Abstract
School language policies — or Language Policies Across the Curriculum (LPACs) as they are also known — are viewed by many educationists as a necessary and integral part of the administration and the curriculum practice of modern schools. Since their introduction into educational discourse in the late 1960s, much has been made of their role in highlighting the centrality of language in the learning-teaching relationship (Barnes et al. 1969; Marland 1977; Maybin 1985; Corson 1990; Wells 1991; Crowhurst 1994). Relatedly, advocates have also more recently championed their capacity to address the diverse language needs of students within multi-ethnic schools (Corson 1990, 1993, 1998; May 1994a, 1994b).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Barnes, D., Britton, J., & Rosen H.: 1969, Language, the Learner and the School, Penguin Education, London.
Barnes, D., Britton, J., & Torbe, M.: 1990, Language, the Learner and the School (fourth edition), Boynton/Cook, Portsmouth, NH.
Beaton, L., Butler, L., Goebel, A., Mauger, J., Winter, A., & Russell, T.: 1992, ‘Whole school language arts’, Australian Journal of Language and Literacy 15, 55–58.
Bell, A.: 1994, ‘New Zealand or Aotearoa? The battle for nationhood in the English curriculum’, Curriculum Studies 2, 171–188.
Bennett, N. & Dunne, E.: 1992, Managing Classroom Groups, Simon & Schuster, London.
Britton, J.: 1970, Language and Learning, Penguin, London.
Bruner, J.: 1966, Towards a Theory of Instruction, Harvard University Press, New York.
Carr, W., & Kemmis, S.: 1986, Becoming Critical: Education, Knowledge and Action Research, Falmer Press, Lewes.
Clark, R., Fairclough, N., Ivanic, R., & Martin-Jones, M: 1990, ‘Critical language awareness, Part I: A critical review of three current approaches to language awareness’, Language and Education 4, 249–260.
Clark, R., Fairclough, N., Ivanic, R., & Martin-Jones, M.: 1991, ‘Critical language awareness, Part II: Towards critical alternatives’, Language and Education 5, 41–54.
Corson, D.: 1990, Language Policy Across the Curriculum, Multilingual Matters, Clevedon.
Corson, D.: 1993, Language, Minority Education and Gender: Linking Social Justice and Power, Multilingual Matters, Clevedon.
Corson, D.: 1998, Language Policy in Schools, Erlbaum, New York.
Cowie, H. & Ruddock, J.: 1988, Cooperative Group Work: An Overview, BP Service,London.
Crowhurst, M.: 1994, Language and Learning Across the Curriculum, Allyn & Bacon, Scarborough.
DES (Department of Education and Science): 1967, Children and their Primary Schools (The Plowden Report), HMSO, London.
DES (Department of Education and Science): 1975, A Language for Life (The Bullock Report), HMSO, London.
DES (Department of Education and Science): 1985, Education for All: Report of the Committee of Inquiry into the Education of Children from Ethnic Minority Groups (The Swann Report), HMSO, London.
DES (Department of Education and Science): 1988, Report of the Committee of Inquiry into the Teaching of the English Language (The Kingman Report), HMSO, London.
Elliott, J.: 1991, Action Research for Educational Change, Open University Press, Milton Keynes.
Fairclough, N. (ed.): 1992, Critical Language Awareness, Longman, London.
Fairclough, N.: 1995, Critical Discourse Analysis: The Critical Study of Language, Longman. London.
Galton, M. & Williamson, J.: 1992, Group Work in the Primary Classroom, Routledge, London.
Giroux, H.: 1992, Border Crossings, Routledge, New York.
Goldberg, D.: 1994, Multiculturalism: A Critical Reader, Blackwell, Cambridge.
Goodman, K.: 1982, Language and Literacy: The Selected Writings of Kenneth S. Goodman, Routledge & Kegan Paul, London.
Goodman, K.: 1989, ‘Whole language research: Foundations and development’, Elementary School Journal 90, 207–221.
Graves, D.: 1983, Writing: Teachers and Learners at Work, Heinemann, Exeter, NH.
HMI (Her Majesty’s Inspectorate): 1982, Bullock Revisited: A Discussion Paper, DES, London.
HMSO: 1995, English in the National Curriculum, HMSO, London.
Johnson, D. & Johnson, R.: 1987, Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (second edition), Prentice Hall, Englewood Cliffs, NJ.
Knott, R.: 1985, The English Department in a Changing World, Open University Press, Milton Keynes.
Lingard, B., Knight, J., & Porter, P. (eds.): 1993, Schooling Reform in Hard Times, Falmer Press, London.
Marland, M.: 1977, Language Across the Curriculum, Heinemann, London.
