Article 1



LANGUAGE PLANNING AND LANGUAGE POLICY: SELECTED REFERENCES

(Last updated 5 October 2016)

Abdelhay, A. K., Makoni, B., & Makoni, S. B. (2011). The Naivasha language policy: The language of politics and the politics of language in the Sudan. Language Policy, 10(1), 1-18.

Abiria, D. M., Early, M., & Kendrick, M. (2013). Plurilingual pedagogical practices in a policy constrained context: A Northern Ugandan case study. TESOL Quarterly, 47 (3), 567-590.

Ager, D.E. (2005). Prestige and image planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1035-1054). Mahwah, NJ: Lawrence Erlbaum Associates.

Albury, N. (2014). Introducing the folk linguistics of language policy. International Journal of Language Studies, 8(3), 85-106.

Alexander, N. (2002). Linguistic rights, language planning and democracy in post-apartheid South Africa. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 116-129). Monterey, CA: Monterey Institute of International Studies.

Ali, N. L. (2013). A changing paradigm in language planning: English-medium instruction policy at the tertiary level in Malaysia. Current Issues in Language Planning, 14(1), 73-92. doi:10.1080/14664208.2013.775543

Alidou, H., & Jung, I. (2002). Education language policies in Francophone Africa: What have we learned from field experiences? In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 59-73). Monterey, CA: Monterey Institute of International Studies.

Archibald, J. (2002). Immigrant integration: The ongoing process of reform in France and Quebec. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 30-58). Monterey, CA: Monterey Institute of International Studies.

Baldauf, R.B. Jr. (2005). Language planning and policy research: An overview. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 957-970). Mahwah, NJ: Lawrence Erlbaum Associates.

Baldauf, R.B., Jr., & Kaplan, R.B. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013-1034). Mahwah, NJ: Lawrence Erlbaum Associates.

Benrabah, M. (2007). Language-in-education planning in Algeria: Historical development and current issues. Language Policy, 6(2), 225-252.

Bhattacharya, R., Gupta, S., Jewitt, C., Newfield, D., Reed, Y., & Stein, P. (2007). The policy—practice enactments: Perspectives from practice. TESOL Quarterly, 41(3), 465-487.

Bianco, J. L. (2013). Innovation in language policy and planning: Ties to English language education. In K. Hyland & L. C. Wong (Eds.), Innovation and change in English language education (pp. 139-154). London, UK: Routledge.

Bickley, V. (1985). Planning for language use in Hong Kong. ILE Journal, 1, 7-16.

Blommaert, J. (1999). State ideology and language in Tanzania. Cologne, Germany: Rüdiger Köppe.

Blommaert, J. (2005). Language policy and national identity. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 238-254). Malden, MA: Wiley.

Blommaert, J. (2006). Language policy and national identity. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 238-254). Oxford, UK: Blackwell.

Blommaert, J. (2009). A market of accents. Language Policy, 8, 243-259.

Blommaert, J., Kelly-Holmes, H., Lane, P., Leppänen, S., Moriarty, M., Pietikänen, S., & Piirainen-Marsh, A. (2009). Media, multilingualism and language policing: An introduction. Language Policy, 8, 203-207.

Brecht, R. D., & Rivers, W. P. (2002). The language crisis in the United States: Language, national security and the federal role. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 76-90). Monterey, CA: Monterey Institute of International Studies.

Brown, K. D. (2013). Language policy and education: Space and place in multilingual post-Soviet states. Annual Review of Applied Linguistics, 33, 238-257.

Bui, T. T. N., & Nguyen, H. T. M. (2016). Standardizing English for educational and socio-economic betterment: A critical analysis of English language policy reforms in Vietnam. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 363-388). Cham, Switzerland: Springer.

Bunch, G. C., Endris, K., Panayotova, D., Romero, M., & Llosa, L. (2011). Language testing and placement policies and practices for language minority students in California’s community colleges: Mapping the terrain. Report prepared for The William and Flora Hewlett Foundation. Retrieved from

Byram. M. & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The globalisation of elanguage ducation policy. Bristol, UK: Multilingual Matters.

