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By Richard B. Baldauf, Allan Luke

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Extra resources for Language Planning and Education in Australasia and the South Pacific (Multilingual Matters, 55)

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Educational structures have engaged in language planning largely in a negative sense; that is, they have tended to exclude some languages from consideration, to minimize the effectiveness of language dissemination by underfunding language teaching operations, and to support the notion of the identity between the nation and some single language. These practices have served to disenfranchise some segments of the population and to disadvantage the entire population by diminishing the cultural value of multilingualism even in polities which were already multilingual.

Indeed, in contemporary New Zealand (a participant in the region though not in this volume) precisely what has been here described as undesirable confusion of functions is happening. A broad national review of curriculum has surfaced a language problem, and central government is about to relegate the solution of the language problem to the education sector. In an environment in which central government has not recognized the causes of the language problem, the likely effects of various solutions, and so on, it is predictable that any solution proposed by the education sector is likely to be too narrow and is further likely to be unimplementable except in the most rudimentary sense because the resources necessary to resolution are not available to central government, not having been planned for at that level.

Page 24 Fuller, E. (1984), Educational language planning in a Navajo community. International Education Journal 1 (1), 91-102. Grabe, W. & Kaplan, R. B.

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