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As language policy and planning (LPP) is increasingly recognized as a multi-layered process involving multiple agents, the nature of their agency has gained significant attention in LPP research. In the context of heritage language maintenance in the United States, while extensive research has explored the agency of various grassroots agents, heritage speakers, as the actual language users, are often viewed as recipients of policy influences, and their LPP agency is not adequately addressed. This is particularly evident among adult heritage speakers who actively utilize their linguistic repertoire to forge social relations and accumulate social capital as independent social beings. Informed by relational sociology and social network analysis, this study aims to investigate the agency of early adult Chinese heritage speakers in the United States concerning their language practices and to explore how this agency interacts with their relational dynamics through qualitative approaches. Our findings indicate that their agency does not arise from a direct decision-making process regarding language choices. Instead, it emerges from a critical examination of the relational contexts in which they reside. By engaging in this reflective practice, they adapt their language practices to align with the co-action patterns inherent in their desired social relations. [ABSTRACT FROM AUTHOR]

Philippine English (PhE) is a dynamic variety of the English language influenced by local languages and cultures. Despite its widespread use, PhE acceptability studies have often focused on Metro Manila, neglecting regional variations. This study aims to explore the acceptability of PhE expressions or Filipinisms across different regions and communication domains among younger Filipinos, addressing the gap in regional representation in previous research. We gathered data employing the Philippine English Acceptability Questionnaire (PEAQ) involving 160 undergraduate students from Luzon, Visayas, Mindanao, and the National Capital Region. The questionnaire included 100 items from various etymological origins and asked respondents to rate their acceptability across formal and informal, written and spoken domains. Our findings indicate a high overall acceptability of PhE expressions across all regions, with the National Capital Region showing slightly lower acceptance rates. Certain expressions were preferred in specific domains, such as legal terms in formal contexts and everyday terms in informal settings. The study confirms the strong acceptance of PhE expressions among younger Filipinos, suggesting a move towards endonormative stabilization of PhE, challenging previous findings of limited acceptance and highlighting the influence of digital media on language use. In addition, our findings have implications for language planning and policy reforms, suggesting that PhE local expressions can be more prominently included in academic and professional settings. Despite limitations in sampling and geographic representation, this study significantly contributes to the understanding of PhE's evolving status in the linguistic landscape of the Philippines. [ABSTRACT FROM AUTHOR]

This study, based partly on archival research, tackles a number of interrelated issues regarding the sociolinguistic dynamics of language politics in Sri Lanka from the colonial era to the present. In colonial Ceylon, such politics initially manifested as resistance against foreign elements, but later evolved into internal conflicts when majoritarian Sinhala-focused linguistic purism movements appropriated Sinhala as a national identity marker. The resulting civil war until 2009 indicated that misguided prospects of linguistic purism in the name of ethnic nationalism have been a costly mistake for this small state, threatening to tear the nation apart. Regarding more recent issues of language planning and policy reforms, which also concern the place of English, the focus turns specifically to the rapid digitalisation of communication and related impacts of global virtual language environments. These substantially reduce the significance of any specific language or local vernacular, while individual and group identity is strengthened through inclusive use of linguistic registers within multilingual digital spaces. [ABSTRACT FROM AUTHOR]

This Special Issue came about as the result of the COVID-19 pandemic, which brought unprecedented shifts in the conditions and opportunities for language education. In the context of heritage languages, there were significant challenges for learners, parents, and teachers, but there were also new opportunities for rethinking the ways in which languages were taught and passed on to the next generation. In this Special Issue, we take an ecological perspective on language policy and planning (henceforward LPP) and focus on micro- and meso-level LPP related to language learning and the intergenerational transmission of heritage languages. While the approach taken in this volume aligns with the notion that macro, meso and micro perspectives, goals and activities are not independent of each other but form a complex ecology (Baldauf, 2006), our focus here is not on formal policy making and implementation, but on the practices surrounding language learning, teaching and use, as forms of LPP (Liddicoat, 2020). [ABSTRACT FROM AUTHOR]

The study of language maintenance and shift (LMS) has attracted a large body of empirical work in language policy and planning (LPP) contexts, including allochthonous (immigrant) and autochthonous (indigenous) languages. However, some critical ontological questions that relate to the scope and terminology of language maintenance studies remain unanswered, and there seems to be a lack of consistency in the definitions of the relevant terms, such as what 'heritage' language refers to, whose heritage it is when a language can be classified as a heritage language, and what 'language' is at all. Therefore, this review summarises existing literature on LPP for language maintenance by employing a scoping review methodology, providing an overview of empirical studies of LPP in migration context over the past two decades (2001-2023), focusing on terminology, geographical settings, research focus and methods. The findings reveal that most studies (66.3%) use the term 'heritage language' to refer to the 'language of transnational minorities' among other terms. The results also highlight geographical gaps and imbalances in the literature, calling for more LPP studies from South American and East Asian contexts. In addition, further investigations are needed to explore the transnational and translocal aspects of language maintenance. [ABSTRACT FROM AUTHOR]

