References
- Bishop, K., & Michnowicz, J. (2010). Forms of address in Chilean Spanish. Hispania, 93(3), 13–29.
- Blanco, J. A., & Tocaimaza-Hatch, C. C. (2015). Imagina: Español sin barreras. Boston, MA: Vista Higher Learning.
- Butt, J., & Benjamin, C. (2011). A new reference. Grammar of modern Spanish. London, UK: Hodder Education.
- Cameron, D. (2012). Verbal hygine. London, UK: Routledge.
- Christiansen, A. (2014). El vos es el dialecto que inventamos nosotros, la forma correcta es el tú. Creencias y actitudes lingüísticas acerca de las formas de tratamiento y la influencia de éstas en la educación escolar en Nicaragua. Borealis: An International Journal of Hispanic Linguistics, 3(2), 259–297. doi:10.7557/1.3.2.2947
- Chua, S. K. C., & Baldauf, R. B. (2011). Micro language planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 936–951). New York, NY: Routledge.
- Cuadrado, C., Melero, P., Sacristan, E., & Underwood, J. (2012). Protagonistas: A communicative approach. Boston, MA: Vista Higher Learning.
- Fernández, M. (2003). Constitución del orden social y desasosiego: Pronombres de segunda persona y fórmulas de tratamiento en español. In Actas del Congreso Internacional “Pronombres de segunda persona y formas de tratamiento en las lenguas de Europa”. Instituto Cervantes de París. Retrieved from http://cvc.cervantes.es/lengua/coloquio_paris/ponencias/pdf/cvc_fernandez.pdf
- Fitch, K. L. (1998). Speaking relationally: Culture, communication, and interpersonal connection. New York, NY: Guilford Press.
- Gumperz, J. J., & Cook-Gumperz, J. (1982). Introduction: Language and the communication of social identity. In J. J. Gumperz (Ed.), Language and social identity (pp. 1–21). Cambridge, UK: Cambridge University Press.
- Harklau, L. (2009). Heritage speakers’ experiences in new Latino diaspora Spanish classrooms. Critical Inquiry in Language Studies, 6(4), 211–242. doi:10.1080/15427580903118689
- Heller, M. (1982). Language, ethnicity, and politics in Quebec ( Unpublished Ph.D. Dissertation). University of California, Berkeley, CA.
- Herman, D. M. (2007). It’s a small world after all: From stereotypes to invented worlds in secondary school Spanish textbooks. Critical Inquiry in Language Studies, 4(2–3), 117–150. doi:10.1080/15427580701389417
- Hult, F. M. (2018). Foreign language education policy on the horizon. Foreign Language Annals, 51(1), 35–45. doi:10.1111/flan.12315
- Jernudd, B., & Nekvapil, J. (2012). History of the field: A sketch. In B. Spolsky (Ed.), The Cambridge handbook of language policy (pp. 16–36). Cambridge, England: Cambridge University Press.
- Kaplan, R. B., & Baldauf, R. B., Jr. (1997). Language planning: From practice to theory. Bristol, PA: Multilingual Matters.
- Kubota, R., & Austin, T. (2007). Critical approaches to world language education in the United States: An introduction. Critical Inquiry in Language Studies, 4(2–3), 73–83. doi:10.1080/15427580701389367
- Leeman, J., & Martínez, G. (2007). From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4(1), 35–65. doi:10.1080/15427580701340741
- Liddicoat, A. J., & Baldauf, R. B. (2008). Language planning in local contexts: Agents, contexts and interactions. In A. J. Liddicoat & R. B. Baldauf (Eds.), Language planning and policy: Language planning in local contexts (pp. 3–17). Clevedon, UK: Multilingual Matters.
- Liebkind, K. (1999). Social psychology. In J. Fishman (Ed.), Handbook of language and ethnic identity (pp. 140–151). New York, NY: Oxford University Press.
- Lipski, J. (1994). El español de américa. Madrid, Spain: Cátedra.
