Macro-Language Planning for Multilingual Education: Focus on Programmes and Provision

Autor/inn/en	Taylor-Leech, Kerry; Liddicoat, Anthony J.
Titel	Macro-Language Planning for Multilingual Education: Focus on Programmes and Provision
Quelle	In: Current Issues in Language Planning, 15 (2014) 4, S.353-360 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2014.927956
Schlagwörter	Language Planning; Multilingualism; Cultural Pluralism; Definitions; Native Language; Social Isolation; Politics of Education; Program Implementation; Theory Practice Relationship; Language Minorities; Civil Rights; Researchers; National Programs; Centralization; Educational Policy; Educational Practices; Role Perception; Foreign Countries; Sociolinguistics; Educational Change; Australia + Suchen Sie Ihr Suchwort? Sprachwechsel; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Begriffsbestimmung; Soziale Isolation; Educational policy; Bildungspolitik; Theorie-Praxis-Beziehung; Sprachminderheit; Bürgerrechte; Grundrechte; Zivilrecht; Researcher; Forscher; nicht übertragen; Centralisation; Zentralisierung; Politics of education; Bildungspraxis; Role conception; Rollenverständnis; Ausland; Soziolinguistik; Bildungsreform; Australien
Abstract	This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can either fail to recognise diverse ethnolinguistic identities or work to acknowledge them. Three common themes in language planning for multilingual education can be identified from the contributions: (i) top-down definitions of what counts as mother tongue can have both intended and unintended outcomes; (ii) language-as-problem responses to linguistic diversity can work to reinforce social exclusion; and (iii) the acknowledgement of diversity and minority language rights needs to flow through from statements of intent to on-the-ground implementation if they are to become a reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10