Current Issues in Language Planning (Curr Issues Lang Plann)

Publisher: Taylor & Francis (Routledge)

Journal description

Multilingual Matters Ltd is pleased to announce this new journal for 2000. It will provide major summative and review studies spanning and focusing the disparate language policy and language planning literature related to: 1) polities and 2) major issues in the field. The journal will bring together two types of material: "The Language Situation inÖ." and "Issues in Language Planning". The unique feature of the second section is the use of web database technology to invite comment on an extended abstract before publication of an issue and the papers for two or three months after publication. After the discussion is closed, the editors will prepare a digest for publication in a subsequent issue of the journal.

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Website Current Issues in Language Planning website
Other titles Current issues in language planning (Online), Current issues in language planning
ISSN 1466-4208
OCLC 49479527
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    green

Publications in this journal


  • No preview · Article · Feb 2016 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: In postcolonial societies, forces associated with globalization operate along with local geopolitical changes. The complex and multifaceted interactions between local, national, and global forces may take different sociolinguistic shapes in postcolonial societies. This study provides an overview of the language situation in Macao. The Portuguese established their colonial rule in Macao in the mid-nineteenth century. On 20 December 1999, Macao was reintegrated with the People's Republic of China and reinvented as the Macao Special Administrative Region (the Macao SAR) under the principle of “One Country, Two Systems”. The overview shows that in postcolonial Macao the dynamic interplay of local, national, and global forces prevails across all sectors from politics to economy to education. At the same time, the push and pull between the local, national, and global forces are also discernible in Macao's sociolinguistic landscape as well as the Macao SAR Government's language policy and planning.
    No preview · Article · Jan 2016 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: Scholars concerned with language policies (LPs) argue that globalization has brought about various political, socio-economic, and linguistic shifts that increasingly impact on teacher agency (e.g., Zhao & Baldauf, 2012). Recently, the LP literature has increasingly acknowledged the agentive role of teachers as a critical factor in implementing policy (Liddicoat & Baldauf, 2008). These and other scholars argue that teachers have the potential to exercise their transformative roles in implementing and responding to the LP changes (Menken & Garcia, 2010). However, agency has remained under-examined (Hamid, Nguyen, & Baldauf, 2013; Ramanathan & Morgan, 2007; Zhao & Baldauf, 2012) especially in developing settings like Vietnam. In the context of national English language education policy reforms in Vietnam, the need to explore teacher agency in response to the reforms to better understand the policy implementation process at the local level is critical. Using Fullan's (1993) theory on change agency, this paper examines how a group of English teachers in a remote mountainous area in Vietnam interpret, interrogate, and appropriate the current English LP. Data were collected from interviews and classroom observation of the teachers to shed light on their visions and practices in responding to the reform policy. The findings indicate that teachers are highly capable of exercising their agency as comprehensive policy implementers. They do so by resisting the poorly regulated English LPs and working towards meaningful pedagogical transformations. The study thus emphasizes the urgent need for a comprehensive understanding of teachers’ agency in LP decision-making and implementation. It also makes a contribution to explicitly theorizing the concept of teacher agency from the perspective of Fullan's theory on change agency. Lastly, the study considers implications for teachers, policy-makers, and school leaders to support the active roles of the teachers in reform implementation.
    No preview · Article · Jan 2016 · Current Issues in Language Planning

  • No preview · Article · Nov 2015 · Current Issues in Language Planning

  • No preview · Article · Nov 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: A large body of work has investigated the presence of English and its teaching and learning in the developing world where English is used as a second/foreign language. While this work has provided plausible explanations for the global spread of English as well as its uptake by education policy-makers and communities, there has been limited research on, in Bourdieu's (199121. Bourdieu, P. (1991). Language and symbolic power (G. Raymond & M. Adamson, Trans. J. B. Thompson ed.). Cambridge: Polity Press.View all references, p. 44) terms, the “economic and social conditions of the acquisition of the legitimate competence” in English. This paper draws on Bourdieu's concepts of linguistic market and linguistic capital to illustrate differential proficiency outcomes for different market actors affiliated with different education markets in Bangladesh. Although Bourdieu focused on the notion of a “unified market” with reference to the dominant or official language, investigating English as a second or foreign language requires exploring multiple markets of English in the polity. Drawing on a diversified understanding of the context of language policy and planning, these markets are located at the national and subnational levels. I argue that while macro-level policy-makers have been guided by “linguistic communism” in introducing English for all, it is actually market forces that determine, to a large extent, who attains linguistic competence and whose competence is likely to be transformed into linguistic capital.
    No preview · Article · Nov 2015 · Current Issues in Language Planning

