Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-17T19:45:33.183Z Has data issue: false hasContentIssue false
  • English
  • Français

Language-in-Education Policy and Planning

Published online by Cambridge University Press:  19 November 2008

Christina Bratt Paulston  and
Susanne McLaughlin
Get access Rights & Permissions [Opens in a new window]

Extract

This chapter provides a descriptive review of research on language-ineducation policy and planning. We intend no theoretical generalizations but rather a descriptive summary of present research (1990–1993). With various interpretations of language-in-education policy available in the literature, it is first necessary to establish the perspective which guides this review. Ingram (1990), for example, confines language-in-education to second or foreign language teaching and learning although he mentions literacy and bilingual education as topics in language-in-education.

Type
Foundations of Language Policy and Planning
Information
Annual Review of Applied Linguistics , Volume 14 , March 1994 , pp. 53 - 81
Copyright
Copyright © Cambridge University Press 1994

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Ada, A. F. 1991. Creative education for bilingual teachers. In Minami, M. and Kennedy, B. P. (eds.) Language issues in literacy and bilingual/multicultural education. Cambridge: MA Harvard Educational Review. 447–455. [Reprint Series No. 22.]Google Scholar
Adams, K. L. and Brink, D. (eds.) 1990. Perspectives on official English: The campaign for English as the official language of the USA. Berlin: Mouton de Gruyter.CrossRefGoogle Scholar
Albertini, J. 1993. Critical literacy, whole language, and the teaching of writing to deaf students: Who should dictate to whom? TESOL Quarterly.27.1.59–73.Google Scholar
Alderson, J. C. 1992. Guidelines for the evaluation of language education. In Alderson, J.C. and Beretta, A. (eds.) Evaluating second language education.Cambridge: Cambridge University Press. 100–137.Google Scholar
Alderson, J. C. and Scott, M.. 1992. Insiders, outsiders and participatory evaluation. In Alderson, J. C. and Beretta, A. (eds.) Evaluating second language education. Cambridge: Cambridge University Press. 25–57.CrossRefGoogle Scholar
Artigal, J. M. 1991. The Catalan immersion program: A European point of view.Norwood, NJ: Ablex.Google Scholar
Baetens Beardsmore, H. (ed.) 1993. European models of bilingual education.Clevedon, Avon: Multilingual Matters.Google Scholar
Baker, C. 1993. Foundations of bilingual education and bilingualism. Clevedon, Avon: Multilingual Matters.Google Scholar
Baldauf, R. B. Jr. 1990. Language planning and education. In Baldauf, R. B. Jr. and Luke, A. (eds.) Language planning and education in Australasia and the South Pacific. Clevedon, Avon: Multilingual Matters. 14–27.Google Scholar
Baldauf, R. B. Jr. and Luke, A. (eds.) 1990. Language planning and education in Australasia and the South Pacific. Clevedon, Avon: Multilingual Matters.Google Scholar
Beder, H. 1991. Adult literacy: Issues for policy and practice. Malabar, FL:Krieger Publishing.Google Scholar
Benton, R. A. 1990. Biculturalism in education: Policy and practice underthefourth Labour Government. In Holland, M. and Boston, J. (eds.) The Fourth Labour Government: Politics and policy in New Zealand.Auckland: Oxford University Press. 192–211.Google Scholar
Benton, R. A. 1991. Tomorrow's schools and the revitalization of Maori:Stimulus or tranquilizer? In García, O. (ed.) Bilingual education: Focusschrift in honor of Joshua A. Fishman. Amsterdam/Philadelphia: John Benjamins. 135–147.Google Scholar
Beynon, J. and Toohey, K. 1991. Heritage language education in British Columbia: Policy and programs. Canadian Modern Language Review/La Revue canadienne des langues vivantes. 47.4.606–616.CrossRefGoogle Scholar
Blom, , Graves, G.P., Kruse, A. and Thomsen, B. T. (eds.) 1992. Minority languages: The Scandinavian experience. Oslo: Nordic Language Secretariat.Google Scholar
Brown, B. 1993. The social consequences of writing Louisiana French. Languagein Society. 22.67–101.Google Scholar
Carey, S. T. 1991. The culture of literacy in majority and minority language schools. The Canadian Modern Language Review/La revue canadiennedes langues vivantes. 47.5.950–976.Google Scholar
