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Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
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43 |
Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
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The language(s) of HE: EMI and/or ELF and/or Multilingualism?
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Micro-language planning for multilingual education: Agency in local contexts
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One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
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Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
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Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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Macro-language planning for multilingual education: Focus on programmes and provision
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Abstract:
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. ; Arts, Education & Law Group, School of Education and Professional Studies ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1080/14664208.2014.927956 http://hdl.handle.net/10072/63324
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Lingua francas as languages of education: implications for other languages
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How much input do you need to learn the most frequent 9,000 words?
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Language teaching for European citizenship: insights for teacher education
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Scaffolding essay writing skills for accounting students: a collaboration
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Oral communication skills for development for Pharmacy students: a shared space
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Learning from OzCLO, the Australian Computational and Linguistics Olympiad
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Bilingual language sample analysis: Considerations and technological advances
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Lexical-semantic representation in bilingual aphasia: Findings from semantic priming and cognate repetition priming
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Impact of Rhythm on Vietnamese Adult EFL Learners Intelligibility in Term of Mid-level Tone
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The functions of self-initiated self-repair in the second language Chinese classroom
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