  • No preview · Article · Nov 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: Although the teaching of English as a foreign language in primary schools has emerged as one of the major language-in-education policy decisions, students’ perspectives on primary English have received very little research attention. Drawing on data from a larger study, this paper depicts primary school students’ lived experiences in the English classroom in Vietnam. The methodological framework of the study draws upon the Mosaic approach that integrates multimodality and ethnographic methods. The framework helps to connect school and home factors with language policy issues and provides access to the complexity, relevance and maturity of students’ perspectives. Insights from the study reveal tensions between policy expectations and classroom realities, which undermine the government's policy goals of developing citizens’ English proficiency for participation in a globalised economy. Moreover, the hidden trend towards the privatisation of the public sector English education has consequences for social justice, as students from more modest family backgrounds are unable to utilise resources and learning opportunities to which their counterparts from wealthier families have easy access.
    No preview · Article · Oct 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: This paper examines the micro planning activities that schools engage in to address learners’ needs to make education work in rural primary schools of Botswana. The national language plan prescribes the use of English and Setswana only as languages of instruction at the primary school level. However, this plan is not practical in some regions where Setswana is not spoken as a first language, therefore, teachers and school administrators engage in the informal use of some of the learners’ mother tongues. The study uses the qualitative approach to investigate the communication strategies adopted to address communication problems. Open-ended questionnaires, classroom observations and interviews were used to investigate the problem. Participants in the study involved teachers, school management and principal education officers as implementers of language policy. The findings indicate that although the language-in-education policy stipulates that Setswana and English are to be used for early learning as languages of instruction, some of the learners in rural primary schools neither speak nor understand the languages of instruction and this scenario creates communication problems during the teaching and learning process. Teachers and school management seek the services of cooks, teacher aide and learners to address the problem. The study concludes that macro-language planning does not adequately produce desired results and therefore teachers and school administrators seek communication strategies at the micro-level to address the needs of learners.
    No preview · Article · Oct 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: Prof. Baldauf was one of the first who saw the planning agency as a central issue in examining the effectiveness of language planning (LP) endeavors (e.g. Baldauf, R. B. Jr. (1982). The language situation in American Samoa: Planners, plans and planning. Language Planning Newsletter, 1(8), 1–6). This paper chooses the language academy (LA) as a representation of language agency and examines its role in Chinese LP in modern history. China does not have an LA in the sense the term is used elsewhere in the world as Kaplan and Baldauf [(1997). Language planning from practice to theory. Clevedon: Multilingual Matters] describe. However, a constellation of official or semi-official LP organizations of various LA formats related to Chinese LP has existed through a century of the Chinese language modernization movement. This paper evaluates the efforts of these organizations with a focus on the interaction between the LP activities, the LP agency and socio-political conditions. We argue that the socio-political landscape as an enabler for LP in China has seen phenomenal changes as a result of the economic development and technological advancement in recent decades; the societal behavior of the people as the targeted recipients of LP goods has been increasingly governed by a postmodernist mentality. In this context, this paper concludes that a national LA would enhance the effectiveness of future LP ventures in the Chinese context.
    No preview · Article · Oct 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the early 1990s, the government of Papua New Guinea (PNG) enacted educational reform. It officially abandoned its English-only policy at elementary school level, in favour of community languages. In response, the Kairak community of East New Britain Province developed a vernacular literacy programme. This paper, based on original fieldwork research in PNG, assesses the viability of Kairak vernacular literacy in the context of the community's broader literacy practices. While mother tongue literacy is generally regarded by linguists and policy-makers as the best-case scenario, it can pose a variety of practical challenges in the classroom. This paper examines the community's micro-planning processes and cautions that the agents of micro planning must be wary of applying, wholesale, the policies of neighbouring communities to their own situation (“copycat” language planning (LP)). It also discusses the influence that language ideologies (vis-à-vis the vernacular, Tok Pisin, and English) have on LP. The paper concludes by recommending that in rural elementary schools with mixed linguistic populations, PNG's (northern) lingua franca, Tok Pisin, may in fact be a more sensible choice for the teaching of initial literacy.
    No preview · Article · Jul 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: Manchester (England), one of the first industrial cities, is now home to over 150 languages. Ethnic minority and migrant communities take active steps to maintain heritage languages in commerce and through education. The paper introduces a model for a holistic approach to profiling urban multilingualism that relies on triangulating a variety of quantitative data sets, observations, and ethnographic interviews. We examine how responses to language diversity reflect an emerging new civic identity, but at the same time rely on private and voluntary sector initiative: While the city officially brands itself as multicultural to attract foreign investment, language provisions are local, responsive, and de-centralised and often outsourced, and aim primarily at ensuring equal access to public services rather than to safeguard or promote cultural heritage or even to cultivate language skills as a workforce resource that is vital to economic growth. In such a complex and dynamic setting, there is a need for a mechanism to continuously monitor changes in language profiles and language needs.
    No preview · Article · Jun 2015 · Current Issues in Language Planning

  • No preview · Article · Apr 2015 · Current Issues in Language Planning
  • [Show abstract] [Hide abstract]
    ABSTRACT: This article considers a fundamental issue in language planning, namely, whether or not to introduce a curriculum for the mother tongue (MT), in the wider context of a complex language planning situation in Thailand. It details recent moves in the consideration of this issue for the Thai Lao (Isan) of Northeast Thailand, Thailand's largest ethnolinguistic minority. The curriculum is being spearheaded by the Isan Culture Maintenance and Revitalization Programme (ICMRP), a four-year programme 90% funded by the European Union. The article reports on a 2012 attitude survey of 1500 purposively sampled citizens of Khon Kaen Municipality, a decentralized Thai municipality, in a comprehensive community-based mixed-method research study designed to determine whether or not to introduce the MT as a subject in the formal curriculum as part of a multilingual education. This article reports on the results of this survey, which were seen as positive, especially for the revitalization of a community script, Tai Noi. The article concludes with a discussion, referring to Hornberger's 1994 language planning matrix, of the implications for language planning, including limitations in a sensitive area of ethnic relations and national identity.
    No preview · Article · Mar 2015 · Current Issues in Language Planning