Personal experiences have rarely been viewed as part of the domain of language policy, since policies are generally created from the top down, often to meet ideological or political agendas. The study of linguistic practices in a small country like Luxembourg offers particular opportunities to consider how language policy needs also to be formulated from the bottom up, since it has a direct effect on the rights and opportunities of often marginalized populations. Confronting these questions in small countries, which are hedged about with all of the complexities of their larger neighbours, may offer solutions that can be applied in due course in larger countries too.
2021. Introduction: Reimagining language and belonging in the diaspora. Lingua 263 ► pp. 103157 ff.
Badwan, Khawla
2021. Agency in educational language planning: perspectives from higher education in Tunisia. Current Issues in Language Planning 22:1-2 ► pp. 99 ff.
Barakos, Elisabeth
2016. Language Policy and Critical Discourse Studies: Toward a Combined Approach. In Discursive Approaches to Language Policy, ► pp. 23 ff.
Booth, Dawn Karen
2018. Expanding the Concept of Washback. In The Sociocultural Activity of High Stakes Standardised Language Testing [English Language Education, 12], ► pp. 231 ff.
Bradlaw, Constanze & Oliver Delto
2023. Research Developments in World Englishes. International Journal of Multilingualism► pp. 1 ff.
2022. Multilingualism and politics. Revisiting multilingual citizenship. International Journal of Multilingualism 19:3 ► pp. 456 ff.
Earls, Clive W.
2014. Striking the balance: the role of English and German in a multilingual English-medium degree programme in German higher education. Current Issues in Language Planning 15:2 ► pp. 153 ff.
Georgiou, Vasiliki
2011. Intended and unintended effects of language planning: insights from an orthography debate in Cyprus. Language Policy 10:2 ► pp. 159 ff.
Groff, Cynthia
2018. Introduction: Ecological Metaphors, Minority Voices, and Language Education in the Kumaun. In The Ecology of Language in Multilingual India, ► pp. 1 ff.
Groff, Cynthia
2018. Language Policy and Language Ideology: Ecological Perspectives on Language and Education in the Himalayan Foothills. Anthropology & Education Quarterly 49:1 ► pp. 3 ff.
Horner, Kristine
2015. Discourses on Language and Citizenship in Europe. Language and Linguistics Compass 9:5 ► pp. 209 ff.
Hudson, Catherine & Denise Angelo
2020. Teacher Views on the Implementation of English Language Proficiency Scales for Young Indigenous Learners of Standard English. Language Assessment Quarterly 17:5 ► pp. 491 ff.
Hult, Francis M.
2012. English as a Transcultural Language in Swedish Policy and Practice. TESOL Quarterly 46:2 ► pp. 230 ff.
Hult, Francis M.
2015. Discursive Approaches to Policy. In Discourse and Education, ► pp. 1 ff.
Hult, Francis M.
2017. Discursive Approaches to Policy. In Discourse and Education, ► pp. 111 ff.
Kim, Hyejeong & Catherine Elder
2015. Interrogating the construct of aviation English: Feedback from test takers in Korea. Language Testing 32:2 ► pp. 129 ff.
Kremer, Joanna & Kristine Horner
2016. Eng flott Diskriminatioun?: Language and Citizenship Policy in Luxembourg as Experience. In Discursive Approaches to Language Policy, ► pp. 159 ff.
Landqvist, Mats
2021. The significance of activist language policies in public debate – a concern for language planning agencies?. Journal of Language and Discrimination 5:1
Landqvist, Mats & Jennie Spetz
2020. Ten years with the Swedish Language Act. Current Issues in Language Planning 21:5 ► pp. 532 ff.
Ostorga, Alcione N. & Peter Farruggio
2020. Preparing bilingual teachers on the U.S./Mexico border: including the voices of emergent bilinguals. International Journal of Bilingual Education and Bilingualism 23:10 ► pp. 1225 ff.
Skerrett, Delaney Michael
2016. Moving the field forward: a micro–meso–macro model for critical language planning. The case of Estonia. Current Issues in Language Planning 17:1 ► pp. 106 ff.
Smith-Khan, Laura
2021. ‘Common language’ and proficiency tests: a critical examination of registration requirements for Australian registered migration agents. Griffith Law Review 30:1 ► pp. 97 ff.
Stephens, Crissa
2023. “This is our country, too”: Embodied Experiences of and Resistance to Neo‐nationalism in a Midwest School District. TESOL Quarterly 57:3 ► pp. 916 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.