"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more
To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.
This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.
Browse Journal Calls
Current Issues in Language Planning
Second Call for Papers
Current Issues in Language Planning Journal is announcing a Call for Papers for a forthcoming issue on "Language planning and multilingual education".
The editors for this issue are Kerry Taylor-Leech and Tony Liddicoat . Please submit proposals to Kerry Taylor-Leech. It is anticipated that papers will be published in 2014.
The deadline for receipt of abstracts is 5 November, 2012. The deadline for receipt of the final paper is 31 May, 2013.
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 the 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.
Vertovec, Steven. 2007. Super-diversity and its implications. Ethnic and Racial Studies 30, 6, pp. 1024-1054.