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Book ChapterDOI

What is language policy

TLDR
Hornberger as discussed by the authors discusses the relationship between language policy and language planning, and discusses examples of language policy that are not intentional and/or not planned, as well as the historical trajectory of the two fields.
Abstract
The natural first question is: What is language policy? The question is commonly asked in books on the topic but concrete definitions are less common than discussions of language policy in terms of types, goals, or examples. This chapter will take both approaches by first examining and synthesizing definitions already in circulation and then looking at some example language policies to see how these definitions hold up. Complicating the question is the relationship between language policy and the term that preceded it, language planning. Most would agree that language policy and language planning are closely related but different activities. Some argue that language planning subsumes language policy (Kaplan and Baldauf 1997) while others argue that language policy subsumes language planning (Schiffman 1996). For the title of this book, the term language policy is adopted for two reasons: (1) terminological simplicity, and (2) within accepted definitions of language planning, there is an assumption that some agent(s) makes a plan intended to influence language forms or functions, yet, there are many examples of language policy that are not intentional and/or not planned. However, throughout much of the book I will use language planning and policy, often referred to as LPP, both out of respect for the tradition of research that gave rise to the field (language planning) and The historical trajectory because the two fields have, for all intents and purposes, coalesced into one (Hornberger2006a).

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Journal ArticleDOI

Content-and-Language Integrated Learning: From Practice to Principles?

TL;DR: The authors surveys recent work on content-and-language integrated learning (CLIL) for contexts where the classroom provides the only site for learners' interaction in the target language, and synthesizes research on learning outcomes in CLIL.
Journal ArticleDOI

Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings

TL;DR: In this article, a conceptual framework that considers the dynamic nature of English-Medium Education in Multilingual University Settings (EMEMUS) has been developed, which regards EMEMUS as a social phenomenon and views discourse as the access point to six relevant dimensions.
Journal ArticleDOI

Conflicting language ideologies and contradictory language practices in Singaporean multilingual families

TL;DR: This paper studied three multilingual families in Singapore representing three major ethnic groups (Chinese, Malay and Indian) and found that language ideologies are "power-inflected" and tend to become the source of educational and social tensions which in turn shape family language practices.
Journal ArticleDOI

Power and Agency in Language Policy Appropriation.

TL;DR: This paper examined how nominally identical school district-level programs, which are funded under the same state-level language policy, end up being different in practice, and argued that language policy arbiters wield a disproportionate amount of power relative to other individuals in a particular level or layer.
Journal ArticleDOI

Is English-medium instruction effective in improving Chinese undergraduate students' English competence?

TL;DR: The authors investigated whether English-medium instruction has an impact on Chinese undergraduates' English proficiency and affect in English learning and use and found that prior English proficiency was the strongest predictor of subsequent English proficiency.