LANGUAGE POLICY AND PEDAGOGY: ESSAYS IN HONOR OF A. RONALD WALTON. Richard D. Lambert and Elana Shohamy (Eds.). Amsterdam: Benjamins, 2000. Pp. xii + 279. $65.00 cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 122-123
Author(s):  
Timothy Reagan
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Deputy Director ◽  
Language Policy And Planning ◽  
Language Education Policy ◽  
Policy And Practice ◽  
Policy And Planning

Language policy and pedagogy, as its subtitle suggests, is dedicated to A. Ronald Walton, who died quite young in 1996. Walton had served as the deputy director of the National Foreign Language Center (NFLC) in Washington, D.C., since its founding in 1986, and the contributors to this volume all have had direct or indirect connections to the NFLC. Further, the essays in this volume are all related to issues and areas that were of concern to Walton during the course of his career. All of that having been said, this work is considerably more than a typical Festschrift; it is in fact a timely and important contribution to the growing literature dealing with both language policy and planning studies and contemporary issues in U.S. foreign language education policy and practice.

scholarly journals Englisch als Lingua franca versus andere Sprachen im Bildungswesen: Polen und Japan im Vergleich

2019 ◽  
Vol 46 (1) ◽  
pp. 23-38
Author(s):  
Monika Kowalonek-Janczarek
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Policy ◽  
English Education ◽  
Mother Tongue ◽  
Secondary Data ◽  
Foreign Language Policy ◽  
Upper Secondary ◽  
European Citizen ◽  
Shed Light

The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.

scholarly journals Developing a foreign language policy in Greek higher education (HE): striving between Scylla and Charybdis.

2016 ◽  
Vol 4 (1) ◽  
pp. 54
Author(s):  
THEODORA TSELIGKA
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Language Policy ◽  
Language Education ◽  
Professional Status ◽  
Great Effort ◽  
Language Policies ◽  
State Legislation ◽  
Foreign Language Policy

<p class="Abstract"><span lang="EN-GB">The present study analyses foreign language (FL) policy in Greek higher education (HE) taking into consideration the multiple interrelated factors that development and implementation of a successful FL policy hinges on. A brief overview is presented of European initiatives that have contributed significantly to the promotion of language learning, multilingualism and the harmonization of university language policies.  This was considered necessary so as to lay the context for the presentation of the practices documented in the Greek HE arena, with specific examples provided from Greek institutions.  To address the aims of this research project, the state legislation relevant to FL issues in HE is examined and discussed, as it unavoidably influences and mirrors observed trends and priorities in language education.  Finally, extensive data is analysed from five Greek HE institutions and their FL instructors, with regard to language practices implemented, programmes of study, instructors’ professional status, etc.  The results of this analysis show that great effort and extensive co-operation among all stakeholders is still required in devising a holistic FL policy in Greek HE, to which end this paper also offers some useful recommendations.   </span></p><p class="Abstract"> </p>

Language policy and language planning in mainland Southeast Asia: Myanmar and Lisu

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David Bradley
Keyword(s):  
Southeast Asia ◽  
Language Policy ◽  
Minority Groups ◽  
Minority Group ◽  
National Language ◽  
Minority Languages ◽  
Language Policy And Planning ◽  
Educational Strategies ◽  
Policy And Planning ◽  
Mainland Southeast Asia

AbstractMost nations in mainland Southeast Asia and elsewhere have one national language as a focus of national identity and unity, supported by a language policy which promotes and develops this language. Indigenous and immigrant minority groups within each nation may be marginalized; their languages may become endangered. Some of the official national language policies and ethnic policies of mainland Southeast Asian nations aim to support both a national language and indigenous minority languages, but usually the real policy is less positive. It is possible to use sociolinguistic and educational strategies to maintain the linguistic heritage and diversity of a nation, develop bilingual skills among minority groups, and integrate minorities successfully into the nations where they live, but this requires commitment and effort from the minorities themselves and from government and other authorities. The main focus of this paper is two case studies: one of language policy and planning in Myanmar, whose language policy and planning has rarely been discussed before. The other is on the Lisu, a minority group in Myanmar and surrounding countries, who have been relatively successful in maintaining their language.

Language Policy and Planning in Independent Namibia

1994 ◽  
Vol 14 ◽  
pp. 240-253 ◽  
Author(s):  
Wilfrid Haacke
Keyword(s):  
United Nations ◽  
Language Policy ◽  
Sub Saharan Africa ◽  
Constitutional Rights ◽  
Language Policy And Planning ◽  
African Countries ◽  
Policy Document ◽  
Sub Saharan ◽  
Policy And Planning ◽  
Local Languages

An advantage of Namibia's late attainment of independence is that it can benefit from the experience of other African countries that achieved independence some thirty years earlier. Hence Namibia is unique in that it is the only country in sub-Saharan Africa that at the time of attaining independence already provided for constitutional rights for its local languages. The major policy document of the then liberation movement SWAPO, Toward a language policy for an independent Namibia (United Nations Institute for Namibia 1981), which was published in Lusaka by the institute (UNIN) as proceedings of a seminar held in 1980, essentially set the trend for the policies pursued since independence in 1990.

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