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This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2) "English and East Timor" (Roslyn Appleby); (3) "Partnership in Initial Teacher Education" (Bao Kham and Phan Thi Bich Ngoc); (4) "Indigenous Languages for Development: The Philippine Experience" (Nestor Castro); (5) "Building Institutional Capacity" (Suos Man and Sok Luong Chan); (6) "International Languages in Education in Developing Countries: Implications for Cambodia" (Thomas Clayton); (7) "Evaluating Development Programs: Time to Watch Our Language" (Hywel Coleman); (8) "Making the Cap Fit: Culture in Higher Education Reform" (Jacqueline Dyer); (9) "Language Policy, Literacy Development, and Book Sector Development" (Martin Ferns); (10) "Gender, Language and Power in Community-Based Programs" (Lilliana Hajncl and Barbara Fitzgerald); (11) "Language in Development: The Open Society Institute" (Robert Hausmann); (12) "Language, Textbooks and Perspectives on Social Harmony in Sri Lanka" (David Hayes); (13) "Multilingual Literacy Development: Success in a Difficult Environment" (Margaret Hill); (14) "In the Field: Inter-Cultural Communication through Radio and Other Media" (Kaz Janoski and Monica Janoski); (15) "Language, Development and Political Correctness" (Psyche Kenett); (16) "Vernacular Literacy in Community Development: The Chong of Thailand" (Kimmo Kosonen); (17) "Applying the Findings of Cognitive Psychologists in a Resource Poor Teaching Environment" (Gaylene Levesque); (18) "Globalisation Power and Hegemony in Language Development" (Shane P. Martin and Edmundo F. Litton); (19) "The Return on Investment from the Donor's Perspective" (Bonaventure Mbida-Essama); (20) "Sustainability Revisited: Insights from a Multiliteracies Project in Malaysia" (Moses Samuel); (21) "Second Languages in Ethnic and Linguistic Diversity in Laos" (Souvanixay Mythong, Nouannavong Onekeo, Keovongsa Khounmi, and Gary Ovington); (22) "A Distance Education Program in an Area of Ethnic Insurgency" (Richard Sproat); (23) "A Sustainable Testing System for Distance Education in Vietnam" (Quoc Hung Tran); (24) "Self-Monitoring Capabilities: Teacher Education and TEFL in Vietnam" (Ha Van Sinh); and (25) "Foreign Languages and Development: German in China" (Ulrich Wannagat). (Papers contain references.) (SM)

The approaches to language maintenance in Australia are diverse and heterogeneous and include at least three kinds of programs: bilingual education programs; ethnic school programs (after hours or weekend programs that are controlled and managed by the community concerned); and mainstream school programs where the indigenous native language is being taught as a school subject as part of the normal school curriculum. This report is divided into three parts. Part A discusses the salient themes of language education common to all students. Part B consists of a series of site reports on language education in different parts of Australia, including language maintenance via community controlled schooling (the case of Arabic in New South Wales); language maintenance via mainstream schooling (the cases of Khmer in Western Australia and Chinese and Italian in Victoria); and language maintenance via revitalization and revival (the cases of Noongar and Yindjibarndi, also in Western Australia). Part C is a cost benefit analysis of the various programs. Part D is a resource kit for establishing community language programs, with numerous organizational and individual points of contact. (Contains 51 references.) (KFT)

Essays concerning second language teaching as a means of promoting intercultural competence include: "Intercultural Competence: From Language Policy to Language Education" (Chantal Crozet, Anthony J. Liddicoat, Joseph Lo Bianco); "Linguistic Diversity, Globalisation and Intercultural Education" (Jagdish Gundara); "French Linguistic and Cultural Politics Facing European Identity: Between Unity and Diversity" (Genevieve Zarate); "A 'Syntax of Peace'?" (Joseph Lo Bianco); "Language and Intercultural Competence" (Richard D. Lambert); "Global English for Global Citizens" (Michael Singh, Linda Singh); "Questions of Identity in Foreign Language Learning" (Michael Byram); "From 'Sympathetic' to 'Dialogic' Imagination: Cultural Study in the Foreign Language Classroom" (Jo Carr); "The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom" (Chantal Crozet, Anthony J. Liddicoat); "Adult ESL: What Culture Do We Teach?" (Helen FitzGerald); "Teaching Conversation for Intercultural Competence" (Anne-Marie Barraja-Rohan); "Australian Perspectives on (Inter)national European Narratives" (Piera Carroli, Roger Hillman, Louise Maurer); "'Justification'--The Importance of Linguistic Action Patterns for the Success of Intercultural Communication" (Winfried Thielmann); and "Striving for the Third Place: Consequences and Implications" (Anthony J. Liddicoat, Chantal Crozet, Joseph Lo Bianco). (MSE)

This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the middle years, the later years, the postschooling sector); part 5, adult literacy, numeracy, English-as-a-Second-Language) education, and lifelong learning for all; and part 6, state and territory programs in literacy (literacy teaching and learning in department of education schools in South Australia, Australian Capital Territory, Victoria, Queensland, Western Australia, Tasmania, New South Wales, and the Northen Territory and literacy teaching and learning and current practices in literacy education in the Catholic and independent schools sectors). (Contains 162 references) (MN)

This book is a timely comparison of the divergent worlds of policy implementation and policy ambition, the messy, often contradictory here-and-now reality of languages in schools and the sharp-edged, shiny, future-oriented representation of languages in policy. Two deep rooted tendencies in Australian political and social life, multiculturalism and Asian regionalism, are represented as key phases in the country's experimentation with language education planning. Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on. The following are appended: (1) Q-Statements, Italian; and (2) Q-Statements, Japanese.

This collection of papers discusses what researchers and classroom teachers think and do about culture in language education. There are nine chapters in two parts. Part 1, "Culture Theory," includes the following: (1) "Common Themes" (Joseph Lo Bianco); (2) "Culture: Visible, Invisible and Multiple" (Joseph Lo Bianco); and (3) "A Conceptual Framework to Help Teachers Identify Where Culture is Located in Language Use" (Chantal Crozet). Part 2, "Theory in Practice," includes (4) "Chinese" (Li Kaining); (5) "How Can We Make Australian English Meaningful to ESL Learners?" (Anne-Marie Barraja-Rohan); (6) "Teaching French Culture in Language Use" (Chantal Crozet and Louise Maurer); (7) "Are Germans Rude or Just Doing Things Differently? Understanding and Teaching Language and Culture" (Winifred Thielmann); (8) "Face Value: Teaching Italian Verbal and Socio-Cultural Interaction" (Piera Carroli, Adriana Pavone, and Vincenza Tudini); and (9) "The Teaching of Culture in Japanese" (Miyuki Toyoda and Shunichi Ishihara). (Papers contain references.) (SM)