Byram, M., & Parmenter, L. (Eds.). (2012). The common European framework of reference: The globalisation of language education policy. Bristol, UK: Multilingual Matters.

Canagarajah, A. S. (2002). A geopolitics of academic writing. Pittsburgh: University of Pittsburgh Press.  

Canagarajah, S. (2005). (Ed.). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.

Canagarajah, S. (2006). Ethnographic methods in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 153-170). Oxford, UK: Blackwell.

Canagarajah, S., & Ashraf, H. (2013). Multilingualism and education in South Asia: Resolving policy/practice dilemmas. Annual Review of Applied Linguistics, 33, 258-285.

Chandrasegaran, A. (2005). A success story: English language teaching in Singapore. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 135-145). Mahwah, NJ: Lawrence Erlbaum.

Chang, B. (2009). Korea’s English education policy innovations to lead the nation into the globalized world. Pan-Pacific Association of Applied Linguistics, 13(1), 83-97.

Chew, P. G. L. (2007). Remaking Singapore: Language, culture, and identity in a globalized world. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts (pp. 79-93). Mahwah, NJ: Lawrence Erlbaum.

Chua, C. S. K. (2006). Singaporean education planning: Moving from the macro to the micro. Current Issues in Language Planning, 7(2&3), 214-229.

Chung, J., & Choi, T. (2016). English education policies in South Korea: Planned and enacted. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 281-299). Cham, Switzerland: Springer.

Clapson, M., & Hyatt, D. (2007). Policy, cultural, and ideological influences on the career paths of teachers of English in French higher education. TESOL Quarterly, 41(3), 625-634.

Clarke, M. (2007). Language policy and language teacher education in the United Arab Emirates. TESOL Quarterly, 41(3), 583-591.

Cooper, R.L. (1989). Language planning and social change. Cambridge, UK: Cambridge University Press.

Corson, D. (1999). Language policy in schools: A resource for teachers and administrators. Mahwah, NJ: Lawrence Erlbaum.

Crawford, J. (2000). At war with diversity: US language policy in an age of anxiety. Clevedon, UK: Multilingual Matters.

Dagenais, D. (2013). Mulitlingualism in Canada: Policy and educaiton in applied linguistic research. Annual Review of Applied Linguistics, 33, 286-301.

Daoud, M. (2002). Language policy and planning in Tunisia: Accommodating language rivalry. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 206-224). Monterey, CA: Monterey Institute of International Studies.

Dawe, C.J. (2014). Language governmentality in Philippine education policy. Working Papers in Educational Linguistics, 29(1), 61-77.

De Costa, P. I. (2010). Language ideologies and standard English language policy in Singapore: Responses of a 'designer immigrant' student. Language Policy, 9(3), 217-239.

Dixon, L. Q. (2009). Assumptions behind Singapore’s language-in-education policy: Implications for language planning and second language acquisition. Language Policy, 8, 117-137.

Dudzik, D. (2007). The great debate affecting English policies and curricular reforms in multilingual, postcolonial Djibouti. TESOL Quarterly, 41(3), 591-600.

Dumas, G. (2002). Quebec’s language policy: Perceptions and realities. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 152-163). Monterey, CA: Monterey Institute of International Studies.

Durrani, M. (2012). Banishing colonial specters: Language ideology and education policy in Pakistan. Working Papers in Educational Linguistics, 27(1), 29-49.

Edmonson, J. (2000). America reads: A critical policy analysis. Newark, DE: International Reading Association.

Elorza, I., & Muñoa, I. (2008). Promoting the minority language through integrated plurilingual language planning: The case of the ikastolas. Language, Culture and Curriculum, 21, 85–101.

Evers, C. (2011). Orthographic policy and planning in Sénégal/Senegal: The détournement of orthographic stereotypes. Working Papers in Educational Linguistics, 26(1), 21-51.

Extra, G. (2002). The other languages of multicultural Europe: Perceptions, facts and educational policies. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 130-151). Monterey, CA: Monterey Institute of International Studies.

Farr, M., & Song, J. (2011). Language ideologies and policies: Multilingualism and education. Language and Linguistics Compass, 5(9), 650-665. 

Farrell, T.S.C. & Kun, S. (2008). Language policy, teachers’ beliefs and classroom practices. Applied Linguistics, 29 (3), 381-403.