Cazden, C. B. 1992. Language minority education in the United States: Implications of the Ramirez Report. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.Google Scholar
Cazden, C. B. and Snow, C. (eds.) 1990. English plus: Issues in bilingual education. Newbury Park, CA: Sage. [The Annals of the American Academy of Political and Social Science. 508.]Google Scholar
Chicago Tribune. 1992. Republics reclaim Latin alphabet. (June 18).Google Scholar
Cluver, A. D. de V. 1992. Language planning models for a post-apartheid South Africa. Language Problems and Language Planning. 16.2.105–136.CrossRefGoogle Scholar
Cohen, A. D. 1991. Testing linguistic and communicative proficiency: The case of reading comprehension. In McGroarty, M. E. and Faltis, C. J. (eds.)Languages in school and society: Policy and pedagogy. Berlin: Moutonde Gruyter. 383–408.Google Scholar
Collis, D. R. F. (ed.) 1990. Arctic languages: An awakening. Paris: UNESCO.Google Scholar
Commission of the European Communities. 1992. Language engineering in the European Community. Language Problems and Language Planning.16.3.249–252.Google Scholar
Corson, D. 1990. Language policy across the curriculum. Clevedon, Avon:Multilingual Matters.Google Scholar
Coulmas, F. 1991. European integration and the idea of the national language. In Coulmas, F. (ed.) A language policy for the European community:Prospects and quandaries. Berlin: Mouton de Gruyter. 1–43.CrossRefGoogle Scholar
Craig, W. and Craig, H. (eds.) 1993. American Annals of the Deaf. 138.2.[Annual research issue.]Google Scholar
Crombie, W. and Paltridge, B.. 1993. Aoteareo: The way forward—A response to Aoteareo: Speaking for ourselves. Waikato, NZ: University of Waikato Language Institute. 1.15–27. [Working Papers in Language Education.]Google Scholar
Cummins, J. 1989. Empowering minority students. Sacramento, CA: California Association of Bilingual Education.Google Scholar
Cummins, J. 1992. Heritage language teaching in Canadian schools. Journal of Curriculum Studies. 24.3.281–286.Google Scholar
Cummins, J. and Danesi, M.. 1990. Heritage languages: The development and denial of Canada's linguistic resources. Toronto: Garamond.Google Scholar
Cziko, G. 1992. The evaluation of bilingual education: From necessity and probability to possibility. Educational Researcher. 21.2.10–15.Google Scholar
Davies, S. N. 1991. The transition toward bilingual education of deaf children in Sweden and Denmark: Perspectives on language. Sign Language Studies.71.169–195.Google Scholar
Duff, P. A. 1991. Innovations in foreign language education: An evaluation of three Hungarian-English dual-language schools. Journal of Multilingual and Multicultural Development. 12.6.459–476.Google Scholar
Edwards, V. and Redfern, A.. 1992. The world in a classroom: Language in education in Britain and Canada. Clevedon, Avon: Multilingual Matters.Google Scholar
Extra, G. and Verhoeven, L. (eds.) 1993. Immigrant languages in Europe. Clevedon, Avon: Multilingual Matters.Google Scholar
Farren, S. 1991. Culture, curriculum and educational policy in Northern Ireland. Language, Culture and Curriculum. 4.1.43–58.CrossRefGoogle Scholar
Fase, W., Jaspaert, K. and Kroon, S. (eds.) 1992. Maintenance and loss of minority languages. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Ferdman, B. M. 1991. Literacy and cultural identity. In Minami, M. and Kennedy, B. P. (eds.) Language issues and literacy and bilingual/multicultural education. Cambridge: Harvard Educational Review. 347–371. [Reprint Series No. 22.]Google Scholar
Fierman, W. 1991. Language planning and national development: The Uzbekexperience. Berlin: Mouton de Gruyter.Google Scholar
García, O. (ed.) 1991. Bilingual education: Focusschrift in honor of Joshua A.Fishman. Amsterdam/Philadelphia: John Benjamins.Google Scholar
Genesee, F. 1987. Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.Google Scholar
Gersten, R., Woodward, J. W. and Schneider, S. S.. 1992. Bilingual immersion: A longitudinal evaluation of the El Paso Program. Washington, DC: The Read Institute.Google Scholar
