Acceso usuarios
Although language policy and planning (LPP) is taught in academic institutions across the world, there has been little research on its teaching and learning. In particular, we know very little about how students make sense of the field and the multitudes of its concepts, and how they apply these concepts in LPP projects. This article represents modest attempts towards addressing these issues by taking the concept of micro language planning as an example. The past several decades have seen a shift towards understanding language problems and language management efforts from national (macro) to supra- (supra-macro) and sub-national (micro) contexts. Specifically, micro-level planning as a new genre has drawn increasing attention of LPP scholars. While some scholars have considered this small-scale planning as LPP in its own right, others are sceptical about this status for micro-level work. Furthermore, although it is generally understood that the macro and the micro refer to interdependent processes, researchers have also outlined relationships between the two which are not exactly that of interdependence. These conceptual issues call for a detailed examination of micro planning in the interest of research as well as teaching and learning of LPP. Considering this necessity, this article examines major models and research traditions within LPP to understand how the micro has been addressed by them. This is followed by an analysis of postgraduate LPP students’ understandings and conceptualisations of micro planning. Despite the growth in research, there is conceptual imprecision about micro planning and its relations to macro planning as reflected in the students’ micro planning projects. Emphasising the need for conceptual clarity, the article draws out relevant implications.
