Language Planning in Education

Language Planning in Education

Language Planning in Education

Language Planning in Education


This book is one volume in a series on applied linguistics and it is natural, therefore, that the subject matter – language planning and language policy – is approached from an applied linguistics perspective, meaning that educational concerns and the relationships of language planning to education feature prominently.

The book has been written at the level of an advanced introduction and thus assumes some prior acquaintance with basic sociolinguistic concepts. In other respects, however, it is intended to be widely accessible, and a potential basis, therefore, for MA-level courses in language planning (LP) or for research work by those pursuing particular interests. The contents will also be of interest more generally to applied linguists, language teachers and educational policy-makers.

As others have remarked before, language planning/language policy is an interdisciplinary field with a very wide scope, geographically as well as conceptually. It is difficult, therefore, for any one volume to encompass more than a small proportion of the issues and sites that could potentially be considered, and this work is no exception. Thus, while we have included examples of LP activity from a variety of geographical locations – in Europe, North America, Africa, and Asia – there are inevitably omissions: little will be found here on Latin America or the Arab world, for example.

Similarly, there are omissions regarding the range of issues addressed, an example being the absence of any detailed discussion of normative theories of language rights. That said, the book does engage, as outlined below, with a number of themes many would see as central to contemporary LP and education.


The first two chapters provide overviews respectively of the development of LP over the past fifty years or so, and of key concepts in the practice of LP. This sets the scene for the following two chapters (Chapters 3 and 4) which discuss LP/policy with respect to immigrant and autochthonous minorities.

In Chapter 3, the focus is on the educational and political dimensions of bilingual education for linguistic minorities in the United States. One reason for focusing so specifically on the USA is that there are few other settings, with the possible . . .

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