Marsh, V., & Burke, J.: 1992, ‘A Whole School Approach to Literacy’, Australian Journal of Language and Literacy 15, 7–26.
Martin, N., D’Arcy, P., Newton, B, & Parker, R.: 1979, Writing and Learning Across the Curriculum, Ward Lock, London.
May, S.: 1994a, Making Multicultural Education Work, Multilingual Matters/OISE Press, Clevedon/Toronto.
May, S.: 1994b, ‘School-based language policy reform: A New Zealand example’, in A. Blackledge (ed.), Teaching Bilingual Children, Trentham Press, London, 19–11.
May, S. (ed.): 1998, Critical Multiculturalism: Rethinking Multicultural and Antiracist Education, Falmer Press, London.
Maybin, J.: 1985, ‘Working towards a school language policy’, in Every child’s language: An in-service pack for primary teachers, The Open University & Multilingual Matters, Clevedon, 95–108.
McKenna, M., Stahl, S., & Reinking, D.: 1994, ‘A critical commentary on research, politics, and whole language’, Journal of Reading Behaviour 26, 211–233.
McLaren, P.: 1995, Critical Pedagogy and Predatory Culture: Oppositional Politics in a Postmodern Era, Routledge, New York.
McPherson, J. & Corson, D.: 1989, Language Policy Across the Curriculum: Eight Studies of School-based Policy Development, New Zealand Education Department, Wellington.
MET (Ministry of Education and Training).: 1993a, Pour Les Ecoles Franco-Ontariennes. Volume I: Amenagement linguistique en f rancais. Poliers elementaire et secondaire. November, Toronto.
MET (Ministry of Education and Training).: 1993b, Pour Les Ecoles Franco-Ontariennes. Volume II: Actualisation linguistique en francais. Poliers elementaire et secondaire. November, Toronto.
Mitchell, R., Brumfit, C, & Hooper, J.: 1994, ‘Knowledge about language: policy, rationales and practices’, Research Papers in Education Policy and Practice 9, 183–205.
Moffett, J.: 1968, Teaching the Universe of Discourse, Houghton Mifflin, London.
New London Group.: 1996, ‘A pedagogy of multiliteracies: Designing social futures’, Harvard Educational Review 66, 60–92.
Nieto, S.: 1996, Affirming diversity: The sociopolitical context of multicultural education, Longman, New York (2nd edition).
Ontario Ministry of Education.: 1984, Ontario Schools: Intermediate and Senior Divisions, Ministry of Education, Toronto.
Proctor, N.: 1987, ‘Bullock refreshed: The five languages for life’, Reading 21, 80–91.
Schools Council Working Paper No. 67: 1980, Language Across the Curriculum, Methuen, London.
Shannon, P. (ed.): 1992, Becoming Political: Readings and Writings in the Politics of Literacy Education, Heinemann, Portsmouth, NH.
Sharpe, T: 1992, ‘Shifting the focus’, Australian Journal of Language and Literacy 15, 69–82.
Skilbeck, M.: 1984, School-based Curriculum Development, Harper & Row, London.
Slavin, R.: 1983, Cooperative Learning, Longman, New York.
Slavin, R.: 1989, School and Classroom Organization, Erlbaum, Hillsdale, NJ.
Sleeter, C, & McLaren, P.: 1995, Multicultural Education, Critical Pedagogy and the Politics of Difference, SUNY Press, Albany.
Smith, F.: 1975, Comprehension and Learning: A Conceptual Framework for Teachers, Holt Reinhart, New York.
Smyth, J.: 1989, Critical Perspectives on Educational Leadership, Falmer Press, London.
Smyth, J.: 1991, Teachers as Collaborative Learners: Challenging Dominant Forms of Supervision, Open University Press, Milton Keynes.
Stenhouse, L.: 1975, An Introduction to Curriculum Research and Development, Heinemann, London.
Taylor, K., Boscato, M., & Beagley, P.: 1992, ‘Changing school language teaching: Evolution not revolution’, Australian Journal of Language and Literacy 15, 43–53.
Torbe, M. (ed.): 1980, Language Policies in Action: Language Across the Curriculum in Some Secondary Schools, Ward Lock, London.
Vygotsky, L.: 1962, Thought and Language, MIT Press, Cambridge Mass.
Wells, G.: 1991, Learning and Teaching the Discourses of the Disciplines, The author, Toronto
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1997 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
May, S.A. (1997). School Language Policies. In: Wodak, R., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4538-1_22
Download citation
DOI: https://doi.org/10.1007/978-94-011-4538-1_22
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-4928-0
Online ISBN: 978-94-011-4538-1
eBook Packages: Springer Book Archive