Acceso usuarios
Gail P. Spence
This paper examines developments in language policy planning in New Zealand over the last 20 years. The paper begins with a description of the New Zealand educational context, the country’s changing demographics, and the uptake for learning languages as an elective in schools. The historical and sociopolitical contexts for language planning are described. The paper explores the nature of the curriculum as policy, using examples from a range of languages to support its line of argument. The paper presents curriculum reform as a site for enquiry and subsequent potential for change within changing sociocultural contexts and educational expectations. Some concluding remarks highlight the need to attend to the ‘policy carriers’ at the local level, if language policy planning, in whatever form it may take, is to be effective.
