* * * * * * * * * * * * * * * * * * * * * * * *
LINGUIST List logo Eastern Michigan University Wayne State University *
* People & Organizations * Jobs * Calls & Conferences * Publications * Language Resources * Text & Computer Tools * Teaching & Learning * Mailing Lists * Search *
* *


LINGUIST List 23.2941

Thu Jul 05 2012

Calls: Applied Linguistics, Sociolinguistics/ Current Issues in Language Planning (Jrnl)

Editor for this issue: Brent Miller <brentlinguistlist.org>

Date: 05-Jul-2012
From: Pauline Bryant <pauline.bryantanu.edu.au>
Subject: Current Issues in Language Planning
E-mail this message to a friend

Full Title: Current Issues in Language Planning


Call Deadline: 05-Nov-2012

Language planning and multilingual education
Editors for this issue: Kerry Taylor-Leech & Tony Liddicoat

Rapid globalisation and mass migration have ensured that ethnic, religious,
linguistic and cultural diversity now characterises most societies; in fact only
a handful can be described as ethnolinguistically homogenous. Many
societies can now be characterised by the phenomenon known as super-
diversity (Vertovec, 2007), a term describing a scale of transnational
migration, sociocultural complexity and ethnolinguistic identification that has
never been seen before.

Yet relatively few language education policies have attempted to
accommodate multilingualism. Despite research evidence pointing to social
and cognitive benefits that accrue from multilingualism, most language
education policies are oriented towards standard languages and tend to serve
the interests of dominant groups rather than those of minorities. In post-
colonial contexts, most policies have focused on the promotion of proficiency
in the former colonial language(s) and/or a dominant local lingua franca in
formal schooling.

Recent overviews of the field emphasise the distinction between macro,
meso and micro level planning activities and stress the importance of human
agency in language policymaking and planning. Others distinguish between
top-down to bottom-up planning. This special issue hopes to bring together
contributions from researchers in different geographic and linguistic contexts
to explore how various actors have responded to linguistic diversity in
education at macro, meso or micro levels and from top down or bottom up
perspectives.

We invite papers that discuss language policy and planning responses to
multilingualism in different educational settings. Contributions that make
critical evaluations of language policy and its implementation in any sector of
education in any part of the world are welcome, as are papers that deal with
standard, non-standard, heritage, indigenous, community and immigrant
languages, minority and/or contact languages in education. Topics may
include but are not limited to:

- Education policy and planning approaches to language maintenance and
the promotion of multilingualism
- Policy and planning relating to multilingualism and multiliteracies
- Educational policy and planning in officially multilingual countries and/or
regions
- The consequences of policies privileging dominant language(s) as subjects
and/or medium of instruction on multilingual and literacy education
- Intended and unintended consequences of policies for multilingual learners
- Language attitudes and ideologies among policymakers, social actors and
stakeholders
- Teachers' responses to language policy treatments of multilingual learners
- The educational impacts of medium of instruction policies on multilingual
learners
- The educational impacts of institutional language policies on multilingual
learners
- Education for all and other global strategies and their impacts on
multilingual learners
- Multilingual education policy and planning and language rights
- The role of supra-national organisations in promoting multilingualism in
education.
- The policy treatment of minority/ indigenous, community or immigrant
languages
- How actors and agents are taking on the notion of super-diversity in
education language planning

Vertovec, S. 2007. Super-diversity and its implications. Ethnic and Racial
Studies 30, 6, pp. 1024-1054.

Please submit abstracts to k.taylor-leechgriffith.edu.au
Deadline for abstracts 5 November 2012
Deadline for final paper 31 May 2013


Read more issues|LINGUIST home page|Top of issue



Page Updated: 05-Jul-2012

Supported in part by the National Science Foundation       About LINGUIST    |   Contact Us       ILIT Logo
While the LINGUIST List makes every effort to ensure the linguistic relevance of sites listed on its pages, it cannot vouch for their contents.