Language Policy and Planning in Education

Abstract

Language decisions and practices matter in all societal contexts, especially in education. By noting schooling as an institutional domain, this chapter focuses on policy in institutional contexts. Language policy has long been an instrument for the promotion of a sense of common, if not manufactured, imagined identity. Teachers have played a major role in promoting national languages and in implementing language reforms and policies. Frequently, teachers have had little preparation directly related to language policy or planning as fields of study and practice. Language planning (LP) traditionally has been seen as a purposeful action involving the formation and implementation of a policy designed to prescribe, or influence, the language(s) and varieties of language that will be used and the purposes for which they will be used.

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