While literacy has always been central to language planning work,
there are fewer studies which focus primarily on literacy as a
language planning activity. Often planning for literacy is treated
as an aspect of status, corpus or language-in-education planning,
rather than addressing literate practice itself as a planning
objective. This volume investigates the complex issues and social
and political pressures relating to literacy in a variety of
language planning contexts around the world. The studies presented
in this book examine language planning for literacy in official and
vernacular languages and address issues relating to literacy in
first and additional languages in North America, Asia, Africa,
Europe and the Pacific. As a collection, these studies show that
language planning for literacy is not simply a matter of planning a
written version of a language, but involves more complex questions
relating to the nature and practice of literacy and the power
relations which exist within societies.
General
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