This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can…

Outlines the language planning situation in Australia, makes a case for the establishment of a national language policy, and discusses the steps that must be undertaken if a successful policy is to be achieved. (AM)

The author discusses (1) the nature of communication, (2) sociological aspects of the communication problem, and (3) solutions to the language problem that have been tried. He believes that "there is a solution easier and more successful than multilingualism, and less discriminatory than the unilateral imposition of one national language for…

Identifies some ideological and political forces contributing to the Soviet dilemma caused by requiring a standardized proletarian culture (and language) amidst a multilingual and multicultural socialist society. Also focuses on linguistic planning, language change, and language development in the Central Asian part of the USSR. (SL)

Describes the Soviet Union's attempt to devise a national educational system which will both develop the 130 languages spoken by the peoples of the USSR and increase the use of the Russian language as the language of international communication. (Author/DB)

Although Kiswahili has been successfully promoted as the medium of primary and adult education in Tanzania, its position in secondary and tertiary levels is still precarious. Suggests that Kiswahili become the language of instruction in secondary schools, with English taught as a foreign language. (DMM)

Describes the institution of Bahasa Indonesia as the state language of Indonesia. Discusses the use of Indonesian, 400+ vernaculars, and foreign languages in the country; the implementation of state language policy through formal and nonformal language education; and the rise of bilingualism in Indonesia. (DMM)

Suggests the possibility of mapping each person's linguistic identity in two dimensions: the number of languages spoken and the situation-specific variants of each language. Discusses the academic disadvantages associated with particular socioeconomic variants, particularly low-class speech/accents. Advocates greater tolerance of variation and…

Examines the principle that the rules of language to be applied in a given situation will depend on the territory or on the linguistic status of the person or persons concerned. The principles are considered in broad contexts, formally and practically, and criteria that may influence the choice of one over another is looked at. (SCC)

Australia's language problems involve socioeconomic factors and communication skills as well as multilingualism. A program for solution is suggested involving inquiry into problems; policy formulation; implementation; and establishment of social and communication systems to coordinate activity concerned with migrant communication problems. (CHK)

Examines Nigeria's language policies in terms of (1) the historical, sociolinguistic, political, educational, and ideological contexts in which they arose; (2) their impact on patterns of language choice and use in education and other aspects of life; and (3) their implications for the theory and practice of language planning. (51 references) (GLR)

Assesses efforts to standardize the Malian languages, including the standardization of orthography and the creation of terminology in the Mandingo-Peul Project. Points to conflicts between technical and political considerations, and between local tendencies and balances among languages and the need to respect the ecolinguistics of the country.…

The components of language rights for social development are enumerated and discussed, listed under such rubrics as national language development, languages of instruction, access to a Language of Wider Communication, bilingual schooling, and the cultivation of the national languages. Examples from various countries are cited. (Contains 26…

Traces the development of Ecuador's program of indigenous bilingual intercultural education. Describes the acceptance of a common alphabet for all indigenous languages; the "Macac" educational model; and the creation of bilingual primary and secondary schools and teacher training colleges. Stresses the importance of intercultural…

Examines two variables affecting multicultural schools: teachers' attitudes and professional knowledge about students' languages and cultures; and the linguistic/cultural diversity of the children. Compares bilingual schooling and school organization for second-language teaching in multicultural contexts. Describes successful practices, including…