This paper addresses the paucity of research on policy agents' responses to the shift to teaching online during the first lockdown in heritage language education and pedagogy. Collected in the context of a small-scale exploratory study, it focuses on the reflective accounts of a group of heritage language teachers in a Greek school in francophone Switzerland. The paper builds on a translingual and transcultural orientation to language and language education (Lytra et al., 2022, Liberating Language Education. Multilingual Matters) and investigates language teachers' emergency grassroots policy making through a critical ethnographic lens (Martin-Jones & da Costa Cabral, 2018, The critical ethnographic turn in research on language policy and planning. In J. W. Tollefson, & M. Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 71–92). Oxford University Press). It demonstrates how teachers leveraged children's developing digital abilities and expanded their semiotic repertoires. Concerned with delivering the curriculum, meeting language and literacy objectives and managing parental expectations, teachers simultaneously exploited children's familiarity with established textbook heavy pedagogies which they adapted to different degrees. The acknowledgement and incorporation of children's digital abilities, and experiences to support Greek language learning did not encompass an integrative multimodal and multilingual approach. [ABSTRACT FROM AUTHOR]

This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency to address key issues in learning languages and developing multilingual literacy. Our interdisciplinary approach embeds interculturality within all stages of the language learning process creating spaces that foster empathy, activist citizenship, and possibilities for a more sustainable future. We interrogate our Critical Connections Project and argue that this approach to LPP provides an alternative model of interculturally oriented critical cosmopolitan education which validates multilingual identities. We show how digital technology, virtual communities, and a growing concern for social justice have shaped the project and discuss how we adopted a critical ethnographic approach. In looking at purposes, principles and means in our project, the digital stories themselves are analysed and presented as vibrant data. To conclude, we engage specifically with the implications of our research for heritage languages and LPP. Finally, we make a series of recommendations for heritage language planning and policy. [ABSTRACT FROM AUTHOR]

This mixed-methods case study develops a monolingual-multilingual continuum that depicts how multilingual students draw on their linguistic repertoire as a resource when undertaking assessments in journalism education. Guided by Hult and Hornberger's heuristic for considering language planning and policy as a resource, the central question the study seeks to answer is this: Which languages do students use for what kind of assessment and as what kind of resource in journalism studies? Data were collected from a previously disadvantaged South African University of Technology. The paper argues that academics must move away from thinking of multilingual assessments based solely on what students submit and instead consider the processes holistically, considering that activating these linguistic competencies occurs on a continuum. Using Grosjean's complementary principle, the study explains why multilingual students use their linguistic repertoire differently based on mode of the assessment and resources they employ in the process of completing it. Further, drawing on Ruiz's notion of language-as-resource shows that linguistic diversity should be viewed as beneficial in higher education and multilingual repertoires of students as a means of facilitating epistemic justice in a higher education sector that currently sees multilingual speakers as an impediment. [ABSTRACT FROM AUTHOR]

Introduction: Language policies in multilingual families refer to parents' decisions, whether explicitly articulated or not, regarding which languages will be used in which contexts. However, because most studies that explore language allocation focus on families with young children, they do not address how family language policies impact the retention of a home language through to the next generation. The present study investigates an important perspective on this issue, specifically how emerging adults' childhood experiences with their family language policy relate to the languages they currently use and plan to retain in the future. Methods: In all, 62 multilingual Canadian adults, aged between 17 and 29 years, participated in focus group interviews concerning their experience of language policies in their birth families, their current beliefs concerning language allocation and retention, and their plans about language policy in their future families. Results: The data revealed that not only are most participants interested in retaining their home language, thereby continuing to speak the language in their future families, but most are also open to incorporating additional languages into their policies. Discussion: The results provide insight into how to identify effective heritage language retention policies that transcend generations. [ABSTRACT FROM AUTHOR]

The article focuses on the National Coalition government's decision to end the compulsory Irish language requirement for the Leaving Certificate in 1973. Topics include the role of the Language Freedom Movement in challenging state language policies, the shifting political attitudes of Fine Gael and Labour towards the Irish language, and the broader societal changes in Ireland during the 1960s and 1970s that influenced language policy debates.

The article focuses on the role of early Irish-language textbooks in implementing Ireland's language policy following the 1922 introduction of Irish as a core subject in national schools. Topics include the challenges of early language planning and immersion education, the contributions of key organizations like the Society for the Preservation of the Irish Language and Conradh na Gaeilge in producing textbooks, and the evolving role of educators and policymakers in shaping Irish-language.

