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100   $a20070104d2007      uy         0
101 0 $aeng
135   $aurnn#---|u||u
181   $ctxt
182   $cc
183   $acr
200 00$aLanguage planning and policy $eissues in language planning and literacy /$fedited by Anthony J. Liddicoat
205   $a1st ed.
210   $aClevedon ;$aBuffalo $cMultilingual Matters$dc2007
215   $a1 online resource (281 p.)
225 1 $aLanguage planning and policy
300   $aDescription based upon print version of record.
311 0 $a1-85359-977-8 
320   $aIncludes bibliographical references.
327   $tFront matter --$tContents --$tThe Contributors --$tIntroduction: Literacy and Language Planning --$tLanguage Planning for Literacy: Issues and Implications --$tEarly Literacy Policy: National and Local Instantiations --$tLanguage Planning and Literacy in Kenya: Living with Unresolved Paradoxes --$tConceptions of Literacy in Canadian Immigrant Language Training --$tSingapore?s Literacy Policy and its Conflicting Ideologies --$tRethinking Language Planning and Policy from the Ground Up: Refashioning Institutional Realities and Human Lives --$tLegislating Literacy for Linguistic and Ethnic Minorities in Contemporary China --$tVernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand --$tLiteracy in Pidgin and Creole Languages --$tThe Consequences of Vernacular (Il)literacy in the Pacific --$tLiteracy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea --$tVernacular Literacy in the Touo Language of the Solomon Islands --$tIs it Aulua or Education Dressed up in Kastom?: A Report on the Ongoing Negotiation of Literacy and Identity in a Ni Vanuatu Community --$tBridging the Gap: The Development of Appropriate Educational Strategies for Minority Language Communities in the Philippines --$tLiteracy and Language-in-Education Policy in Bidialectal Settings
330   $aWhile literacy has always been central to language planning work, there are fewer studies which focus primarily on literacy as a language planning activity. Often planning for literacy is treated as an aspect of status, corpus or language-in-education planning, rather than addressing literate practice itself as a planning objective. This volume investigates the complex issues and social and political pressures relating to literacy in a variety of language planning contexts around the world. The studies presented in this book examine language planning for literacy in official and vernacular languages and address issues relating to literacy in first and additional languages in North America, Asia, Africa, Europe and the Pacific. As a collection, these studies show that language planning for literacy is not simply a matter of planning a written version of a language, but involves more complex questions relating to the nature and practice of literacy and the power relations which exist within societies.
410  0$aLanguage planning and policy.
606   $aLanguage planning
606   $aLanguage policy
606   $aLiteracy
610   $alanguage and society.
610   $alanguage policy.
610   $aliteracy in language planning.
610   $aliteracy.
610   $aliterate practice.
610   $aofficial languages.
610   $apower.
615  0$aLanguage planning.
615  0$aLanguage policy.
615  0$aLiteracy.
676   $a306.4/49
701   $aLiddicoat$b Anthony$f1962-$01601873
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910810949103321
996   $aLanguage planning and policy$94109651
997   $aUNINA