Language Planning in Education

This subject is not offered in 2016.

340 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

A study of key concepts and experiences in language and literacy policy and programming in Australia and internationally. Topics include: the activity of language planning; nations and national languages in historical and current language planning;the role of English, globalisation and population mobility in contemporary language planning; the evolution of language and literacy teaching programs in different contexts; current issues in language education policy and planning in Asia, Europe and North America; the interface between first and second language education; and the role of teachers in language policy and planning at school, region and national level.

On completion of this subject students should be able to:

• Understand key concepts in language planning and some of the main types of language planning;
• Understand the origins of the field of language planning and policy and especially language-in-education planning, some key writers on the subject, their main ideas and phases in thinking about the problems schools and other education bodies face in language planning work;
• Demonstrate an understanding of problems, issues and phases in language and literacy education policy and programming in Australia and in some international locations;
• Identify, describe and critically evaluate current directions in language and literacy education and their implications for teaching; and
• Evaluate the potential or actual impact of a specific policy or innovation in language and literacy education.

There are two pieces of assessment:

• 3,000-word written paper comparing and critically evaluating different interpretations of language policy and planning (30%) due mid semester;
• and an in-depth investigation of the impact of a current or past language education policy including recommendations for change, totalling 7,000 words (70 per cent) due at the end of semester.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

This subject is not available as a breadth subject.

On completion of this subject, students should be able to demonstrate:

• An advanced understanding of the field of language education planning (in its wider context of language policy and planning) and relate this to wider questions of how innovation and change in language education can occur in general;
• An appreciation of the ways in which advanced knowledge equips the student to offer leadership in language education
• A capacity to articulate their knowledge and understanding in oral and written presentations