Copyright of Arts for Linguistic & Literary Studies is the property of Thamar University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Íkala: Revista de Lenguaje y Cultura is the property of Universidad de Antioquia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, the power of discourse is incontestable. Within the field of language policy and planning (LPP), language policy (LP) has been conceptualized in various ways. One paradigmshifting conceptualization is viewing LP as discourse. The discursive power of language policies is quite real as it can be contested in official state discourses about language and language-related issues. This paper employs corpus-assisted critical discourse analysis to examine the macrodiscourses of crisis, quality, equity, equality, and change in Morocco's language policy. The study scrutinizes these discourses and explores their "manipulative" use in official policy texts. It contends that these macro-discourses are strategically used to rationalize the spread and strengthening of foreign languages to the detriment of national ones. Specifically, the analysis shows that crisis discourse serves as a powerful strategy to legitimize change and create a sense of urgency that often sidelines crucial questions about the nature and beneficiaries of the proposed changes. Furthermore, the discourse of quality ties educational "quality" to the mastery of foreign languages. Likewise, renovation and modernization discourses are found to align systematically with the promotion of these languages. Also, the rhetoric of equity in language-in-education policy appears to justify biased decisions that favour foreign language instruction, risking the perpetuation and exacerbation of existing educational inequities. Consequently, this study implies that more attention should be paid to the intricate dynamics of language policy, especially its discursive power, which could potentially amplify disparities in education systems instead of eliminating them. [ABSTRACT FROM AUTHOR]

This text is contextualized in the area of language policy and planning, considering situations reported by deaf researchers regarding the written Portuguese language in the academic context. It reflects on actions that can guarantee access to linguistic rights that enable the presence of deaf signers in the academy. Context in which the institutionalized offer of the textual assistance service is considered, carried out by bilingual professionals who act as translators and interpreters of Libras and Portuguese; a new field of action for these professionals graduated in Libras, bachelor's degree. It is understandable that the planning of a linguistic policy that guarantees this institutionalized service contributes to a strategic repositioning of the role of the deaf researcher in technical-scientific productions in the various fields of action that make up production in Higher Education. [ABSTRACT FROM AUTHOR]

This paper seeks to explain the migration decisions of minority language speakers by investigating motivating factors. Viewed through a language planning lens, the study pushes the parameters of some of the discipline's more recent agency concepts within the context of migration. Semi-structured interviews were conducted with 60 Welsh speakers aged 18–40 who have stayed, left, or returned to the Welsh language 'heartlands' to create a typology representing the diversity in speakers' priorities when deliberating migration decisions. The data shows that the Welsh language is a significant consideration in the migration decisions of some typology groups, however most groups prioritised other factors. It was found that, in some cases, employment was a means of sustaining speakers within the linguistic community or attracting them back, offering much-needed evidence to support key tenets of the Welsh Government's current language strategy. Furthermore, given the likelihood of minority language speakers' decision to stay, leave or return to a language 'stronghold' to increase or limit opportunities to use the language, we argue that migration is an important context for probing the use of agency by minority language speakers at a micro level. Consequently, we contend that migration should receive greater attention from language planning scholars. [ABSTRACT FROM AUTHOR]

Framed by family language policy and children's agency, this multiple case study investigates two Hmong American children's conceptualization of Hmong and the strategies they develop and utilize in their home. Interviews, artifacts, recorded interactions, and video recorded sessions were collected to gain an understanding of how the children viewed and valued Hmong. The findings reveal that while both children understood Hmong as a family language, they differed in their conceptualization of the utility of Hmong, creating their own investment in the heritage language that drove their practices. Importantly, as they negotiate their respective FLPs, they also influence their younger sibling's heritage language investment and practices. [ABSTRACT FROM AUTHOR]

The article is a book review of "Adult language education and migration: Challenging agendas in policy and practice." The book examines the policies and practices surrounding adult language education in nine countries, including Australia, Canada, Spain, Finland, France, Ireland, the Netherlands, the UK, and the US. It analyzes issues such as integration, language testing, multiculturalism, and teaching challenges. The book provides a comprehensive analysis of the field and offers innovative teaching practices. However, it lacks a unified definition of "immigrants" and focuses primarily on Eurocentric countries, neglecting other regions experiencing human mobility. Overall, the book sparks discussion and highlights the interrelationship between education and policy in language education for migrants. [Extracted from the article]