Gorter, D. 1991. Lesser used languages in primary education in the European Community. In Jaspaert, K. and Kroon, S. (eds.) Ethnic minority languages and education. Amsterdam: Swets and Zeitlinger. 57–69.Google Scholar
Grabe, W. 1990. Literacy in a second language. In Kaplan, R. B. et al. , (eds.)Annual Review of Applied Linguistics, 10. New York: Cambridge University Press. 145–162.Google Scholar
Grabe, W. et al. , (eds.) 1992. Annual Review of Applied Linguistics, 12. Literacy. New York: Cambridge University Press.Google Scholar
Grin, F. 1993. European economic integration and the fate of lesser-used languages. Language Problems and Language Planning. 17.2.101–116.Google Scholar
Harlech-Jones, B. 1990. You taught me language: The implementation of Englis has a medium of instruction in Namibia. Cape Town: Oxford University Press.Google Scholar
Harley, B., Allen, P., Cummins, J. and Swain, M. (eds.) 1990. The development of second language proficiency. Cambridge: Cambridge University Press.Google Scholar
Hirvela, A. 1991. Footing the English bill in Hong Kong: Language politics and linguistic schizophrenia. Journal of Asian Pacific Communication.2.1.117–137.Google Scholar
Imhoff, G. (ed.) 1990. Learning in two languages: From conflict to consensus.New Brunswick, NJ: Transaction Publishers.Google Scholar
Ingram, D. 1990. Language-in-education planning. In Kaplan, R. B. et al. , (eds.)Annual Review of Applied Linguistics, 10. New York: Cambridge University Press. 53–78.Google Scholar
Jaspaert, J. and Kroon, S. (eds.) 1991. Ethnic minority languages and education.Amsterdam: Swets and Zeitlinger.Google Scholar
Johnson, R. C. 1990. The publication and early aftermath of Unlocking the Curriculum. Sign Language Studies. 69.295–325.CrossRefGoogle Scholar
Johnson, R. C., Liddel, S. and Erting, C.. 1989. Unlocking the curriculum: Principles for achieving access in Deaf education. GRI Working Paper Series, No. 89–3. Washington, DC: Gallaudet Research Institute.Google Scholar
Kaplan, R. B. 1993. New Zealand national languages policy: Making the patientmore comfortable. Waikato, NZ: University of Waikato Language Institute. 1.3–14. [Working Papers in Language Education. 1.]Google Scholar
Laitin, D. D. 1992. Language repertoires and state construction in Africa.Cambridge: Cambridge University Press.Google Scholar
Leitner, G. 1991. Europe 1992: A language perspective. Language Problems and Language Planning. 15.3.282–296.Google Scholar
Lindholm, K. J. and Fairchild., H. H. 1988. Evaluation of an ‘exemplary' bilingual immersion program. Los Angeles: Center for Language Education and Research, University of California. [Tech. Rep. No. 13.]Google Scholar
Lucas, C. (ed.) 1989. The sociolinguistics of the deaf community. San Diego:Academic Press.Google Scholar
Mar-Molinero, C. and Stevenson, P.. 1991. Language, geography and politics: The ‘territorial imperative’ debate in the European context. Language Problems and Language Planning. 15.2.162–176.Google Scholar
Matter, J. F. (ed.) 1992. Language teaching in the twenty-first century: Problems and prospects. AILA Review. 9.Google Scholar
McGroarty, M. E. 1992. The societal context of bilingual education. Educational Researcher. 21.2.7–9.CrossRefGoogle Scholar
McLaughlin, D. 1992. When literacy empowers: Navajo language in print.Albuquerque: University of New Mexico Press.Google Scholar
Meldman, M. A. 1991. The validation of oral performance tests for second language learners. In McGroarty, M. E. and Faltis, C. J. (eds.) Languages in school and society: Policy and pedagogy. Berlin: Mouton de Gruyter.423–437.Google Scholar
Milk, R. D., Mercado, C. and Sapiens, A.. 1992. Re-thinking the education of teachers of language minority children: Developing reflective teachers for changing schools. Washington, DC: National Clearinghouse for Bilingual Education. [Occasional Papers in Bilingual Education.]Google Scholar
Ministry of Education and Science. 1992. The Dutch National Action Programme on Foreign Languages: Recommendations and policy reactions, NAPMVT.Enschede: Ministry of Education and Science.Google Scholar
Mitchell, R. 1992. The ‘independent’ evaluation of bilingual primary education:A narrative account. In Alderson, J. C. and Beretta, A. (eds.) Evaluating second language education. Cambridge: Cambridge University Press. 100–137.Google Scholar
