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30 June 2021
Language planning for diversity in foreign language education
In much of the world, English has become the dominant if not sole language that is taught in schools and universities in most countries of the world. This is often the case even if English is not specifically mandated as the language of study in official policy documents and where other languages are taught their presence may be highly circumscribed (see for example Kirkpatrick & Liddicoat, 2019 for the situation in Asia; Liddicoat & Kirkpatrick, 2020). Some countries or regions have explicitly addressed the issue of the predominance of English in their language-in-education policies, for example in Europe a model of learning two languages has been established (European Parliament, 2009) in which, while English is usually the first of the language taught some languages have found a place as the second of these languages, although others may be excluded or find it difficulty opening spaces for teaching and learning in formal education (Hancock & Hancock, 2021). China’s Belt and Road initiative also appears to be opening spaces for other languages in education alongside English (Han, Gao, & Xia, 2019).
This volume aims to explore the language planning situation of such languages, the challenges faced in teaching such languages in a policy context dominated by English and the policies and other factors that support their teaching. In particular, articles that consider how national and/or institutional policies impact on the teaching and learning of languages, whether positively or negatively, how teachers and institutions find spaces for lesser taught languages in policy contexts dominated by English, how teachers and institutions find spaces for lesser taught languages in policy contexts dominated by English, and analyses of advocacy work for diversity in language offerings in national or local contexts are welcome. Some of this work may be found at the macro level of government policy but much of this work takes place at the meso and micro level and studies investigating language planning and policy at these levels are especially welcome.
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- The thematic issue will consider papers based on original research that consider the teaching and learning of lesser taught languages as additional languages in any part of the world.
- Select "special issue title” when submitting your paper to ScholarOne
- The published volume is expected to appear in 2022.
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