The International Research Foundation

The International Research Foundation for English Language EducationLANGUAGE PLANNING AND LANGUAGE POLICY: SELECTED REFERENCES (last updated 15 August 2012)Alexander, N. (2002). Linguistic rights, language planning and democracy in post-apartheid South Africa. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 116-129). Monterey, CA: Monterey Institute of International Studies. Alidou, H., & Jung, I. (2002). Education language policies in Francophone Africa: What have we learned from field experiences? In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 59-73). Monterey, CA: Monterey Institute of International Studies. Archibald, J. (2002). Immigrant integration: The ongoing process of reform in France and Quebec. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 30-58). Monterey, CA: Monterey Institute of International Studies. Blommaert, J. (1999). State ideology and language in Tanzania. Cologne, Germany: Rüdiger Köppe. Blommaert, J. (2006). Language policy and national identity. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 238-254). Oxford, UK: Blackwell.Blommaert, J. (2009). A market of accents. Language Policy, 8, 243-259. Blommaert, J., Kelly-Holmes, H., Lane, P., Leppänen, S., Moriarty, M., Pietikänen, S., & Piirainen-Marsh, A. (2009). Media, multilingualism and language policing: An introduction. Language Policy, 8, 203-207. Brecht, R. D., & Rivers, W. P. (2002). The language crisis in the United States: Language, national security and the federal role. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 76-90). Monterey, CA: Monterey Institute of International Studies. Canagarajah, S. (2005). (Ed.). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.Canagarajah, S. (2006). Ethnographic methods in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 153-170). Oxford, UK: Blackwell.Chandrasegaran, A. (2005). A success story: English language teaching in Singapore. In G. Braine (Ed.), Teaching English to the world: History, curriculum, and practice (pp. 135- 145). Mahwah, NJ: Lawrence Erlbaum. 1 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationChang, B. (2009). Korea’s English education policy innovations to lead the nation into the globalized world. Pan-Pacific Association of Applied Linguistics, 13(1), 83-97.Chew, P. G. L. (2007). Remaking Singapore: Language, culture, and identity in a globalized world. In A. B. M. Tsui & J. W. Tollefson (Eds.), Language policy, culture, and identity in Asian contexts (pp. 79-93). Mahwah, NJ: Lawrence Erlbaum.Chua, C. S. K. (2006). Singaporean education planning: Moving from the macro to the micro. Current Issues in Language Planning, 7(2&3), 214-229. Corson, D. (1999). Language policy in schools: A resource for teachers and administrators. Mahwah, NJ: Lawrence Erlbaum. Daoud, M. (2002). Language policy and planning in Tunisia: Accommodating language rivalry. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 206-224). Monterey, CA: Monterey Institute of International Studies. De Costa, P. I. (2010). Language ideologies and standard English language policy in Singapore: Responses of a 'designer immigrant' student. Language Policy, 9(3), 217-239.Dixon, L. Q. (2009). Assumptions behind Singapore’s language-in-education policy: Implications for language planning and second language acquisition. Language Policy, 8, 117-137. Dumas, G. (2002). Quebec’s language policy: Perceptions and realities. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 152-163). Monterey, CA: Monterey Institute of International Studies. Durrani, M. (2012). Banishing colonial specters: Language ideology and education policy in Pakistan. Working Papers in Educational Linguistics, 27(1), 29-49.Edmonson, J. (2000). America reads: A critical policy analysis. Newark, DE: International Reading Association. Evers, C. (2011). Orthographic policy and planning in Sénégal/Senegal: The détournement of orthographic stereotypes. Working Papers in Educational Linguistics, 26(1), 21-51.Extra, G. (2002). The other languages of multicultural Europe: Perceptions, facts and educational policies. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 130- 151). Monterey, CA: Monterey Institute of International Studies. García, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York, NY: Teachers College Press.2 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationHaskell, C. D. (2002). Language and globalization: Why national policies matter. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 2-7). Monterey, CA: Monterey Institute of International Studies. Hoffman, J. V., & Goodman, Y. M. (Eds.). (2009). Changing literacies for changing times: An historical perspective on the future of reading research, public policy, and classroom practices. New York, NY: Routledge. Hong, L. (2009, August 28). Speak Standard English to maintain competitive edge, says DPM Teo. Channel NewsAsia. Retrieved from http://www.channelnewsasia.com/ stories/singaporelocalnews/view/1001477/1/.html Hornberger, N., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509- 532. Hornberger, N. H., & McKay, S. L. (Eds.). (2010). Sociolinguistics and language education (pp. 3-39). Clevedon, UK: Multilingual Matters. Jaffe, A. (1999). Ideologies in action: Language politics on Corsica. Berlin, Germany: Mouton de Gruyter. Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp.11-30). Cambridge, UK: Cambridge University Press. Kramer-Dahl, A. (2003). Reading the “Singlish Debate”: Construction of a crisis of language standards and language teaching in Singapore. Journal of Language, Identity, and Education, 2(3), 159-190. Kramer-Dahl, A. (2007). Teaching English language in Singapore after 2001: A case of change in progress. In V. Vaish, S. Gopinathan, & Y. Liu (Eds.), Language, capita, culture: Critical studies of language and education in Singapore (pp. 47-72). Rotterdam, The Netherlands: Sense Publishers.Kroskrity, P. (2004). Language ideologies. In A. Duranti (Ed.), A companion to linguistic anthropology (pp. 49-517). Malden, MA: Blackwell.Kvietok, F. (2011). Interpreting and implementing interculturality: EIB educators and in-service teacher training programs. Working Papers in Educational Linguistics, 26(1), 53-80.3 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationLimerick, N. (2011). Political organization and texts: Legislative developments in Ecuador. Working Papers in Educational Linguistics, 26(1), 81-99.Lin, A., & Martin, P. (Eds.). (2005). Decolonization, globalization: Language-in-education policy and practice. Clevedon, UK: Multilingual Matters. Link, H. (2011). Hola means hello: The intersection of language ideologies and language policies in a school of the new Latino diaspora. Working Papers in Educational Linguistics, 26(1), 101-120.Linton, A. (2009). Language politics and policy in the United States: Implications for the immigration debate. International Journal of the Sociology of Language, 199, 9-37. Lo Bianco, J. (2002). Real world language politics and policy. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 8-27). Monterey, CA: Monterey Institute of International Studies. Maher, J. C. (2002). Language policy for multicultural Japan: Establishing the new paradigm. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 164-180). Monterey, CA: Monterey Institute of International Studies. May, S. (2008). Language and minority rights. New York, NY: Routledge. McGroarty, M. (2008). The political matrix of linguistic ideologies. In B. Spolsky & F. Hult (Ed s.), Handbook of educational linguistics (pp. 98-112). Malden, MA: Blackwell.McGroarty, M. (2010). Language and ideologies. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 217-239). Clevedon, UK: Multilingual Matters. Ministry of Education. (2001). English language syllabus 2001 for primary and secondary school. Singapore: Curriculum Planning and Development Division, Ministry of Education. National Population Secretariat. (2008). Media release, 26 Sep 2008: State of the population. Retrieved from https://www.nptd.gov.sg/content/NPTD/news/_jcr_content/par_content/download_7/file.r es/WoG%20media%20release_20080925%20%28For%20NPS%29.pdf Nunan, D. (2002). The impact of English as a global language: Policy and planning in Greater China. Hong Kong Journal of Applied Linguistics, 7(1), 1-15. Nunan, D. (2003). The impact of English as a global language on educational policies and practic es in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589-613. 4 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationPark, J. S., & Bae, S. (2009). Language ideologies in educational migration: Korean jogi yuhak families in Singapore. Linguistics and Education, 20, 366-377.Pennycook, A. (2000). Language, ideology and hindsight: Lessons from colonial language policies. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp. 49-66). Amsterdam, The Netherlands: John Benjamins. Pennycook, A. (2006). Postmodernism in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 60-77). Malden, MA: Blackwell.Polsky, B. S. (2002). Heritage languages and national security: An ecological view. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 103-114). Monterey, CA: Monterey Institute of International Studies. Qixin, H. (2002). English language education in China. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 225-231). Monterey, CA: Monterey Institute of International Studies. Ramanathan, V. (2005). The English-Vernacular divide: Postcolonial language politics and practice. Clevedon, UK: Multilingual Matters. Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. TESOL Quarterly, 41(3), 447-463. Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4, 196-213. Ricento, T. (Ed.). (2000). Ideology, politics, and language policies: Focus on English. Amsterdam, The Netherlands: John Benjamins.Ricento, T. (2006). Language policy: Theory and practice: An introduction. