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The Cambridge Handbook of Language Policy
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    Hult, Francis M. 2018. Foreign language education policy on the horizon. Foreign Language Annals, Vol. 51, Issue. 1, p. 35.

    Fitzsimmons-Doolan, Shannon 2018. Language ideologies of institutional language policy: exploring variability by language policy register. Language Policy,

    Meylaerts, Reine and González Núñez, Gabriel 2018. No language policy without translation policy. Language Problems and Language Planning, Vol. 42, Issue. 2, p. 196.

    Kirschner, Shanna A. 2018. Uncultured: Civil War and Cultural Policy. Civil Wars, Vol. 20, Issue. 1, p. 45.

    Lane-Mercier, Gillian 2018. The Fictions of Translation. Vol. 139, Issue. , p. 273.

    Berezkina, Maimu 2018. Managing multilingualism on state websites: how institutional employees explain language choice. Current Issues in Language Planning, Vol. 19, Issue. 1, p. 98.

    Brown, Kara D. Koreinik, Kadri and Siiner, Maarja 2017. Language Policy Beyond the State. Vol. 14, Issue. , p. 1.

    Kheirkhah, Mina and Cekaite, Asta 2017. Siblings as Language Socialization Agents in Bilingual Families. International Multilingual Research Journal, p. 1.

    Gilmetdinova, Alsu 2016. Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism, p. 1.

    2016. Plurilinguisme et pluriculturalisme. p. 157.

    Filipović, Luna and Pütz, Martin 2016. Endangered Languages and Languages in Danger. Vol. 42, Issue. , p. 1.

    Fang, Qi and Shaobin, Mo 2016. Translingual creativities: a sociolinguistic case study of English lexical borrowings in Mandarin from perspectives of language contact. Asian Englishes, Vol. 18, Issue. 1, p. 19.

    Meylaerts, Reine and du Plessis, Theo 2016. Border Crossings. Vol. 126, Issue. , p. 263.

    Karakas, Ali 2016. Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes, Vol. 18, Issue. 3, p. 242.

    Davies, Winifred V. and Ziegler, Evelyn 2015. Language Planning and Microlinguistics. p. 225.

    Marten, Heiko F. 2015. Language policy (research and practice in applied linguistics). Current Issues in Language Planning, Vol. 16, Issue. 1-2, p. 163.

    Jie, Zhang 2015. The International Encyclopedia of Language and Social Interaction. p. 1.

    Réaume, Denise 2015. Lingua francafever: sceptical remarks. Critical Review of International Social and Political Philosophy, Vol. 18, Issue. 2, p. 149.

    Velupillai, Viveka 2015. Pidgins, Creoles and Mixed Languages. Vol. 48, Issue. ,

    Cerna, Katerina 2014. Status des ö/Österreichischen Deutsch: Sprachenrecht und seine Auswirkungen. Language Problems and Language Planning, Vol. 38, Issue. 3, p. 225.

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Book description

Over the last fifty years, language policy has developed into a major discipline, drawing on research and practice in many nations and at many levels. This is the first Handbook to deal with language policy as a whole and is a complete 'state-of-the-field' survey, covering language practices, beliefs about language varieties, and methods and agencies for language management. It provides a historical background which traces the development of classical language planning, describes activities associated with indigenous and endangered languages, and contains chapters on imperialism, colonialism, effects of migration and globalization, and educational policy. It also evaluates language management agencies, analyzes language activism and looks at language cultivation (including reform of writing systems, orthography and modernized terminology). The definitive guide to the subject, it will be welcomed by students, researchers and language professionals in linguistics, education and politics.


‘Under Spolsky's capable editorship, language policy has come of age, with a book that will be as invaluable to policy makers, implementers and stakeholders as it is indispensable to students and researchers.’

John E. Joseph - University of Edinburgh

‘… explains why administrators promulgate instructional programs in which forgetting exceeds learning, inadequate time insures fractured acquisition, and materials and assessment ignores research.’

Robert B. Kaplan - Emeritus Professor, University of Southern California

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