- Marriott, H., & Nekvapil, J. (2012). An introduction: “Noting” in the language management approach. Journal of Asian Pacific Communication, 22(2), 155–159. doi:10.1075/japc.22.2.01mar
- Martin-Jones, M. (2015). Classroom discourse analysis as a lens on language-in-education policy processes. In F. Hult & D. C. Johnson (Eds.), Research methods in language policy and planning: A practical guide (pp. 94–106). Hoboken, NJ: Wiley.
- Morales Pettorino, F. (1999). Panorama del voseo chileno y rioplatense. Boletín de Filología de la Universidad de la Universidad de Chile, 37, 835–847.
- Nekvapil, J. (2008). Language cultivation in developed contexts. In B. Spolsky & F. Hult (Eds.), The handbook of educational linguistics (pp. 251–265). Malden, MA: Blackwell Publishing.
- Nekvapil, J. (2012). From language planning to language management: J.V. Neuestupny’s heritage. Media and Communication Studies, 63, 5–21.
- Nekvapil, J., & Sherman, T. (2015). An introduction: Language management theory in language policy and planning. International Journal of the Sociology of Language, 2015, 1–12. doi:10.1515/ijsl-2014-0039
- Neustupný, J. V., & Nekvapil, J. (2003). Language management in the Czech Republic. Current Issues in Language Planning 4, 181–366.
- Nguyen, H. T. M., & Bui, T. (2016). Teachers’ agency and the enactment of educational reform in Vietnam. Current Issues in Language Planning, 17(1), 88–105. doi:10.1080/14664208.2016.1125664
- Nguyen, L. (2014). Integrating pedagogy into intercultural teaching in a Vietnamese setting: From policy to the classroom. International Journal of Pedagogies and Learning, 9(2), 171–182. doi:10.1080/18334105.2014.11082030
- Norton, B. (2010). Language and identity. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 349–369). Tonawanda, NY: Multilingual Matters.
- Núñez-Méndez, E. (2012). Fundamentos teóricos y prácticos de historia de La lengua española. New Haven, CT: Yale University Press.
- Petrovic, J. E. (2015). A post-liberal approach to language policy in education. Bristol, UK: Multilingual Matters.
- Pickering, M. J., & Garrod, S. (2004). Toward a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27, 169–190.
- Pinkerton, A. (1986). Observations on the Tu/Vos option in Guatemalan Ladino Spanish. Hispania, 69(3), 690–698. doi:10.2307/342783
- Ramanathan, V. (2005). Rethinking language planning and policy from the ground up: Refashioning institutional realities and human lives. Current Issues in Language Planning, 6(2), 89–101. doi:10.1080/14664200508668275
- Reagan, T. (2006). The explanatory power of critical language studies: Linguistics with an attitude. Critical Inquiry in Language Studies, 3(1), 1–22. doi:10.1207/s15427595cils0301_1
- Resnick, M. C., & Hammond, R. M. (2011). Introducción a la historia de la lengua española. Washington, DC: Georgetown University Press.
- Shenk, E. M. (2014). Teaching sociolinguistic variation in the intermediate language classroom: Voseo in Latin America. Hispania, 97(3), 368–381. doi:10.1353/hpn.2014.0089
- Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge.
- Solano Rojas, Y. (1994). Las formas pronominales vos-tú-usted en Costa Rica. Análisis de una muestra. Revista Pensamiento Actual, 1, 42–57.
- Train, R. (2007). “Real Spanish:” Historical perspectives on the ideological construction of a (foreign) language. Critical Inquiry in Language Studies, 4(2–3), 207–235. doi:10.1080/15427580701389672
- Uber, D. R. (2011). Forms of address: The effect of the context. In M. Díaz Campos (Ed.), The Handbook of Hispanic Sociolinguistics (pp. 244–262). Malden, MA: Wiley-Blackwell.
- Weyers, J. R. (2009). The impending demise of tú in Montevideo, Uruguay. Hispania, 92(4), 829–839.
- Wright, S. (2016). Language policy and language planning: From nationalism to globalization (2nd ed.). London, UK: Palgrave Macmillan.
- Zhao, S., & Baldauf, R. B. Jr. (2012). Individual agency in language planning: Chinese script reform as a case study. Language Problems and Language Planning, 36(1), 1–24. doi:10.1075/lplp.36.1.01zha