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 10-24). Malden, MA: Blackwell.Rubdy, R. (2001). Creative destruction: Singapore’s Speak Good English Movement. World Englishes, 20(3), 341-355. Ruiz, R. (1990). Official languages and language planning. In K. Adams & D. Brink (Eds.), Perspectives on official English: The campaign for English as the official language of the USA (pp. 11-26). Berlin, Germany: Mouton de Gruyter. Schmidt Sr., R. (2006). Political theory and language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 95-110). Malden, MA: Blackwell. 5 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationSeargeant, P. (2008). Ideologies of English in Japan: The perspective of policy and pedagogy. Language Policy, 7, 121-142. Shohamy, E. (2001). The power of tests: A critical perspective of the uses of language tests. Singapore: Longman. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge. Silver, R. E. (2005). The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy, 4, 47-66.Silver, R. E., & Skuja-Steele, R. (2005). Priorities in English language education policy and classroom implementation. Language Policy, 4, 107-128. Silverstein, M. (1998). Monoglot ‘standard’ in America: Standardization and metaphors of linguistic hegemony. In D. Brennis & R. H. S. Macaulay (Eds.), The matrix of language: Contemporary linguistic anthropology (pp. 284-306). Boulder, CO: Westview Press. Simmons, A. B. (1999). Economic integration and designer immigrants: Canadian policy in the 1990s. In M. Castro (Ed.), Free markets, open societies, closed borders? Trends in international migration and immigration policy in the Americas (pp. 53-69). Miami, FL: North-South Press.Smith, L. E. (1988). Language spread and issues of intelligibility. In P. Lowenberg (Ed.), Language spread and language policy: Issues, implications, and case studies (Georgetown University Roundtable on Languages and Linguistics 1987) (pp. 265-282). Washington, DC: Georgetown University Press.Spolsky, B. (2009). Language management. Cambridge, UK: Cambridge University Press. Stritikus, T. (2002). Immigrant children and the politics of English-only. New York, NY: LFB Scholarly Publishing LLC.Stroud, C., & Wee, L. (2007). Consuming identities: Language planning and policy in Singaporean late modernity. Language Policy, 6, 253-279.Stull, G. C. (2012). Language, borders, and education: Language policy and the making of New Mexico and Arizona. Working Papers in Educational Linguistics, 27(1), 19-27.Tan, C. (2006). Change and continuity: Chinese language policy in Singapore. Language Policy, 5(1), 41-62. 6 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationTollefson, J. W. (2006). Critical theory in language policy. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 42-59). Malden, MA: Blackwell.Trim, J. L. M. (2002). Foreign language policies in Europe, with special reference to the roles of the Council of Europe and the European Union. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 182-193). Monterey, CA: Monterey Institute of International Studies. Tupas, T. R. F. (2001). Global politics and the Englishes of the world. In J. Cotterill & A. Ife (Eds.), Language across boundaries (pp. 81-98). London, UK: British Association for Applied Linguistics in association with Continuum.Walinsky, H. (2002). Meeting current and future language needs of the German public sector, with special emphasis on defense. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 91-102). Monterey, CA: Monterey Institute of International Studies. Wee, L. (2003). Linguistic instrumentalism in Singapore. Journal of Multilingual and Multicultural Development, 24(3), 211-224.Wee, L. (2005). Intra-language discrimination and linguistic human rights: The case of Singlish. Applied Linguistics, 26, 48-69. Wee, L. (2006). The semiotics of language ideologies in Singapore. Journal of Sociolinguistics, 10(3), 344-361. Wee, L. (2010). ‘Burdens’ and ‘handicaps’ in Singapore’s language policy: On the limits of language management. Language Policy, 9, 97-114. Weedon, C. (1987). Feminist practice and poststructuralist theory. London, UK: Basil Blackwell. Wiley, T. (2000). Continuity and change in the function of language ideologies in the United States. In T. Ricento (Ed.), Ideology, politics, and language policies: Focus on English (pp.67-86). Amsterdam, The Netherlands: John Benjamins.Willinsky, J. (1984). Well-tempered tongue: The Politics of Standard English in the high school. New York, NY: Peter Lang.Woolard, K. (1998). Introduction: Language ideology as a field of inquiry. In B. Schieffelin, K. Woolard & P. Kroskrity (Eds.), Language ideologies: Practice and theory (pp. 3-47). New York, NY: Oxford University Press. Wortham, S. (2001). Language ideology and educational research. Linguistics and Education, 12, 253-259.7 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected] The International Research Foundation for English Language EducationYoshida, K. (2002). Fish bowl, open seas and the teaching of English in Japan. In S. J. Baker (Ed.), Language policy: Lessons from global models (pp. 194-205). Monterey, CA: Monterey Institute of International Studies. 8 177 Webster St., #220, Monterey, CA 93940 USA Web: www.tirfonline.org / Email: [email protected]

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