[lg policy] Current Issues in Language Planning Second Call for Papers “Language planning and multilingual education”.

[Kerry Taylor-Leech]

*Dear colleagues,*

*Please note and circulate the following call for papers around your
networks. Apologies for cross posting.
*

*
*

*Current Issues in Language Planning Second Call for Papers *



Current Issues in Language Planning Journal is announcing a Call for Papers
for a forthcoming issue on “*Language planning and multilingual education*”.
**

The editors for this issue are Kerry Taylor-Leech <
k.taylor-leech at griffith.edu.au> and Tony Liddicoat <
Tony.Liddicoat at unisa.edu.au>. Please submit proposals to Kerry
Taylor-Leech. It is anticipated that papers will be published in 2014.

The deadline for receipt of abstracts is 5 November, 2012.

The deadline for receipt of the final paper is 31 May, 2013.


   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.

 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.

 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.

 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:

   - Education policy and planning approaches to language maintenance and
   the promotion of multilingualism.


   - Policy and planning relating to multilingualism and multiliteracies.


   - Educational policy and planning in officially multilingual countries
   and/or regions.


   - The consequences of policies privileging dominant language(s) as
   subjects and/or medium of instruction on multilingual and literacy
   education.


   - Intended and unintended consequences of policies for multilingual
   learners.


   - Language attitudes and ideologies among policymakers, social actors
   and stakeholders.


   - Teachers’ responses to language policy treatments of multilingual
   learners.


   - The educational impacts of medium of instruction policies on
   multilingual learners.


   - The educational impacts of institutional language policies on
   multilingual learners.


   - Education for all and other global strategies and their impacts on
   multilingual learners.


   - Multilingual education policy and planning and language rights.


   - The role of supra-national organisations in promoting multilingualism
   in education.


   - The policy treatment of minority/ indigenous, community or immigrant
   languages.


   - How actors and agents are taking on the notion of super-diversity in
   education language planning.

**Vertovec, Steven. 2007. Super-diversity and its implications. *Ethnic and
Racial Studies 30*, 6, pp. 1024-1054.





-- 
Kerry

Dr Kerry Taylor-Leech |
Lecturer in Applied Linguistics/TESOL |
School of Education and Professional Studies | Griffith University |
176 Messines Ridge Rd, Queensland 4122 | Australia

PH +61 (0)7 3735 5860 |
FAX +61 (0)7 3735 5991 |
EMAIL k.taylor-leech at griffith.edu.au
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