Introduction:

This reader is a required document of the PLC 601 Language & Policies Class. It is divided into four main sections:

Section I: Global Language Policies & Education Resources Section II: National Language Politics, Policies & Educational Practice   Resources & References   No Child Left Behind Policy Information & Resources Section III: State of California Language Politics, Policy & Educational Practice A: Bilingual & English Language Policy B: Accountability & Assessment Processes & Measures Resources Section IV: Resources for Professional Development of Teacher

Section I: Global Language Policies & Education

"Accountability" Versus Science in the Bilingual Education Debate by Jim Crawford
http://www.asu.edu/educ/epsl/LPRU/features/article3.htm
Broader education gains appeal in Asia http://www.iht.com/articles/2006/10/16/news/riedthai.php
Thailand has led the way in providing an international option, with the number of international schools established in the kingdom soaring to 107 today, predominantly following British and American curriculums, from 30 eight years ago, and with nearly 30,000 students enrolled at the primary and secondary levels, according to Education Ministry officials.
Canada Office of the Commissioner of Official Languages http://www.ocol-clo.gc.ca/
Common European Framework of Reference for Languages: Learning, Teaching, Assessment http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp
The Common European Framework of Reference (CEFR) provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. Common European Framework Text: Review Sections 2, 4 and 6.
Economical Language: An Editorial
http://www.languagemagazine.com/August2002_Editorial.pdf
From Language Magazine http://www.languagemagazine.com/
Language Standards: And International Perspective Penny McKay, Paolo Coppari, Alister Cumming, Kathleen Graves,
	Part 1: http://www.tesol.org/pubs/articles/2001/tm0103-01.html
	Part 2: http://www.tesol.org/pubs/articles/2001/tm0106-05.html
The MOST (Management of Social Transformations) Clearing House http://www.unesco.org/most/ln1.htm
The MOST Clearing House on Linguistic Rights is designed to provide tools for legislators, decision-makers, researchers and other representatives of both governmental and non-governmental organizations to monitor the transition to democracy in multicultural and multi-ethnic societies. It provides an overview of the most important international legal instruments pertaining to linguistic rights as well as a collection of constitutional provisions.
Where immigrant students succeed - A comparative review of performance and engagement in PISA 2003 http://edweb.sdsu.edu/plc/documents/cadiero_bib_pisa_immigrant_children.pdf (pdf format 3,647 KB)
World Congress on Language Policies http://www.linguapax.org/congres/indexang.html
The preservation of linguistic diversity has become a major concern to many researchers, politicians and leaders of linguistic communities. Some forecasts indicate that more than half of the six thousand languages currently spoken could disappear during the twenty-first century. Language policies have a deep impact on the life of languages and both their theoretical and practical aspects should be examined. There also is a need to assess the new cultural, social, political, economic and technological factors affecting linguistic diversity at a global scale. More than 230 researchers, social actors, policy makers and people involved in the promotion of languages took part in the debates offered by the World Congress on Language Policies which was organized by the Linguapax Institute, in co-operation with the Governments of Catalonia and the Balearic Islands, the Cultura de Paz Foundation and Forum 2004. The congress was held in Barcelona, from April 16 to 20 and consisted of six keynote addresses and five concurrent workshops the conclusions of which were presented in the closing session.

Section I: Resources

Asia and the Pacific http://www.unesco.org/education/efa/wef_2000/regional_frameworks/frame_asia_pacific.shtml

Asia and Pacific Regional Framework for Action: Education for All Guiding Principles, Specific Goals and Targets for 2015 Adopted by the Asia-Pacific Conference on EFA 2000 Assessment Bangkok, Thailand, 17-20 January 2000

Center for Multilingual, Multicultural Research http://www-rcf.usc.edu/~cmmr/Policy.html

Sites and articles listed here are not necessarily endorsed by the CMMR; they are listed for informational purposes only. These resources are not meant to be exhaustive, but rather a sampling of what is currently available. Full text articles and resources are also provided along with a searchable database of the Supreme Court opinions since 1893.

Consortium for Language Policy and Planning http://ccat.sas.upenn.edu/plc/clpp/

The CONSORTIUM FOR LANGUAGE POLICY AND PLANNING is an unincorporated association of a number of research universities, advocacy bodies, and other scholars interested in issues of language policy and planning.

Education in Asia, An Asian Pacific Management Forum Weekly Research Review http://www.apmforum.com/emerald/education-in-asia.htm

Focus: The business school in the new millennium | The communication experiences of education managers: identifying strengths, weaknesses and critical incidents | Management styles grounded in interpersonal roles: focus on heads of school in India

Language Policy Resource Unit (LPRU) at Arizona State University http://www.asu.edu/educ/epsl/lpru.htm

LPRU, directed by Professor Terrence Wiley, promotes research and policy analysis on the challenges and opportunities posed by national and global multilingualism. LPRU priorities include: a) interdisciplinary studies to promote equitable language policies in education and society; b) demographic studies with policy implications for language rights and preservation; c) historical and contemporary studies on language contact, conflict, and minority language accommodation and promotion; d) and media, legal and legislative analyses to inform public discourse and policy making in state, national, and international contexts.

Language Rights and Language Policy in a Multilingual World lmri.ucsb.edu/events/05_conf/handouts/schiffman.ppt

Keynote Address, UCLMRI, San Francisco, May 2005 Harold F. Schiffman, University of Pennsylvania

Mercator Linguistic Rights & Legislation http://www.ciemen.org/mercator/index-gb.htm

The main objective of this research center is the creation of a database that gathers all those juridical/legal documents that shape the European linguistic framework (preferably concerning institutions and languages of the European Union). This website also has recent news publications from around the world.

Press Clippings International Education http://internationaled.org/news.htm#Time

Press clippings or various global events.

WES Education Links http://www.wes.org/ewenr/researchAsia.asp

Regional websites, government links, professional bodies, research institutions, university associations, additional links for Africa, Asia, Europe, Middle East, Russia.

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