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The Social Origins of Language

By Daniel Dor

Presents a new theoretical framework for the origins of human language and sets key issues in language evolution in their wider context within biological and cultural evolution


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Preposition Placement in English: A Usage-Based Approach

By Thomas Hoffmann

This is the first study that empirically investigates preposition placement across all clause types. The study compares first-language (British English) and second-language (Kenyan English) data and will therefore appeal to readers interested in world Englishes. Over 100 authentic corpus examples are discussed in the text, which will appeal to those who want to see 'real data'


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Free access to several Brill linguistics journals, such as Journal of Jewish Languages, Language Dynamics and Change, and Brill’s Annual of Afroasiatic Languages and Linguistics.


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International Journal of Pedagogies & Learning

Call Deadline: 09-May-2014

Call Information:
Pedagogy and language planning

Kaplan and Baldauf (2003) have included pedagogy in their model of language-in-education planning largely in the area of materials and methods planning. However, if we look at language policy and language-in-education planning research, it is striking to notice that very little attention has been devoted to understanding the relationships between language-in-education planning and policy and pedagogy and the impact of planning and policy on pedagogy. This means that the ways that language policy and planning interact with classroom practice have not been the focus of sustained research attention, although there is evidence from outside the field of language education that the relationships between educational policy and educational practice are highly complex. Language-in-education policy and planning documents deal with pedagogy in a number of ways. In some cases, policies may nominate a particular language teaching approach and seek to encourage its adoption in schools. In other cases, language policies may entail a particular pedagogical approach or have unrecognised consequences for pedagogical practice. In still other cases, policies and pedagogical practice may be in conflict and this may have significant consequences for what can actually be achieved.

This special issue seeks to bridge the gap and examine how language policies and practices and language-in-education planning intersect and impact on language teaching pedagogies. We welcome articles that initiate and foster further research ideas that discuss the relationship between language-in-education and pedagogy of language teaching in a range of contexts, including, but not limited to:

- Issues relating to methodology in policy statements
- The interaction of pedagogy with policy in contexts of implementation
- Consequences of policy for teachers' professional learning instances of conflict between policy and pedagogy and their consequences

To submit your paper visit http://pubs.e-contentmanagement.com/loi/ijpl

Full paper by: 09 May 2014

Publication date: December 2014

Co-Editors Professor Tony Liddicoat: Tony.Liddicoat@unisa.edu.au ; Dr Ibrahima Diallo: ibrahima.diallo@unisa.edu.au


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