Mordaunt, O. G. 1991. Attitudes of Swazi teacher trainees toward first official language. Journal of Multilingual and Multicultural Development.12.3.205–219.Google Scholar
Nababan, P. W. J. 1991. Language in education: The case of Indonesia.International Review of Education. 37.1.117–131.CrossRefGoogle Scholar
National Languages Institute of Australia. 1991. Newsletter. September.Google Scholar
Nel, J. 1992. Cummins’ model for the empowerment of minority students: Implications for teacher education. Paper presented at the annual meeting of the American Education Research Association. San Francisco, April 1992.Google Scholar
Nicholson, R. and Garland, R.. 1991. New Zealanders’ attitudes to there vitalization of the Maori language. Journal of Multilingual and Multicultural Development. 12.5.393–410.Google Scholar
North, B. 1991. Standardization of continuous assessment grades. In Alderson, J. C. and North, B. (eds.) Language testing in the 1990s. London:Macmillan. 167–177. [Modern English Publications/British Council.]Google Scholar
North, B. 1993. The development of descriptors on scales of language proficiency: Perspectives, problems, and a possible methodology based on a theory of measurement. Washington, DC: The National Foreign Language Center. [NFLC Occasional Papers].Google Scholar
Office of Educational Equity. 1990. Two-way integrated bilingual education.Quincy, MA: Massachusetts Department of Education.Google Scholar
Oladejo, J. 1991. The teacher factor in the effective teaching and learning of ESL in developing English speaking countries. Journal of Multilingual and Multicultural Development. 12.3.195–204.Google Scholar
Padden, C. and Ramsey, C.. 1993. Deaf culture and literacy. American Annals ofthe Deaf. 138.2.96–99.CrossRefGoogle ScholarPubMed
Padilla, A. M., Fairchild, H. H. and Valadez, C. M. (eds.) 1990. Bilingual education: Issues and strategies. Newbury Park, CA: Sage Publications.Google Scholar
Paulston, C. B. 1990. Educational language policies in Utopia. In Harley, B. et al. , (eds.) The development of second language proficiency. Cambridge:Cambridge University Press. 187–197.Google Scholar
Paulston, C. B. 1992. Sociolinguistic perspectives on bilingual education.Clevedon, Avon: Multilingual Matters.Google Scholar
Peddie, R. A. 1991. Coming—ready or not? Language policy development in New Zealand. Language Problems and Language Planning. 15.1.25–42.Google Scholar
Peirce, B. N. 1992. Demystifying the TOEFL reading test. TESOL Quarterly.26.4.665–688.CrossRefGoogle Scholar
Petherbridge-Hernandez, P. 1990. Teacher preparation in a bilingual setting: In-service training for teachers in Catalonia. Journal of Multilingual and Multicultural Development. 11.3.215–226.Google Scholar
Phillipson, R. 1992. Linguistic imperialism. Oxford: Oxford University Press.Google Scholar
Phillipson, R., Skutnabb-Kangas, T. and Africa, H.. 1986. Namibian educational planning: English for liberation or neo-colonialism? In Spolsky, B. (ed.)Language and education in multilingual settings. Clevedon, Avon: Multilingual Matters. 77–95.Google Scholar
Porter, R. 1990. Forked tongue: The politics of bilingual education. New York:Basic Books.Google Scholar
Quezada, M. 1992. District remedies to eliminate the shortage of qualified teachers of limited English proficient students in selected districts in California. Paper presented at the annual meeting of the American Educational Research Association. San Francisco, April 1992.Google Scholar
Ramirez, J. D., Yuen, S. D. and Ramey, D. R.. 1991. Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language minority children. Final report to the U. S. Department of Education. Executive Summary and Vols. I and II. San Mateo, CA: Aguirre International.Google Scholar
Ramsey, C. 1989. Language planning in the deaf community. In Lucas, C. (ed.)The sociolinguistics of the deaf community. San Diego: Academic Press.125–146.Google Scholar
Resnick, M. C. 1993. ESL and language planning in Puerto Rican education.TESOL Quarterly. 27.2.259–271.Google Scholar
Rubagumya, C. M. (ed.) 1990. Language in education in Africa: A Tanzanian perspective. Clevedon, Avon: Multilingual Matters.Google Scholar