The linguistic ecology of the European Union is inextricably linked with the development of all member states, as an important single democratic environment - a space of multiculturalism and multilingualism - language policy, the characteristic features of which at the present stage are the observance of not one universally recognized linguistic and cultural canon, but a diversity of linguistic and cultural traditions. After all, the functioning of democracy depends on a culture of common views and behavior, appreciation of the diversity of the environment of linguistic and cultural heritage, which are means of expressing human rights and freedoms - powerful signs of democracy. Scientists, politicians, and statesmen in the European Union countries try to achieve dialogue and mutual understanding between representatives of different cultures and ethnic groups in the European community. Concern for preserving the identity of cultures and their diversity in the EU countries is based on recognizing cultural pluralism as a powerful factor of social progress. Language policy planning (national and international traditions of communities, individual states (communities), international organizations, trends in lawmaking, and normalization of legal aspects of language protection (languages) is considered in the context of research on the linguistic ecology. The goal is to substantiate the basic positions of the European Union on planning the language policy of sign languages. Methods: the context of the theory of multiculturalism (J. Fishman, 2012), ecology of language (C. Cramsh, 1996; A. Radu, 2013) - taking into account changes in the globalized society, people's consciousness, uses a qualitative method to understand the experience of parliamentarians regarding users of sign languages in countries of the European Union, a grounded theoretical approach (Strauss & Corbin, 1990), due to the phenomenon of interest based on data (Strauss & Corbin, 1990) was applied to the collection of information, the study of sources, observation, analysis of documents of a specific phenomenon, their systematization, generalization, a deeper understanding of the experience and prospects for future EU member states (Creswell, 2013). Conclusions. Language policy planning for the creation of a single European multicultural language space, which is recorded in the documents of the countries of the European Parliament, represents a democratic vector of changes in openness, accessibility, equality, mobility, and awareness, aimed at recognizing the complex rights of users of sign languages, preserving the identity of deaf cultures, national ( regional) sign languages, their variety in the EU countries. [ABSTRACT FROM AUTHOR]

Social changes in late modernity have implications for the ways in which variation in Icelandic language use comes to be associated with different modes of communication, and for the labelling of forms in terms of "correctness" or "purity". While a conception of "standard" still seems to prevail, there is continual transition as regards which particular linguistic traits and practices serve as manifestations of "standard language use". A diachronic look at official language policies shows a gradual shift away from an ideal of preserving the traditional forms of Icelandic. A change took place around the turn of the millennium, with increased focus on domains of language use and the status of Icelandic as the national language. Currently, language-political discourses yet again suggest a broadened focus so that "the language" is being complemented by "the speakers" with an emphasis on human rights. Conflicts have emerged between the well-established "language-oriented" prescriptive practices, and the more recent "speaker-oriented" language planning efforts. But still the role of Icelandic as a national language and historical treasure seems to prevail, and in both camps, there are concerns that foreign languages pose a threat to Icelandic. [ABSTRACT FROM AUTHOR]

Purpose: People are shaped holistically by dynamic and interrelated individual and social-ecological systems. This perspective has been discussed in the context of varied aspects of bilingual experiences, namely language acquisition and development. Here, we applied a Systems Framework of Bilingualism to language attitudes, which may be especially responsive to social-ecological influences. Methodology: One hundred twenty-three French–English bilingual adults (M age = 21.20, SD = 3.21) completed self-report questionnaires on demographic information and their attitudes toward languages. A subset of these bilinguals (n = 73) completed a social network survey. Data and analysis: We used language-tagged social network analysis and geospatial demographic analysis to examine the role of individual characteristics (i.e., first language), interpersonal language dynamics (i.e., person-to-person interactions), and ecological language dynamics (i.e., neighborhood language exposure). Findings and Conclusions: At an individual level, we found that bilinguals' language background (i.e., first language) predicted attitudes of solidarity toward a language (i.e., whether a language is associated with personal identity and belongingness). When considering sociolinguistic layers of influence, we found that bilinguals' social network and neighborhood-level language exposure jointly predicted their attitudes of solidarity toward a language, as well as their attitudes toward the protection of minority languages. Originality: While most studies have examined language experience in a unidimensional nature, the present study investigated multilingual language attitudes by considering multiple systems within a social-ecological framework. Implications: Taken together, the results suggest that several interrelated interpersonal and ecological systems are associated with language attitudes, which could have important implications for planning future language policies in multilingual societies such as Montréal. [ABSTRACT FROM AUTHOR]

"Language Policy and Planning in Asia, Volume 1: Theoretical Approaches and Practices" is a comprehensive edited volume that provides an overview of language policy and planning issues in various Asian countries. The book is divided into four sections, each focusing on different aspects of language policy and planning. The chapters cover topics such as linguistic citizenship, linguistic identity, language policies in Southeast Asian countries, the impact of language policies on educational access and equity, and national language policies in Taiwan and Singapore. The book is aimed at scholars, students, policymakers, and practitioners interested in the field of language policy and planning in Asia. [Extracted from the article]

