Language-in-Education Policy and Planning

This chapter provides a descriptive review of research on language-ineducation policy and planning. We intend no theoretical generalizations but rather a descriptive summary of present research (1990–1993). With various interpretations of language-in-education policy available in the literature, it is first necessary to establish the perspective which guides this review. Ingram (1990), for example, confines language-in-education to second or foreign language teaching and learning although he mentions literacy and bilingual education as topics in language-in-education.