Gal, S. (2006). Contradictions of standard language in Europe: Implications for the study of practices and publics. Social Anthropology, 14(2), 163-181.

García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.

Gil, J. (2016). English language education policies in the People’s Republic of China. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 49-90). Cham, Switzerland: Springer.

Glasgow, G. P., & Paller, D. L. (2016). English language education policy in Japan: At a crossroads. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 153-180). Cham, Switzerland: Springer.

Grin, F. (2007). Economics and language policy. In M. Hellinger, & A. Pauwels (Eds.), Handbook of language and communication: Diversity and change (pp. 271-297). Berlin, Germany: Mouton de Gruyter.

Hamid, M. O., & Erling, E. J. (2016). English-in-education policy and planning in Bangladesh: A critical examination. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 25-48). Cham, Switzerland: Springer.

Hanewald, R. (2016). The impact of English on educational policies and practices in Malaysia. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 181-198). Cham, Switzerland: Springer.

Haque, E., & Cray, E. (2007). Constraining teachers: Adult ESL settlement language training policy and implementation. TESOL Quarterly, 41(3), 634-642.

Haskell, C. D. (2002). Language and globalization: Why national policies matter. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 2-7). Monterey, CA: Monterey Institute of International Studies.

Hawthorne, L. (1997). English language testing and immigration policy. In G. Brindley & G. Wigglesworth (Eds.), Access: Issues in language test design and delivery (pp. 9-29). Sydney, Australia: NCELTR.

Hayes, D. (2012). Mismatched perspectives: In-service teacher education policy and practice in South Korea. In C. Tribble (Ed.), Managing change in English language teaching: Lessons from experience (pp. 99-104). London: British Council.

Heugh, K. (2013). Multilingual education policy in South Africa constrained by theoretical and historical disconnections. Annual Review of Applied Linguistics, 33, 215.

Hiramatsu, S. (2005). Contexts and policy reform: A case study of EFL teaching in a high school in Japan. In D.J. Tedick (Ed.), Second language teacher education: International perspectives (pp. 113-134). Mahwah, NJ: Lawrence Erlbaum Associates.

Hoffman, J. V., & Goodman, Y. M. (Eds.). (2009). Changing literacies for changing times: An historical perspective on the future of reading research, public policy, and classroom practices. New York, NY: Routledge.

Hong, L. (2009, August 28). Speak Standard English to maintain competitive edge, says DPM Teo. Channel NewsAsia. Retrieved from

Hornberger, N. H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1, 27-51. 

 

Hornberger, N. H. (2003). Multilingual language policies and the continua of biliteracy: An ecological approach. In N. H. Hornberger (Ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 315-339). Clevedon, UK: Multilingual Matters.

Hornberger, N. (2006). Frameworks and models in language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24-41). Malden, MA: Wiley.

Hornberger, N., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509-532.

Hornberger, N. H., & McKay, S. L. (Eds.). (2010). Sociolinguistics and language education (pp. 3-39). Clevedon, UK: Multilingual Matters.

Hughes, R. (2008). Internationalisation of higher education and language policy: Questions of quality and equity. Higher Education Management and Policy, 20(1), 111.

Hult, F. M. (2010). Analysis of language policy discourses across the scales of space and time. International Journal of Sociology of Language, 2010(202), 7-24. doi:10.1515/ijsl.2010.011

Idris, H. F., Legère, K., & Rosendal, T. (2007). Language policy in selected African countries: Achievements and constraints. In H. Coleman (Ed.), Language and development: Africa and beyond (pp. 27-48). Addis Ababa, Ethiopia: British Council. Retrieved from

Jaffe, A. (1999). Ideologies in action: Language politics on Corsica. Berlin, Germany: Mouton de Gruyter.

Jang, K. S., Si, K. J., & Yun, J. H. (2011). A study of how national English education policies affect communicative language learning for EFL learners in Korea. Seoul, Korea: Korea Institute for Curriculum and Evaluation.

Jeon, M. (2016). English language education policy and the native-speaking English teacher (NET) scheme in Hong Kong. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 91-111). Cham, Switzerland: Springer.