This article examines the latest developments in the corpus language planning interventions in the implementation of the codification (Haugen, E. (1983). The implementation of corpus planning: theory and practice. In J. Cobarrubias & J. A. Fishman (Eds.), Progress in language planning. International perspectives (pp. 269–289). Mouton.) of Catalan by Catalan-language media corporations, taking into consideration that Catalan is a pluricentric language (Darder, L. (2015). La variació lingüística en els mitjans audiovisuals com a estratègia conscient. Treballs de sociolingüística catalana, 25, 303–316. https://raco.cat/index.php/TSC/article/view/342907; Costa-Carreras, J. (2021). Compositionality, pluricentricity, and pluri-areality in the Catalan standardisation. In A. Cortijo Ocaña & V. Martines (Eds.), History of Catalonia and its implications for contemporary nationalism and cultural conflict (pp. 182–197). IGI Global; Mas Castells, J. À. (2021). Invitació al pluricentrisme. Notes per a l'estudi d'una llengua pluricèntrica en conflicte. Treballs de sociolingüísticacatalana, 31, 15–30. https://raco.cat/index.php/TSC/article/view/386900) that is standardised both de facto and de jure. It concludes that Muhr, R. (2020). European pluricentric languages in contact and conflict – An overview. In R. Muhr, J. À. Mas Castells, & J. Rueter (Eds.), European pluricentric languages in contact and conflict (pp. 11–64). Peter Lang approach to language variation management does not fit with the Catalan communicative space, and that the proposals, both of the term multi-standard by Auer, P. (2021). Reflections on linguistic pluricentricity. Sociolinguistica, 35(1), 29–47. , and of the term location by Dollinger, S. (2019). The pluricentricity debate on Austrian German and other Germanic Standard varieties. Routledge are not needed, as Mas Castells's (2021) definition of 'centre' is fully pertinent for Catalan. A sociolinguistic and standardological perspective has been adopted (Joseph, J. E. (1987). Eloquence and power. The rise of language standards and standard languages. Frances Pinter; Costa-Carreras, J. (forthcoming). On the epistemological status of comparative standardology and standardisation. Caplletra, 79 (fall 2025)) to compare the style guides of three audiovisual media corporations, with an exemplification on a particular issue in relation to both prescription and use. An appropriate description of the linguistic pluricentricity of three Catalan-language media corporations (Darder 2015; Costa-Carreras 2021; Costa-Carreras, J. (2022, June 15–17). What ideological factors are relevant to analyse language variation management for Catalan? Talk presented at the Symposium Rules and incentives in language policy and planning: Economic, legal and sociolinguistic approaches; Mas Castells 2021) is therefore offered: the Catalan Broadcasting Corporation with headquarters in Catalonia, the Valencian Broadcasting Corporation with headquarters the Valencian Country, and the Broadcasting Public Entity of the Balearic Islands with headquarters in the Balearic Islands. [ABSTRACT FROM AUTHOR]

Over the past two decades, heightened migration has increased linguistic diversity in schools. For schools to cope with this multilingualism, many governments impose a monolingual policy where only the language of instruction is allowed. Although many schools adopt such a policy, the classroom practices may differ since multilingual students often revert to translanguaging-as-practice. Drawing on three key conceptual language policy (LP) models (Bonacina-Pugh, 2012. Researching 'practiced language policies': Insights from conversation analysis. Language Policy, 11(3), 213–234; Johnson & Johnson, 2015. Power and agency in language policy appropriation. Language Policy, 14(3), 221–243; Ricento & Hornberger, 1996. Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427), this study explores LP formation across macro (government), meso (school), and micro (classroom) educational levels in Flanders, Belgium. Macro-level analysis involves scrutinizing policy documents from the Educational Department of Flanders. Meso-level investigation includes policy documents from three secondary schools, compared with insights from interviews with the schools' principals and language coaches. Semi-structured interviews with teachers (n = 18) and classroom observations (n = 138 hours) provide nuanced perspectives at the micro-level. Triangulating data reveals declared, perceived, and practiced language policies at various levels. The study underscores LP's intricate nature within a multilingual educational context. Results highlight the contrast between macro-level policy straightforwardness and the complexity faced at meso- and micro-levels, where context-specific challenges arise. As schools navigate linguistic diversity, the role of language coaches becomes pivotal in creating inclusive and effective educational settings. [ABSTRACT FROM AUTHOR]

