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Language Planning as a Sociolinguistic Experiment

By: Ernst Jahr

Provides richly detailed insight into the uniqueness of the Norwegian language development. Marks the 200th anniversary of the birth of the Norwegian nation following centuries of Danish rule


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Acquiring Phonology: A Cross-Generational Case-Study

By Neil Smith

The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts.


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Language Production and Interpretation: Linguistics meets Cognition

By Henk Zeevat

The importance of Henk Zeevat's new monograph cannot be overstated. [...] I recommend it to anyone who combines interests in language, logic, and computation [...]. David Beaver, University of Texas at Austin


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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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