveys about languages across the second half of the twentieth century. It demonstrates how changes in the ethnic mix of society are reflected in language offerings, and how policies on languages have changed as a result of societal influences. Also discussed is the extent to which influencing factors changed over time depending on social, cultural, political and economic contexts, and the extent to which governments prioritised the promotion and funding of languages because of their perceived contribution to the national interest.The book will give readers an understanding as to whether languages have mattered to Australia in a national and international sense and how Australia's attention to languages has been reflected in its identity and its sense of place in the world.

This comprehensive, up-to-date volume reports on current practices and use of Language Analysis for the Determination of Origin (LADO). When asylum seekers cannot submit documentary proof of their origin, their language can be analysed in order to assess whether their linguistic profile is in accordance with their stated origin.

This volume offers insights on English language education policies in Middle Eastern and North African countries, through state-of-the-art reports giving clear assessments of current policies and future trends, each expertly drafted by a specialist.

This book provides the first detailed history of the Bilingual Education Program in the Northern Territory of Australia. The book offers valuable insights as it examines in detail the policy settings that helped and hindered bilingual education in the context of minority language rights in Australia and elsewhere.

The volume sheds light on the complexity of language policy making and implementing as well as on the politics and ideology of language in contemporary China.

In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State.

In the sociopolitics of language, sometimes yesterday¿s solution is tomorrow¿s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

It combines theoretical arguments from policy studies, language policy and political theory, with quantitative figures where necessary. Succinctly and clearly written, this volume fills the research gap on the topic while bringing up to date the various political, social, and policy developments.

This analysis of language policy on Corsica provides the first study of the three levels of language policy existing on the Mediterranean island of Corsica.

This book examines language choice in contemporary Cambodia. The book focuses on language choice and policy, and will appeal to scholars in comparative education where language and language policy studies represent a growing area of research interest.

It traces the language policy and planning related developments for Chinese characters, with particular emphasis on post-1950 period in the People's Republic of China (PRC) and the more recent challenges that technology, and particularly the World Wide Web, have posed for the language.

In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State.

The volume sheds light on the complexity of language policy making and implementing as well as on the politics and ideology of language in contemporary China.

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Soviet language policy provides rich material for the study of the impact of policy on language use. While linguists and ethnographers grapple with defining the relationship of language to culture, or of language and culture to identity, the Soviets knew that language is an integral and inalienable part of culture.

This book is designed to provide insight into the roles of English in and for Europe. The book contributes to discussions of the possibilities of transnational media offerings, and facilitates a better understanding of the influence of media in foreign language acquisition.

This book is designed to provide insight into the roles of English in and for Europe. The book contributes to discussions of the possibilities of transnational media offerings, and facilitates a better understanding of the influence of media in foreign language acquisition.

Soviet language policy provides rich material for the study of the impact of policy on language use. While linguists and ethnographers grapple with defining the relationship of language to culture, or of language and culture to identity, the Soviets knew that language is an integral and inalienable part of culture.

In the sociopolitics of language, sometimes yesterday's solution is tomorrow's problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

This book offers a comparative approach within a general framework of studies on minority languages of Western Europe and Russia and former Soviet space, focusing on linguistic, legal and categorization aspects.