Jessop, B. (2010). Cultural political economy and critical policy studies. Critical Policy Studies, 3, 336–356.

Johnson, D. C. (2013). Language policy. New York, NY: Palgrave MacMillan.

Johnson, R. K. (1983). Language policy in education in Hong Kong. Asian Journal of Public Administration, 5(2), 25-43.

Johnson, R. K. (1983). Language policy in Hong Kong: The Llewellyn report and the medium of instruction. New Horizons, 24, 195-204.

Johnson, R. K. (1994). Language policy and planning in Hong Kong. Annual Review of Applied Linguistics, 14, 177-199.

Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp.11-30). Cambridge, UK: Cambridge University Press.

Kamwangamalu, N.M. (2011). Language planning: Approaches and methods. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 888-904), New York, NY: Routledge.

Kaplan, R.B. (2011). Macro language planning. In E.Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 924-935), New York, NY: Routledge.

Kaplan, R. B., & Baldauf, R. B. (1997). Language planning from practice to theory. Philadelphia, PA: Multilingual Matters.

 

Kaplan, R. B., & Baldauf, R. B. (2008). An ecology perspective on language planning. In A. Creese, P. Martin, & N. H. Hornberger (Eds.), Encyclopedia of language and education (2 ed., Vol. 9, Ecology of language, pp. 41-53). New York, NY: Springer.

Kaske, E. (2008). The politics of language in Chinese education: 1895-1919. Leiden, The Netherlands: Brill Publishers.

Kaur, A., Young, D., & Kirkpatrick, R. (2016). English education policy in Thailand: Why the poor results?. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 345-361). Cham, Switzerland: Springer.

Kheng, C.C.S. & Baldauf, R.B. Jr. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936-951), New York, NY: Routledge.

Kheng, C.C.S. & Baldauf, R.B. Jr. (2011). Global language: (De)colonisation in the new era. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 952-969), New York, NY: Routledge.

Kirkpatrick, R. (Ed.) (2016), English language education policy in Asia. Cham, Switzerland: Springer.

Kirkpatrick, R., & Bui, T. T. N., (2016). Introduction: The challenges for English education policies in Asia. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 1-23). Cham, Switzerland: Springer.

Kobayashi, Y. (2007). TEFL policy as part of stratified Japan and beyond. TESOL Quarterly, 41(3), 566-571.

Kowalski, T. J. (1988). The organization and planning of adult education. New York, NY: SUNY Press.

Kramer-Dahl, A. (2003). Reading the “Singlish Debate”: Construction of a crisis of language standards and language teaching in Singapore. Journal of Language, Identity, and Education, 2(3), 159-190.

Kramer-Dahl, A. (2007). Teaching English language in Singapore after 2001: A case of change in progress. In V. Vaish, S. Gopinathan & Y. Liu (Eds.), Language, capita, culture: Critical studies of language and education in Singapore (pp. 47-72). Rotterdam, The Netherlands: Sense Publishers.

Kroskrity, P. (2004). Language ideologies. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 49-517). Malden, MA: Blackwell.

Kvietok, F. (2011). Interpreting and implementing interculturality: EIB educators and in-service teacher training programs. Working Papers in Educational Linguistics, 26(1), 53-80.

Kwo, O., & Bray, M. (1987). Language and English in Hong Kong: New policies but unresolved problems. RELC Journal, 18(1), 98-108.

La Fontaine, F. (1998). The effects of a continual enrollment policy on classroom dynamics. In J. C. Richards (Ed.), Teaching in action: Case studies from second language classrooms (pp. 195-198). Washington, DC: TESOL.

Lam, A.S. (2005). Language education in China: Policy and experience from 1949. Hong Kong, China: Hong Kong University Press.

Leong, P. N. C. (2016). Singapore’s English-knowing bilingual policy: A critical evaluation. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 265-280). Cham, Switzerland: Springer.

Liddicoat, A.J. (2005). Corpus planning: Syllabus and materials development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 993-1011). Mahwah, NJ: Lawrence Erlbaum Associates.

Limerick, N. (2011). Political organization and texts: Legislative developments in Ecuador. Working Papers in Educational Linguistics, 26(1), 81-99.

