Macro-language planning for multilingual education: focus on programmes and provision

• Autores: Kerry Taylor-Leech, Antony J. Liddicoat
• Localización: Current issues in language planning, ISSN 1466-4208, Vol. 15, Nº. 4, 2014 (Ejemplar dedicado a: Special Issue: Multilingual education: Programs and provision), págs. 353-360
• Idioma: inglés
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• Resumen

  • This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can either fail to recognise diverse ethnolinguistic identities or work to acknowledge them. Three common themes in language planning for multilingual education can be identified from the contributions: (i) top-down definitions of what counts as mother tongue can have both intended and unintended outcomes; (ii) language-as-problem responses to linguistic diversity can work to reinforce social exclusion; and (iii) the acknowledgement of diversity and minority language rights needs to flow through from statements of intent to on-the-ground implementation if they are to become a reality.