Previous studies of the Linguistic Landscape in Timor-Leste conducted over a decade ago found Portuguese language use dominated official signage, although English dominated overall through its presence on commercial signs, especially those targeting the more affluent parts of society. This innovative study revisits a previously examined LL in order to investigate changes in language practice over time, with particular attention to how the recently independent nation expresses its national identity in public spaces and how language policy decisions have taken effect. The findings show that the visibility of Portuguese has increased while that of English has reduced. This suggests that being Portuguese-speaking may be aligned with expressions of Timorese identity. Further, while multiple languages are found in the LL, of the indigenous languages only Tetun, one of the two official languages of Timor-Leste, has a presence. This may raise concerns about the vitality of those other indigenous languages. [ABSTRACT FROM AUTHOR]

Language policy studies must include family language policy. Chinese-relevant research needs improvement, but international-relevant research has matured. Nevertheless, the number of professionals such as Yuming Li and Curdt-Christiansen who are conducting research in this field is increasing. The Spolsky triple theoretical framework improves knowledge of family language policy and explains family language policy research. More international communication and population movements will complicate family language. Policy research will also generate new questions and findings. China's internal research mostly centers around challenges, study findings, and visual aspects, necessitating a comprehensive comprehension. This study uses 38 papers on family language policy research from 2016 to 2022 in the Chinese Journal of Language Policy and Planning (CJLPP), an authoritative Chinese journal. It does qualitative analysis to assess the status and progress of family language policy research in China. The research findings indicate that the focus of family language policy studies in journals has primarily centered around two specific themes during the period of 2017–2019. The family language policy study was imbalanced, homogenized, qualitative, and theme-based. Through statistics and analysis of family language policy publications in "Research on Language Strategy," this study summarizes existing research. [ABSTRACT FROM AUTHOR]

The article discusses the role of development NGOs and the power dynamics that exist between educated consultants and rural communities. It highlights how NGOs often assume that the rural communities lack the ability to initiate social and economic change on their own. The article also explores the importance of language and translation in development endeavors, and how they can either facilitate or hinder communication between NGOs and local communities. The book provides empirical data on language and development, and offers recommendations for donors, NGO practitioners, and higher education institutions to promote inclusivity and multilingualism in development projects. [Extracted from the article]

Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the association of FLP with children's chronological age and the age they become bilingual. Data were collected via questionnaires from parents and their bilingual children (n = 82) aged 5.08–14.08 (M = 8.98, SD = 3.27) speaking English (heritage language) and Hebrew (societal language). Correlations and logistic regressions indicate a relationship between FLP and dimensions of age. Findings reveal that age may have repercussions for parent language beliefs, patterns of language use within the home, and the adoption of language promotion strategies. Younger children and children with a later age of onset of bilingualism are associated with families who lean towards a pro-heritage language FLP. Considering dimensions of age enhances our understanding of FLP and may offer a greater insight into how languages are supported in the bilingual home. [ABSTRACT FROM AUTHOR]

As a controversial subject, globalization has affected various aspects of our lives. Today, the intertwined world is run through complicated relationships and the education of competent human capitals has gained more significance than before. Recently, there has been a movement, known as Global Citizenship Education (GCE), toward a pervasive orientation to education in which issues such as Quality Education are the critical goals. The main aim of this study was to explore the extent to which The Iranian National Curriculum, The Doctrine of General Formal Education System and The Fundamental Reform Document of Education promote the GCE goals in formal English language education. Using a multiconcept model based on the GCE goals, the documents were the subject of scrutiny through document analysis. A survey questionnaire and a semi-structured interview were also utilized. Among 198 participants, 12 individuals accepted to be interviewed. The results of the document analysis and the questionnaire approved the documents' theoretical promotion of the GCE goals. However, they were criticized for being idealistic and incoherent in the interviews and literature review. Also, their appropriate implementation, practical efficiency and convincing educational achievement were disapproved. The study emphasizes globaloriented approaches in the country's formal education. [ABSTRACT FROM AUTHOR]

The field of language policy and planning has seen increasing scholarly attention that explores social actors' micro language planning towards a given language policy situation at the grassroots level. In educational contexts, teachers and educators are often considered pivotal locals whose agency, when enacted in micro language planning, can contribute to educational language policymaking. However, little attention has been given to learners – those on the receiving end of educational language policy. Situated in the current discourse concerning Mandarin-dominated Chinese language education, within the context of China's promotion of Mandarin language learning, this study examines dialect-background heritage learners in a tertiary-level Mandarin Chinese language programme in New Zealand. By adopting the concept of micro language planning, this study explores how dialect-background heritage learners perceive and react in a Mandarin-dominated Chinese programme. The findings show that dialect-background learners exercise agency to interpret, implement, reject, and negotiate language policy according to their self-identified language needs. However, their ability to enact agency is also constrained by a series of social realities including socio-economic discourse, language ideology, language proficiency, and technology development. This study offers implications for language policy makers involved with different levels of Chinese language policy. [ABSTRACT FROM AUTHOR]

