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| Language Usage | 3 |
| Written Language | 3 |
| Foreign Countries | 2 |
| Language Planning | 2 |
| Literacy | 2 |
| Emotional Experience | 1 |
| Emotional Response | 1 |
| Language Standardization | 1 |
| Literacy Education | 1 |
| Models | 1 |
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| Language and Education | 3 |
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| Journal Articles | 3 |
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| Reports - Descriptive | 2 |
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Peer reviewedHornberger, Nancy H. – Language and Education, 1994
A framework for language planning categorizes 22 language planning goals in terms of the intersections between 3 types (status, corpus, and acquisition) and 2 approaches (policy and cultivation) of language planning. The model helps literacy developers to answer the question of which literacies to develop for what purpose. (Contains 44…
Descriptors: Language Planning, Language Usage, Literacy, Models
Peer reviewedMorton, Adam – Language and Education, 1992
Dunlop's account of narrative resolves puzzles about second-order desire and evincing complex emotions, but it works with a too simple view of emotion. This article suggests how a different view of the connection between narrative and emotion can have similar consequences. (five references) (Author/LB)
Descriptors: Emotional Experience, Emotional Response, Foreign Countries, Language Usage
Peer reviewedStreet, Brian V. – Language and Education, 1994
Addresses problems that arise when literacy education is brought from national and international centers to people whose identity is with local languages and literacies. Local literacies are defined with respect to different languages and writing systems, invented local literacies, and vernacular literacies. (Contains 33 references.) (Author)
Descriptors: Foreign Countries, Language Planning, Language Standardization, Language Usage