Lin, A., & Martin, P. (Eds.). (2005). Decolonization, globalization: Language-in-education policy and practice. Clevedon, UK: Multilingual Matters.

Link, H. (2011). Hola means hello: The intersection of language ideologies and language policies in a school of the new Latino diaspora. Working Papers in Educational Linguistics, 26(1), 101-120.

Linton, A. (2009). Language politics and policy in the United States: Implications for the immigration debate. International Journal of the Sociology of Language, 199, 9-37.

Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. Modern Language Journal, 91(4), 645–55.

Liu, C. C. (1989). Multilingual development and language planning in Hong Kong. The Linguist, 28(6), 200-203.

Lo Bianco, J. (2002). Real world language politics and policy. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 8-27). Monterey, CA: Monterey Institute of International Studies.

Lord, R. (1987). Language policy and planning in Hong Kong: Past, present and (especially) future. In R. Lord & H. Cheng (Eds.), Language education in Hong Kong (3-26). Hong Kong: Chinese University Press.

Loring, A. (2012-2013). The meaning of citizenship: Tests, policy, and English proficiency. The CATESOL Journal, 24(1), 198-219.

Macalister, J. (2016). English language education policy in Timor-Leste. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 333-343). Cham, Switzerland: Springer.

Maher, J. C. (2002). Language policy for multicultural Japan: Establishing the new paradigm. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 164-180). Monterey, CA: Monterey Institute of International Studies.

Mair, V. (2004). Foreward. In M. Zhou, & H. Sun (Eds.), Language policy in the People’s Republic of China: Theory and practice since 1949. London, UK: Kluwer Academic Publishers.

Makoni, S., Dube, B., & Mashiri, P. (2006). Zimbabwe colonial and post-colonial language policy and planning practices. Current Issues in Language Planning, 7, 377-414.

Makoni, B., Makoni, S., & Mashiri, P. (2007). Naming practices and language planning in Zimbabwe. Current Issues in Language Planning, 8, 437-467.

Makoni, B., Makoni, S., & Nyika, N. (2009). Language planning from below: The case of the Tonga in Zimbabwe. Current Issues in Language Planning, 9, 413-439.

Makoni, B., Makoni, S., & Pfukwa, C. (2010). Language planning, language ideology and entextualization: War naming practices. Names, 58(4), 197-208.

Makoni, S., Makoni, B., & Rosenberg, A. (2010). The wordy worlds of popular music in eastern and southern Africa: Possible implications for language-in-education policy. Journal of Language, Identity, and Education, 9(1), 1-16.

Manan, S. A., David, M. K., & Dumanig, F. P. (2016). English language teaching in Pakistan: Language policies, delusions and solutions. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 219-244). Cham, Switzerland: Springer.

Mardunio, M. R., Martin, I. P., & Plata, S. M. (2016). English language education in the Philippines: Policies, problems, and prospects. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 245-264). Cham, Switzerland: Springer.

Martin, I. (2007). Some remarks on post-1990 English language teaching policy in Cuba. TESOL Quarterly, 41(3), 551-557.

May, S. (2005). Language policy and minority language rights. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1055-1073). Mahwah, NJ: Lawrence Erlbaum Associates.

May, S. (2008). Language and minority rights. New York, NY: Routledge.

McGroarty, M. (2002). Evolving influences on educational language policies. In J. Tollefson (Ed.), Language policies in education: Critical issues (pp. 17-36). Mahwah, NJ: Lawrence Erlbaum Associates.

McGroarty, M. (2006). Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy, 5(1), 3-13.

McGroarty, M. (2008). The political matrix of linguistic ideologies. In B. Spolsky & F. Hult (Eds.), Handbook of educational linguistics (pp. 98-112). Malden, MA: Blackwell.

McGroarty, M. (2010). Language and ideologies. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 217-239). Clevedon, UK: Multilingual Matters.

Medgyes, P. (2005). World-language: Foreign language policy in Hungary. In P. Bruthiaux, D. Atkinson, W. Eggington, W. Grabe & V. Ramanathan (Eds.), Directions in applied linguistics (pp. 264-278). Clevedon, England: Multilingual Matters.

