LINGUIST List 32.1146

Wed Mar 31 2021

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

Editor for this issue: Sarah Robinson <>

Date: 28-Mar-2021
From: Pauline Bryant <>
Subject: Applied Linguistics / Current Issues in Language Planning (Jrnl)
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Full Title: Current Issues in Language Planning

Linguistic Field(s): Applied Linguistics

Call Deadline: 30-Jun-2021

Call for Papers:

Current Issues for Language Planning is calling for papers for a thematic issue on the topic of ‘Language planning for diversity in foreign language education’.

In much of the world, English has become the dominant if not sole language that is taught in schools and universities in most countries of the world. This is often the case even if English is not specifically mandated as the language of study in official policy documents and where other languages are taught their presence may be highly circumscribed (see for example Kirkpatrick & Liddicoat, 2019 for the situation in Asia; Liddicoat & Kirkpatrick, 2020). Some countries or regions have explicitly addressed the issue of the predominance of English in their language-in-education policies, for example in Europe a model of learning two languages has been established (European Parliament, 2009) in which, while English is usually the first of the language taught some languages have found a place as the second of these languages, although others may be excluded or find it difficulty opening spaces for teaching and learning in formal education (Hancock & Hancock, 2021). China’s Belt and Road initiative also appears to be opening spaces for other languages in education alongside English (Han, Gao, & Xia, 2019).

This volume aims to explore the language planning situation of lesser taught languages, the challenges faced in teaching such languages in a policy context dominated by English and the policies and other factors that support their teaching. In particular, articles that consider how national and/or institutional policies impact on the teaching and learning of languages, whether positively or negatively, how teachers and institutions find spaces for lesser taught languages in policy contexts dominated by English, how teachers and institutions find spaces for lesser taught languages in policy contexts dominated by English, and analyses of advocacy work for diversity in language offerings in national or local contexts are welcome. Some of this work may be found at the macro level of government policy but much of this work takes place at the meso and micro level and studies investigating language planning and policy at these levels are especially welcome.

The due date for submissions is 30 June 2021. For details see:

European Parliament. (2009). Report on multilingualism: An asset for Europe and a shared commitment A6-0092/2009 Retrieved from
Han, Y., Gao, X., & Xia, J. (2019). Problematising recent developments in non-English foreign language education in Chinese universities. Journal of Multilingual and Multicultural Development, 40(7), 562-575. doi: 10.1080/01434632.2019.1571072
Hancock, A., & Hancock, J. (2021). On the outside, looking in: learning community languages and Scotland’s 1 + 2 Language Strategy. Current Issues in Language Planning, 1-20. doi: 10.1080/14664208.2020.1867415
Kirkpatrick, A., & Liddicoat, A. J. (2019). Language-in-education policy in Asia: An overview. In A. Kirkpatrick & A. J. Liddicoat (Eds.), Routledge international handbook of language education policy in Asia (pp. 3-13). New York: Routledge.
Liddicoat, A. J., & Kirkpatrick, A. (2020). Dimensions of language education policy in Asia. Journal of Asian Pacific Communication, 30(1-2), 7-33. doi:

Page Updated: 31-Mar-2021