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Home

What are LEPs

The Importance of LEP

Policy Processes

Actors & Stakeholders

Policy or Management?

English Language Teaching

Linguistic Hegemony

Linguistic Ideology

Language Marginalization

Linguistic Human Rights

Mother Tongue Education

Oral languages & Codification

Impacts on Education

Language Discrimination

Cultural language learning

Bilingual Models

Research Implications

Language Education as Policy

LEP: Conceptual Framework

National Frameworks

Standards as Policy

Evaluation as Policy

Teachers as Policy Makers

Oral Proficiency as Polic

Multilingual Education

U.S. - Bilingual Model

U.S.- Dual Language

U.S.- Ethnic Studies Outlawed

U.S.-Ethnic Studies Outlawed2

U.S.- Funds of Knowledge1

U.S.- Funds of Knowledge2

U.S.- Portfolio Policy

U.S.- Technology Policy

U.S. Testing System as LEP

Deep Approach to Language Learning

21st Century Forces

Neoliberalism & the Citizen

Education for All

Formal Knowledge Construction

Language Education Markets

Linguistic Imperialism

English as a Lingua Franca

Literacy & Multiliteracies

U.S. - Charter Schools 1

U.S. - Charter Schools 2

U.S. Dual Immersion Model

Cosmopolitanism

LEP for Peace

Deep Education

Why to “Save” Languages

How to “Save” Languages

Action-Poetry

Theatre Pedagogy

Paolo Freire

Body Performance Art

Academic Journals

The Field of Language

Monolingualism

World Languages

Sign Languages and LHR

Defining Language and Act

Social Justice & Practice

Indigenous Languages

Language Variations

World View, Culture & Identity

Endangerment & Disappearance

Multilingualism

Domains & Linguistic Landscape

Language Ecology

Multiculturalism

Linguistic & Biocultural Diversity

Mother Tongue

Language Deficit

Minority Languages

Heritage Language 1

Heritage Language 2

Family Language Policy

FLP & Language Shift

LEP by World Region