Miliander, J., & Trebbi, T. (2011). Introduction. In J. Miliander & T. Trebbi (Eds.), Educational policies and language learner autonomy in schools: A new direction in language education? (pp. 2-5). Dublin, Ireland: Authentik.

Ministry of Education. (2001). English language syllabus 2001 for primary and secondary school. Singapore: Curriculum Planning and Development Division, Ministry of Education.

Moore, H. (2007). Non-language policies and ESL: Some connections. TESOL Quarterly, 41(3), 573-583.

Myskow, G., Underwood, P., & Hattori, T. (2012). EFL writing in Japan: Theory, policy and practice. Osaka, Japan: Media Land.

National Population Secretariat. (2008). Media release, 26 Sep 2008: State of the population. Retrieved from

Nekvapil, J. (2011). The history and theory of language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 871-887), New York, NY: Routledge.

Nunan, D. (2002). The impact of English as a global language: Policy and planning in Greater China. Hong Kong Journal of Applied Linguistics, 7(1), 1-15.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613.

Omoniyi, T. (2007). Alternative contexts of language policy and planning in Sub-Saharan Africa. TESOL Quarterly, 41(3), 533-549.

Orman, J. (2008). Language policy and nation-building in post-Apartheid South Africa. Dordrecht, Netherlands: Springer Netherlands.

Ortega, L. (1999). Language and equality: Ideological and structural constraints in foreign language education in the US. In T. Huebner, & K. A. Davis (Eds.), Sociopolitical perspectives in language policy and planning in the USA (pp. 243-266). Amsterdam, The Netherlands: John Benjamins.

Park, J. S., & Bae, S. (2009). Language ideologies in educational migration: Korean jogi yuhak families in Singapore. Linguistics and Education, 20, 366-377.

Parmar, F. F. (2007). Transforming language policies to make more room: Reflections from a principal of a college in Ahmedabad, Gujarat, India. TESOL Quarterly, 41(3), 557-561.

Pennycook, A. (2000). Language, ideology and hindsight: Lessons from colonial language policies. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp. 49-66). Amsterdam, The Netherlands: John Benjamins.

Pennycook, A. (2002). Language policy and docile bodies: Hong Kong and governmentality. In J.W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 91-110). London, UK: Routledge.

Pennycook, A. (2004). Language policy and the ecological turn. Language Policy, 3(3), 213-239.

Pennycook, A. (2006). Postmodernism in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 60-77). Malden, MA: Blackwell.

Phillipson, R. (2003). English-only Europe? Challenging language policy. London, UK: Routledge.

Phyak, P. (2016). Local-global tension in the ideological construction of English language education policy in Nepal. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 199-217). Cham, Switzerland: Springer.

Polsky, B. S. (2002). Heritage languages and national security: An ecological view. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 103-114). Monterey, CA: Monterey Institute of International Studies.

Qixin, H. (2002). English language education in China. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 225-231). Monterey, CA: Monterey Institute of International Studies.

Ramanathan, V. (2005). The English-Vernacular divide: Postcolonial language politics and practice. Clevedon, UK: Multilingual Matters.

Ramanathan, H. (2016). English education policy in India. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 113-126). Cham, Switzerland: Springer.

Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. TESOL Quarterly, 41(3), 447-463.

Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4, 196-213.

Ricento, T. (Ed.). (2000). Ideology, politics, and language policies: Focus on English. Amsterdam, The Netherlands: John Benjamins.

Ricento, T. (2006). Language policy: Theory and practice: An introduction. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 10-24). Malden, MA: Blackwell.

Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401-427. 

Rivers, D. J. (2011). Strategies and struggles in the ELT classroom: Language policy, learner autonomy, and innovative practice. Language Awareness, 20(1), 31-43. DOI:10.1080/09658416.2010.537343

Romero-Little, M. E., McCarty, T. L., Warhol, L., & Zepeda, O. (2007). Language policies in practice: Preliminary findings from a large-scale study of Native American language shift. TESOL Quarterly, 41(3), 607-618.

Rubdy, R. (2001). Creative destruction: Singapore’s Speak Good English Movement. World Englishes, 20(3), 341-355.