Russel, J. 1990. Success as a source of conflict in language-planning: The Tanzanian case. Journal of Multilingual and Multicultural Development.11.5.363–375.CrossRefGoogle Scholar
Seeberg, V. 1990. Literacy in China: The effect of national development contextand policy of literacy levels. Bochum: Brockmeyer.Google Scholar
Shohamy, E. 1991. International perspectives of foreign language testing systems and policy. In Ervin, G. (ed.) International perspectives on foreignlanguage teaching. Lincolnwood, IL: National Textbook Company.91–107.Google Scholar
Shohamy, E. 1993. The power of tests: The impact of language tests on teaching and learning. Washington, DC: The National Foreign Language Center, Johns Hopkins University. [NFLC Occasional papers.]Google Scholar
Shonerd, H. G. 1990. Domesticating the barbarous tongue: Language policy for the Navajo in historical perspective. Language Problems and Language Planning. 14.3.193–208.Google Scholar
Siguan, M. 1991. The Catalan language in the educational system of Catalonia.International Review of Education. 37.1.87–98.Google Scholar
Srivastava, R. 1990. Literacy. In Kaplan, R. B. et al. , (eds.) Annual Review of Applied Linguistics, 10. New York: Cambridge University Press. 81–102.Google Scholar
Swain, M. 1985. Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Gass, S. and C.Madden (eds.) Input in second language acquisition. Rowley, MA: Newbury House. 235–253.Google Scholar
Swain, M. and Lapkin, S.. 1991. Heritage language children in an English-French bilingual program. Canadian Modern Language Review/La revue canadienne des langues vivantes. 47.4.635–641. [cf. Cummins 1992.]Google Scholar
Tabouret-Keller, A. 1991. Factors of constraint and freedom in setting a language policy for the European Community: A sociolinguistic approach. In Coulmas, F. (ed.) A language policy for the European community: Prospects and quandaries. Berlin: Mouton de Gruyter. 45–57.Google Scholar
Tabouret-Keller, 1992. Some major features of the sociolinguistic situation in Europe and the European Charter. In Bolton, K. and Kwok, H. (eds.)Sociolinguistics today: International perspectives. London: Routledge.266–280.Google Scholar
Thonis, E. W. 1991. Competencies for teachers of language minority students. In McGroarty, M. E. and Faltis, C. J. (eds.) Languages in school and society: Policy and pedagogy. Berlin: Mouton de Gruyter. 281–292.Google Scholar
Twine, A. 1991. Language and the modern state: The reform of written Japanese.London: Routledge. [The Nissan Institute/Routledge Japanese Studies Series.]Google Scholar
Valdman, A. 1991. On teaching and testing learner proficiency in the case of foreign languages used in a diglossic situation. In McGroarty, M. E. and Faltis, C. J. (eds.) Languages in school and society: Policy and pedagogy.Berlin: Mouton de Gruyter. 409–422.Google Scholar
van Els, T. 1990. Policy making in foreign language teaching. In Bongaerts, T., de Bot, K. and van Els, T. (eds.) Balance and perspective: 25 Years in Dutch Applied Linguistics. 86–99. [Special theme issue of ToegepasteTaalwetenschap in Artikelen. 36.1.]Google Scholar
van Els, T. and Extra, G.. 1987. Foreign and second language teaching in Western Europe: A comparative overview of needs, objectives and policies.Sociolinguistica. 1.100–125.Google Scholar
Velez, J. A. and Schweers, C. W.. 1993. A U.S. colony at a linguistic crossroads: The decision to make Spanish the official language of Puerto Rico. Language Problems and Language Planning. 17.2.117–139.Google Scholar
von Gleich, U. and Wolff, E. (eds.) 1991. Standardization of national languages.Hamburg: Unesco Institute for Education and the Research Center for Multilingualism and Language Contact.Google Scholar
Waite, J. 1992. Aoteareo: Speaking for ourselves. Wellington: Ministry of Education. [Part A: The overview. Part B: The issues.]Google Scholar
Williamson, R. C. 1991. Minority languages and bilingualism: Case studies in maintenance and shift. Norwood, NJ: Ablex.Google Scholar
Yates, J. R. and Ortiz, A. A. 1991. Professional development needs of teachers who serve exceptional language minorities in today's schools. TeacherEducation and Special Education. 14.1.11–18.Google Scholar