This article responds to recent calls to investigate the role of agents and the connections between layers of agency in the development and implementation of language policy and planning (LPP). Using a corpus linguistic and discursive approach to language policy, we identify interventions made in plenary sessions by Secretary-Generals and Member States at the United Nations when discussing language issues over 46 years (1970-2016). The article identifies which individuals prioritise language issues and the change agents and/or (un)successful brokers in matters of LPP. Analysis reveals that language issues were discussed infrequently, suggesting benign neglect in matters of multilingualism: the silent majority were agentive in largely maintaining the status quo. However, in exploring power in discourse and power over discourse we were able to determine which interventions resulted in minor changes to policy and who were the powerful agents. The study points to the importance of using corpus-assisted methods in diachronic and synchronic studies of agency in LPP. Future research should explore networks of agents, using CL to investigate longitudinal trajectories of decision-making and policy change over time. Moreover, CL can usefully complement other approaches, (e.g. interviews and ethnography), to further explore the dialectic relationship between agency and structure. [ABSTRACT FROM AUTHOR]

The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child–caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children's proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-structured interviews with 53 multilingual parents to explore their beliefs, ideologies, and language management within the family context. Concurrently, their children were administered standardized tasks in their heritage language (HL) to assess receptive vocabulary skills and morphosyntactic comprehension. Our findings indicate that parents' perceived value of the HL significantly correlates with their children's language performance, going beyond the influence of reported domestic language usage. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Scientific Development for Studies & Research (JSD) is the property of Journal of Scientific Development for Studies & Research (JSD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 2008 Consumer Protection Act (CPA) mandates clear communication in business interactions, emphasising plain language tailored to the target audience. This study explores how Sepedi-speaking customers in the banking sector perceive the CPA’s effectiveness, particularly in regard to language rights as mandated in Section 22 of the Act. Through semi-structured interviews with nine participants, three key themes emerged. Firstly, using Sepedi facilitated comfortable communication and informed financial decisions. Participants reported feeling more empowered to make sound choices when information was presented in their preferred language. Secondly, the need for easily understandable documentation was crucial, particularly for those who struggle with legal jargon. Complex language can hinder consumer understanding and disadvantage those with limited knowledge and low levels of literacy. Finally, the study highlights the importance of consumer rights awareness and fair treatment from service providers. Regardless of their language proficiency or knowledge level, all consumers deserve honest and transparent interactions. These findings underscore the crucial role of clear language in empowering consumers and fostering fair market practices.

Following the government's trilingual education reforms in Kazakhstan, STEM subjects such as sciences, mathematics, and computer science were to be taught through English Medium Instruction (EMI) in mainstream schools. Policy observers thought that it was bound to challenge concerned teachers because they were not yet sufficiently prepared to teach these subjects through EMI. The present study seeks to examine the EMI policy and explore how STEM teachers in different parts of Kazakhstan understand the processes of policy-making and implementation. The study employs the public sphere paradigm as a conceptual frame, which emphasizes that language policy and planning (LPP) should be studied from the complex practices of the local stakeholders/communities. The study draws on qualitative interviews with 58 STEM teachers from six regions of Kazakhstan. Data show that the policy was made rather abruptly without any systematic piloting, or a careful analysis of teachers' English language needs, and their pedagogical concerns. However, notwithstanding the lack of appropriate support, teachers still demonstrate some signs of self-reliance and responsive agency, where they creatively negotiate/appropriate the policy. We conclude that a well-meaning policy may face an implementational crisis when the onus falls only on teachers, without supplying them with the necessary support they need. [ABSTRACT FROM AUTHOR]

Galician is a minority language spoken in Galicia, an autonomous region in northwestern Spain. This paper will provide some basic data on the evolution of the sociolinguistic situation of Galician. It will consider the dynamics of change and revitalisation of the language and will examine the linguistic policies that underpin them. In 1981, the Statute of Autonomy of Galicia was approved, establishing the co-official status of Galician. In 1983, the Galician Parliament passed the Law on the linguistic normalisation of Galicia, which laid the ground for the language policies of successive autonomous governments. After four decades, there are several symptoms that the language policy is inadequate for promoting Galician, based on a non-confrontational model centred on the teaching and learning of Galician and the promotion of its literary and cultural prestige. [ABSTRACT FROM AUTHOR]