Ruiz, R. (1990). Official languages and language planning. In K. Adams & D. Brink (Eds.), Perspectives on official English: The campaign for English as the official language of the USA (pp. 11-26). Berlin, Germany: Mouton de Gruyter.

Schiffman, H. F. (1996). Linguistic culture and language policy. New York, NY: Routledge.

Schmidt., R. (2006). Political theory and language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 95-110). Malden, MA: Blackwell.

Schmidt, R. (2008). National language policy or a framework for a national language education policy? Modern Language Journal, 92, 621-623.

Schneer, D. (2007). (Inter)nationalism and English textbooks endorsed by the Ministry of Education in Japan. TESOL Quarterly, 41(3), 600-607.

Seargeant, P. (2008). Ideologies of English in Japan: The perspective of policy and pedagogy. Language Policy, 7, 121-142.

Shek, C., Johnson, R. K., & Law, E. (1991). Survey of the language policy and practice in 193 Hong Kong secondary schools. New Horizons, 32, 1-10.

Shohamy, E. (2001). The power of tests: A critical perspective of the uses of language tests. Singapore: Longman.

Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge.

Silver, R. E. (2005). The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy, 4, 47-66.

Silver, R. E., & Skuja-Steele, R. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4, 107-128.

Silverstein, M. (1998). Monoglot ‘standard’ in America: Standardization and metaphors of linguistic hegemony. In D. Brennis & R. H. S. Macaulay (Eds.), The matrix of language: Contemporary linguistic anthropology (pp. 284-306). Boulder, CO: Westview Press.

Simmons, A. B. (1999a). Economic integration and designer immigrants: Canadian policy in the 1990s. In M. Castro (Ed.), Free markets, open societies, closed borders? Trends in international migration and immigration policy in the Americas (pp. 53-69). Miami, FL: North-South Press.

Simmons, A. B. (1999b). Immigration policy: Imagined futures. In. S. Halli & L. Driedger (Eds.), Immigrant Canada: Demographic, economic, and social challenges (pp. 31–50). Toronto, Canada: University of Toronto Press.

Smith, L. E. (1988). Language spread and issues of intelligibility. In P. Lowenberg (Ed.), Language spread and language policy: Issues, implications, and case studies (Georgetown University Roundtable on Languages and Linguistics 1987) (pp. 265-282). Washington, DC: Georgetown University Press.

Spolsky, B. (2007). Towards a theory of language policy. Working Papers in Educational Linguistics, 22(1), 1-14.

Spolsky, B. (2009). Language management. Cambridge, UK: Cambridge University Press.

Stritikus, T. (2002). Immigrant children and the politics of English-only. New York, NY: LFB Scholarly Publishing LLC.

Stroud, C., & Wee, L. (2007). Consuming identities: Language planning and policy in Singaporean late modernity. Language Policy, 6, 253-279.

Stull, G. C. (2012). Language, borders, and education: Language policy and the making of New Mexico and Arizona. Working Papers in Educational Linguistics, 27(1), 19-27.

Tam, P. T. K. (1986). The impact of governmental and institutional language policy and practices on the individual’s choice of the instructional medium in schools in Hong Kong. Hong Kong Educational Research Journal, 1, 35-40.

Tan, C. (2006). Change and continuity: Chinese language policy in Singapore. Language Policy, 5(1), 41-62.

Thomas, C. A. (2008). Bridging the gap between theory and practice: Language policy in multilingual organisations. Language Awareness, 17(4), 307-325.

Thong, T. (1985). Language planning and language policy of Cambodia. In D. Bradley (Ed.), Papers in South-East Asian linguistics No. 9: Language policy, language planning and sociolinguistics in South-East Asia. Canberra: Pacific Linguistics.

Tollefson, J. W. (1991). Planning language, planning inequality: Language policy in the community. New York, NY: Longman.

Tollefson, J. W. (2006). Critical theory in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 42-59). Malden, MA: Blackwell.

Trim, J. L. M. (2002). Foreign language policies in Europe, with special reference to the roles of the Council of Europe and the European Union. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 182-193). Monterey, CA: Monterey Institute of International Studies.

