<br><br><div class="gmail_quote">Forwarded From: <span dir="ltr"><<a href="mailto:lpren@caltalk.cal.org">lpren@caltalk.cal.org</a>></span><br>Date: Thu, Oct 11, 2012 at 5:30 PM<br><br>Current Issues in Language Planning Second Call for Papers<br>
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<p class="MsoNormal"><span style="font-size:10.0pt">Current Issues in Language Planning Journal is announcing a Call for Papers for a forthcoming issue on “<b>Language planning and multilingual education</b>”.</span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt">The editors for this issue are Kerry Taylor-Leech <<a href="mailto:k.taylor-leech@griffith.edu.au" target="_blank">k.taylor-leech@griffith.edu.au</a>>
and Tony Liddicoat <<a href="mailto:Tony.Liddicoat@unisa.edu.au" target="_blank">Tony.Liddicoat@unisa.edu.au</a>>. Please submit proposals to Kerry Taylor-Leech. It is anticipated that papers will be published in 2014.</span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt">The deadline for receipt of abstracts is 5 November, 2012.</span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt">The deadline for receipt of the final paper is 31 May, 2013.</span><u></u><u></u></p>
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<p class="MsoNormal"><span style="font-size:10.0pt">Rapid globalisation and mass migration have ensured that ethnic, religious, linguistic and cultural diversity now characterises most societies; in
fact only a handful can be described as ethnolinguistically homogenous. Many societies can now be characterised by the phenomenon known as super-diversity (Vertovec, 2007), a term describing a scale of transnational migration, sociocultural complexity and
ethnolinguistic identification that has never been seen before. </span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt"> Yet relatively few language education policies have attempted to accommodate multilingualism. Despite research evidence pointing to the social and
cognitive benefits that accrue from multilingualism, most language education policies are oriented towards standard languages and tend to serve the interests of dominant groups rather than those of minorities. In post-colonial contexts, most policies have
focused on the promotion of proficiency in the former colonial language(s) and/or a dominant local lingua franca in formal schooling.</span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt"> Recent overviews of the field emphasise the distinction between macro, meso and micro level planning activities and stress the importance of human
agency in language policymaking and planning. Others distinguish between top-down to bottom-up planning. This special issue hopes to bring together contributions from researchers in different geographic and linguistic contexts to explore how various actors
have responded to linguistic diversity in education at macro, meso or micro levels and from top down or bottom up perspectives.
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<p class="MsoNormal"><span style="font-size:10.0pt"> We invite papers that discuss language policy and planning responses to multilingualism in different educational settings. Contributions that make
critical evaluations of language policy and its implementation in any sector of education in any part of the world are welcome, as are papers that deal with standard, non-standard, heritage, indigenous, community and immigrant languages, minority and/or contact
languages in education. Topics may include but are not limited to the following:</span><u></u><u></u></p>
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<span style="font-size:10.0pt">Education policy and planning approaches to language maintenance and the promotion of multilingualism.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Policy and planning relating to multilingualism and multiliteracies.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Educational policy and planning in officially multilingual countries and/or regions.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">The consequences of policies privileging dominant language(s) as subjects and/or medium of instruction on multilingual and literacy education.
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<span style="font-size:10.0pt">Intended and unintended consequences of policies for multilingual learners.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Language attitudes and ideologies among policymakers, social actors and stakeholders.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Teachers’ responses to language policy treatments of multilingual learners.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">The educational impacts of medium of instruction policies on multilingual learners.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">The educational impacts of institutional language policies on multilingual learners.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Education for all and other global strategies and their impacts on multilingual learners.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">Multilingual education policy and planning and language rights.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">The role of supra-national organisations in promoting multilingualism in education.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">The policy treatment of minority/ indigenous, community or immigrant languages.</span><u></u><u></u></li></ul>
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<span style="font-size:10.0pt">How actors and agents are taking on the notion of super-diversity in education language planning.</span><u></u><u></u></li></ul>
<p class="MsoNormal"><span style="font-size:10.0pt">Vertovec, Steven. 2007. Super-diversity and its implications.
<i>Ethnic and Racial Studies 30</i>, 6, pp. 1024-1054.</span><u></u><u></u></p>
<p class="MsoNormal"><span style="font-size:10.0pt;color:#888888"> </span><span style="color:#888888"><u></u><u></u></span></p>
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</div><br><br clear="all"><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>