Discusses the paradox involved in constructing a language policy: language is invoked as a reified object associated with essentialist constructs of identity to stand for much more complex and changing patterns of language use. Considers this paradox from the perspective of a campaign led by Sikh parents to have Punjabi introduced into curriculum…

Discusses two student essays on the same topic, one of which is very successful, whereas the other fails to pass. Argues that the successful student is able to construct a powerful authoritative textual and discoursal identity for himself. Uses systemic functional grammar to demonstrate how he has recourse to the linguistic features of authority…

Examines a number of conceptual priorities for critical practice and their potential application in community-based English-as-a-Second-Language (ESL) programs. Argues that community-based ESL pedagogies should be informed by educational discourses that are more socially and ideologically focused. (Author/VWL)

Examines whether the human rights approach to language planning and policy promotes equity for diverse students populations. Assesses to what extent governments show respect for human rights by ratifying human rights' documents, discusses aspects of implementation and assesses government claims on national and immigrant minority education, and…

Examines language policy in two British colonies--Basutoland (Lesotho) and Ceylon (Sri Lanka), during the late 19th and early 20th centuries. Finds that mother tongue education and the concomitant restriction of the teaching of English for the working classes in these colonial contexts constituted a form of industrial education.(Author/VWL)