T’sou, B. (1994). Language planning issues raised by English in Hong Kong: Pre- and post-1997. In T. Kandiah & J. Kwan-Terry (Eds.), English and language planning: A Southeast Asian contribution (pp. 197-217). Singapore: National University of Singapore, Centre for Advanced Studies.

Tsui, A. B. M., & Tollefson, J. W. (2004). The centrality of medium-of-instruction policy in soiopolitical processes. In J. W. Tollefson & A. B. M. Tsui (Eds.), Medium of instruction policies: Which agenda? Whose agenda? (pp. 1-19). Mahwah, NJ: Lawrence Erlbaum Associates.

Tupas, T. R. F. (2001). Global politics and the Englishes of the world. In J. Cotterill & A. Ife (Eds.), Language across boundaries (pp. 81-98). London, UK: British Association for Applied Linguistics in association with Continuum.

van Els, T. (2005). Status planning for learning and teaching. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 971-991). Mahwah, NJ: Lawrence Erlbaum Associates.

Walinsky, H. (2002). Meeting current and future language needs of the German public sector, with special emphasis on defense. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 91-102). Monterey, CA: Monterey Institute of International Studies.

Walisundara, D. C., & Hettiarachchi, S. (2016). English language policy and planning in Sri Lanka: A critical overview. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 301-332). Cham, Switzerland: Springer.

Wan, D. (2014). The history of language planning and reform in China: A critical perspective. Working Papers in Educational Linguistics, 29(2), 65-79.

Wee, L. (2003). Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development, 24(3), 211-224.

Wee, L. (2005). Intra-language discrimination and linguistic human rights: The case of Singlish. Applied Linguistics, 26, 48-69.

Wee, L. (2006). The semiotics of language ideologies in Singapore. Journal of Sociolinguistics, 10(3), 344-361.

Wee, L. (2010). ‘Burdens’ and ‘handicaps’ in Singapore’s language policy: On the limits of language management. Language Policy, 9, 97-114.

Weedon, C. (1987). Feminist practice and poststructuralist theory. London, UK: Basil Blackwell.

Widodo, H. P. (2016) Language policy in practice: Reframing the English language curriculum in the Indonesian secondary education sector. In R. Kirkpatrick (Ed.), English language education policy in Asia (pp. 127-151). Cham, Switzerland: Springer.

Wiley, T. (2000). Continuity and change in the function of language ideologies in the

United States. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp.67-86). Amsterdam, The Netherlands: John Benjamins.

Wiley, T. G. (2004). Language policy and English only. In E. Finnegan & J. R. Rickford (Eds.), Language in the USA: Perspectives for the twenty-first century (pp. 319-338). Cambridge, UK: Cambridge University Press.

Wiley, T.G. (2006). The lessons of historical investigation: Implications for the study of language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 10-24). Malden, MA: Wiley.

Willinsky, J. (1984). Well-tempered tongue: The Politics of Standard English in the high school. New York, NY: Peter Lang.

Winer, L. (2007). No ESL in English schools: Language policy in Quebec and implications for TESL teacher education. TESOL Quarterly, 41(3), 489-508.

Woolard, K. (1998). Introduction: Language ideology as a field of inquiry. In B. Schieffelin, K. Woolard & P. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 3-47). New York, NY: Oxford University Press.

Wortham, S. (2001). Language ideology and educational research. Linguistics and Education, 12, 253-259.

Yau, M. S. (1989). The controversy over teaching medium in Hong Kong: An analysis of a language policy. Journal of Multilingual and Multicultural Development, 10(4), 279-295.

Yoshida, K. (2002). Fish bowl, open seas and the teaching of English in Japan. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 194-205). Monterey, CA: Monterey Institute of International Studies.

Zappa-Hollman, S. (2007). EFL in Argentina’s schools: Teachers’ perspectives on policy changes and instruction. TESOL Quarterly, 41(3), 618-625.

Zhao, S. (2011). Actors in language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 905-923), New York, NY: Routledge.

Zhou, M. (2000). Language policy and illiteracy in ethnic minority communities in China. Journal of Multilingual and Multicultural Development, 21(2), 129-148.

Zhou, M., & Sun, H. (Eds.). (2004). Language policy in the People’s Republic of China: Theory and practice since 1949. Norwell, MA: Springer.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download