Macro-language planning for multilingual education: focus on programmes and provision

Abstract

This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can either fail to recognise diverse ethnolinguistic identities or work to acknowledge them. Three common themes in language planning for multilingual education can be identified from the contributions: (i) top-down definitions of what counts as mother tongue can have both intended and unintended outcomes; (ii) language-as-problem responses to linguistic diversity can work to reinforce social exclusion; and (iii) the acknowledgement of diversity and minority language rights needs to flow through from statements of intent to on-the-ground implementation if they are to become a reality.

Keywords:

• macro-language planning
• language-in-education planning
• multilingual education
• top-down language planning
• education programmes and provision

Notes on contributors

Kerry Taylor-Leech is an Applied Linguist in the School of Education and Professional Studies at Griffith University, Queensland. Her research focuses mainly on language-in-education policy and planning in multilingual settings and the relationship between language, policy, and identity, particularly in the context of migration and settlement.

Anthony J. Liddicoat is a Professor in Applied Linguistics at the Research Centre for Languages and Cultures in the School of Communication, International Studies, and Languages at the University of South Australia. His research interests include language and intercultural issues in education, conversation analysis, and language policy and planning.