This paper addresses the absence of a comprehensive framework for internationalizing education in Greek universities' intercultural language policy planning (LPP). It highlights educators' pivotal role and proposes expanding intercultural competence programs based on Chen and Starosta's (2000) model. The study, involving 90 University of Patras undergraduates, utilizes the Intercultural Sensitivity Scale (ISS) to reveal heightened intercultural sensitivity (IS). While indicating a positive foundation for intercultural competence, student feedback identifies areas for improvement, including self-esteem, perceptiveness, attentiveness, and adaptability. The study concludes by emphasizing the necessity of defining and applying intercultural sensitivity across diverse life domains and regions, advocating for further investigation. It also offers preliminary pedagogical insights for developing a language policy emphasizing intercultural sensitivity in Greek universities, contributing to broader education internationalization. [ABSTRACT FROM AUTHOR]

The present study investigates the Dutch community school in Athens which is attended by students who come from a family with at least one Dutch parent. Community schools are organized educational units within immigrant communities residing in host countries with a dominant language different from their language of origin and aim, in the majority of cases, both in the Greek and international context, at the linguistic preservation of the 'minority' language, the language of origin. Also, the enrolment of children in community schools is considered a strong linguistic practice on the part of families with an immigrant background, in the context of the theory of 'family language policy'. At the same time, language policy and planning (LPP) is considered an important factor contributing to language maintenance and, in this light, the Dutch community school in Athens is examined in this paper: how the Dutch language and its teaching is perceived in the context of this community school and the families whose children attend this community school, and what issues of language policy and language planning arise. To explore these questions, interviews were conducted with parents and teachers at the school. The analysis of the data highlighted the language planning and targeting of the community school, which differs from other cases of community schools in Greece. [ABSTRACT FROM AUTHOR]

This article examines Washington State's growing dual language program through the lens of heteroglossia. A heteroglosic lens is significant to understanding the contemporary linguistic landscape and framing language policies that will equitably serve multilingual learners and communities. With the increasing multilingual complexities of today's classrooms and the history of academic achievement gaps between monolingual and multilingual learners, heteroglossia illuminates the contextual ways in which language practices and policies hegemonize certain groups and create educational and social inequities. The article argues that unless the state's language policy is structurally revised and informed with a heteroglossic ideology and theorization of language education, its aspirational goals of equitable education for its multilingual learners may never be attained. It offers an overview of the theoretical lens of heteroglossia that must guide the planning of an equitable language policy/program that reflects multilingual learners' authentic fluid language practices. [ABSTRACT FROM AUTHOR]

Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nueva Revista de Filología Hispánica is the property of El Colegio de Mexico AC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Debates about language of instruction are central to many speech communities. This study examines the role of language attitudes in recent language policy changes to the language of instruction in Moroccan science classrooms. We take a bottom- up approach to analyzing the role of stakeholders’ (students, teachers, and families) attitudes toward the application of a new framework law that introduces French in science classrooms and its effect on students’ educational trajectories. The data analysis shows that commentators’ stance against the use of French in science instruction primarily stems from identity- based reasons and the inefficiency of foreign language instruction. Respondents’ attitudes highlight the social ramifications and inherent inequalities in changing the medium of instruction to a non- native language. The significance of the results for language policy and planning debates in Morocco and for language policy and planning research is discussed. [ABSTRACT FROM AUTHOR]

The article provides a review of a book that examines the use of Welsh in the workplace. It discusses various aspects of language planning and policy, including Welsh medium provision in higher education and adult second language acquisition. The review highlights important policy recommendations made in the book, such as the need for improved language training and interpreting services in the courts. It also discusses the implementation of Welsh Language Standards in increasing the use of Welsh in the workplace and the lack of compliance in some organizations. The article concludes by emphasizing the significance of the book's contributions to translation studies and language planning in Wales. Additionally, the article explores the use of Welsh in the health sector, the role of organizations in language planning at the community level, and the use of Welsh by Members of the Senedd. However, it criticizes the lack of representation from South Wales and other important organizations, and suggests that the perspectives of non-Welsh speakers in the workplace are largely unheard. The article emphasizes the importance of policy makers being responsive and flexible to ensure the continued success of language revitalization efforts. [Extracted from the article]

The article discusses the worldwide increase in English-medium instruction (EMI) programs and its impact on various domains in society. It highlights that EMI programs in higher education affect not only stakeholders within academia but also those outside of it, such as citizens and retailers. The article explores the conflicting interests of different stakeholders in EMI, including students, administrators, intellectuals, and ordinary citizens. It also examines the power dynamics and linguistic justice issues associated with EMI, as well as the role of language in expressing cultural identity. The article includes contributions from various countries, including the Netherlands, Estonia, China, Turkey, and Vietnam, which provide insights into the challenges and perspectives of stakeholders involved in EMI programs. [Extracted from the article]

Copyright of European Journal of Language Policy is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)