<br><br><div class="gmail_quote">-Forwarded message ----------<br>From: <b class="gmail_sendername"></b> <span dir="ltr"><<a href="mailto:lpren@caltalk.cal.org">lpren@caltalk.cal.org</a>></span><br>Date: Fri, Jul 13, 2012 at 12:28 PM<br>
<br>Current Issues in Language Planning Journal - Themed Issue: Call for papers<br><br><br><br>
<div link="blue" vlink="purple" lang="EN-US"><p> </p>
<p>AILA Research Network on Language Policy<br>
***********************************</p>
<div>
<p>Current Issues in Language Planning <u></u><u></u></p>
<p>Call Deadline: 05-Nov-2012<u></u><u></u></p>
<p>Call Information: <br>
Language planning and multilingual education<br>
Editors for this issue: Kerry Taylor-Leech & Tony Liddicoat<u></u><u></u></p>
<p>Rapid globalisation and mass migration have ensured that ethnic, religious, <br>
linguistic and cultural diversity now characterises most societies; in fact only <br>
a handful can be described as ethnolinguistically homogenous. Many <br>
societies can now be characterised by the phenomenon known as super-<br>
diversity (Vertovec, 2007), a term describing a scale of transnational <br>
migration, sociocultural complexity and ethnolinguistic identification that has <br>
never been seen before. <u></u><u></u></p>
<p>Yet relatively few language education policies have attempted to <br>
accommodate multilingualism. Despite research evidence pointing to social <br>
and cognitive benefits that accrue from multilingualism, most language <br>
education policies are oriented towards standard languages and tend to serve <br>
the interests of dominant groups rather than those of minorities. In post-<br>
colonial contexts, most policies have focused on the promotion of proficiency <br>
in the former colonial language(s) and/or a dominant local lingua franca in <br>
formal schooling.<u></u><u></u></p>
<p>Recent overviews of the field emphasise the distinction between macro, <br>
meso and micro level planning activities and stress the importance of human <br>
agency in language policymaking and planning. Others distinguish between <br>
top-down to bottom-up planning. This special issue hopes to bring together <br>
contributions from researchers in different geographic and linguistic contexts <br>
to explore how various actors have responded to linguistic diversity in <br>
education at macro, meso or micro levels and from top down or bottom up <br>
perspectives. <u></u><u></u></p>
<p>We invite papers that discuss language policy and planning responses to <br>
multilingualism in different educational settings. Contributions that make <br>
critical evaluations of language policy and its implementation in any sector of <br>
education in any part of the world are welcome, as are papers that deal with <br>
standard, non-standard, heritage, indigenous, community and immigrant <br>
languages, minority and/or contact languages in education. Topics may <br>
include but are not limited to:<u></u><u></u></p>
<p>- Education policy and planning approaches to language maintenance and <br>
the promotion of multilingualism<br>
- Policy and planning relating to multilingualism and multiliteracies<br>
- Educational policy and planning in officially multilingual countries and/or <br>
regions<br>
- The consequences of policies privileging dominant language(s) as subjects <br>
and/or medium of instruction on multilingual and literacy education<br>
- Intended and unintended consequences of policies for multilingual learners<br>
- Language attitudes and ideologies among policymakers, social actors and <br>
stakeholders<br>
- Teachers' responses to language policy treatments of multilingual learners<br>
- The educational impacts of medium of instruction policies on multilingual <br>
learners<br>
- The educational impacts of institutional language policies on multilingual <br>
learners<br>
- Education for all and other global strategies and their impacts on <br>
multilingual learners<br>
- Multilingual education policy and planning and language rights<br>
- The role of supra-national organisations in promoting multilingualism in <br>
education.<br>
- The policy treatment of minority/ indigenous, community or immigrant <br>
languages<br>
- How actors and agents are taking on the notion of super-diversity in <br>
education language planning<u></u><u></u></p>
<p>Vertovec, S. 2007. Super-diversity and its implications. Ethnic and Racial <br>
Studies 30, 6, pp. 1024-1054.<u></u><u></u></p>
<p class="MsoNormal">Please submit abstracts (250-300 words) to <a href="mailto:k.taylor-leech@griffith.edu.au" target="_blank">
k.taylor-leech@griffith.edu.au</a><br>
Deadline for abstracts 5 November 2012<br>
Deadline for final paper 31 May 2013<span style="font-size:11.0pt;font-family:"Calibri","sans-serif""><u></u><u></u></span></p>
</div>
<p> </p><br></div></div><br>-- <br>=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>
University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com">haroldfs@gmail.com</a><br>
<a href="http://ccat.sas.upenn.edu/~haroldfs/">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------<br>