Article published In:
Language Problems and Language PlanningVol. 31:3 (2007) ► pp.235–256
Foreign language planning
Towards a supporting framework
Drawing on empirical research and established language planning theories and ideas, this paper presents a conceptual framework model to support foreign language planning. The key focus is foreign or second language planning at secondary school level. Whilst foreign language planning is not a new phenomenon, this paper argues for a reconfigured perspective on this often under-examined issue.
Cited by
Cited by 6 other publications
Herazo Rivera, José David, Sonia Jerez Rodríguez & Danilza Lorduy Arellano
2012. Opportunity and incentive for becoming bilingual in Colombia: Implications for Programa Nacional de Bilingüismo. Íkala, Revista de Lenguaje y Cultura 17:2 ► pp. 199 ff. 
Liddicoat, Anthony J. & Timothy Jowan Curnow
2014. Students' home languages and the struggle for space in the curriculum. International Journal of Multilingualism 11:3 ► pp. 273 ff.
Payne, Mark
2017. The inclusion of Slovak Roma pupils in secondary school: contexts of language policy and planning. Current Issues in Language Planning 18:2 ► pp. 161 ff.
Payne, Mark & Maram Almansour
2014. Foreign language planning in Saudi Arabia: beyond English. Current Issues in Language Planning 15:3 ► pp. 327 ff.
Solano-Campos, Ana
2022. English as a Foreign Language Policy in Latin America: The Neoliberal “Multilingual” Nationalism of Costa Rica. Comparative Education Review 66:4 ► pp. 643 ff.
Velázquez, Virna & Edgar Emmanuell García-Ponce
2018. Foreign Language Planning: The Case of a Teacher/Translator Training Programme at a Mexican University. Profile: Issues in Teachers´ Professional Development 20:2 ► pp. 79 ff.
This list is based on CrossRef data as of 4 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.