Relevant bibliographies by topics / Education policy|Sociolinguistics|Language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Education policy|Sociolinguistics|Language'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Education policy|Sociolinguistics|Language"

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Price, Gareth. "English for all? Neoliberalism, globalization, and language policy in Taiwan." Language in Society 43, no. 5 (October 28, 2014): 567–89. http://dx.doi.org/10.1017/s0047404514000566.

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AbstractThis article examines the nexus of neoliberalism, globalization, and the spread of English, using English-language education (ELE) policies in Taiwan between 2000 and 2008 as a case study. Data from ethnographic work, including interviews with school principals and education managers, is contextualized using recent theoretical innovations in the sociolinguistics of globalization and language and neoliberalism. Neoliberalism venerates the ideals of ‘choice’, ‘competition’, and the ‘free market’. For students and parents, English proficiency is less a ‘choice’ than a necessity for success in education and employment. ‘English for all’ policies are thus imperatives rather than opportunities when individuals, schools, and regions are put into deleterious ‘competition’ with each other in public education, and when public education is pressured by a parallel ‘free’ market private education sector. The structural function of English as a valued capital is examined alongside language ideologies regarding the ‘earlier-the-better’ argument for L2 acquisition and the idealization of the native-speaking teacher. (Taiwan, neoliberalism, globalization, English, sociolinguistics, language policy)*
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Hornberger, Nancy H. "Bilingual education success, but policy failure." Language in Society 16, no. 2 (June 1987): 205–26. http://dx.doi.org/10.1017/s0047404500012264.

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ABSTRACTIn 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation. (Quechua; Puno, Peru; Peru; Andes; bilingual education; classroom language use; ethnography; sociolinguistics; community development; language planning; language maintenance; educational policy)
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Díaz-Campos, Manuel, Juan M. Escalona Torres, and Valentyna Filimonova. "Sociolinguistics of the Spanish-Speaking World." Annual Review of Linguistics 6, no. 1 (January 14, 2020): 363–88. http://dx.doi.org/10.1146/annurev-linguistics-011619-030547.

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This review provides a state-of-the-art overview of Spanish sociolinguistics and discusses several areas, including variationist sociolinguistics, bilingual and immigrant communities, and linguistic ethnography. We acknowledge many recent advances and the abundant research on several classic topics, such as phonology, morphosyntax, and discourse-pragmatics. We also highlight the need for research on understudied phenomena and emphasize the importance of combining both quantitative and ethnographic methodologies in sociolinguistic research. Much research on Spanish has shown that the language's wide variation across the globe is a reflection of Spanish-speaking communities’ rich sociohistorical and demographic diversity. Yet, there are many areas where research is needed, including bilingualism in indigenous communities, access to bilingual education, attitudes toward speakers of indigenous languages, and language maintenance and attrition. Language policy, ideology, and use in the legal and health care systems have also become important topics of sociolinguistics today as they relate to issues of human rights.
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Bani Bili, Yunita Reny. "The Case of East Timor Education beyond Independence 2000-2008." International Journal of Linguistics, Literature and Translation 3, no. 11 (November 30, 2020): 188–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.18.

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The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice was ignored, the top-down language policy put more emphasis on Portuguese as the national identity language, Tetun Dili and English as the global language. As a result, the teachers and students were disadvantaged due to the inability to speak Portuguese, Tetun Dili and English. Second, the strong socio-historical context and political affinity to Portugal and its language had given little role to local languages in Mother Tongue Based-Multilingual Education.
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Coronel-Molina, Serafín M. "Introduction." International Journal of Literacy, Culture, and Language Education 1 (December 9, 2020): 1–3. http://dx.doi.org/10.14434/ijlcle.v1i0.31719.

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The International Journal of Literacy, Culture, and Language Education (IJLCLE) was born out of the peer-reviewed Working Papers in Literacy, Culture, and Language Education (WPLCLE) published virtually in five volumes from 2012 to 2017. IJLCLE is an open-source, peer-reviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-, inter-, and transdisciplinary perspectives. Its mission is to promote the academic exchange of ideas and dissemination of research among scholars and researchers from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy, and culture in education. Theoretical and conceptual study, empirical and applied research using qualitative and/or quantitative methodologies, critical papers, special issues, and book reviews are all invited. Contributions from a host of disciplines such as sociolinguistics, sociology of language, psycholinguistics, educational linguistics, applied linguistics, linguistic anthropology, raciolinguistics, literacy studies, cultural studies, language and gender studies, language and political economy, media and technology, language education, teacher education, educational policy, semiotics, pragmatics, language policy and planning, language revitalization, and linguistic landscapes are very welcome. The intended audience of IJLCLE are researchers, scholars, educators, and graduate students from around the world.
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Villares, Rosana. "The Sociolinguistics of Higher Education: Language Policy and Internationalisation in Catalonia, by Josep Soler and Lídia Gallego-Balsà." Miscelánea: A Journal of English and American Studies 61 (January 25, 2021): 137–43. http://dx.doi.org/10.26754/ojs_misc/mj.20205145.

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‘Arifin, Zainal. "TEACHING AND LEARNING ENGLISH PARADIGM AND THE IMPLEMENTATION OF THE POLICY." Register Journal 8, no. 1 (June 1, 2015): 19. http://dx.doi.org/10.18326/rgt.v8i1.19-44.

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Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university. Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis
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Simoes Lourêiro, Kevin, and Sascha Neumann. "Young children as actors of institutional language policies and practices in day care centres." European Journal of Applied Linguistics 8, no. 2 (September 11, 2020): 157–80. http://dx.doi.org/10.1515/eujal-2020-0008.

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AbstractAs children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres.
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Cenoz, Jasone. "Defining Multilingualism." Annual Review of Applied Linguistics 33 (March 2013): 3–18. http://dx.doi.org/10.1017/s026719051300007x.

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This article looks at the definitions and scope of multilingualism and the different perspectives used in its study. Multilingualism is a very common phenomenon that has received much scholarly attention in recent years. Multilingualism is also an interdisciplinary phenomenon that can be studied from both an individual and a societal perspective. In this article, several dimensions of multilingualism are considered, and different types of multilingualism are discussed. The article summarizes the themes researched in various areas of the study of multilingualism such as neurolinguistics, psycholinguistics, linguistics, education, sociolinguistics, and language policy. These areas look at language acquisition and language processing as well as the use of different languages in social contexts and adopt a variety of research methodologies. The last section of the article compares monolingual and holistic perspectives in the study of multilingualism, paying special attention to new approaches developed in the past few years that argue for establishing more fluid boundaries between languages.
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Baird, Robert, and Caroline Hyde-Simon. "Centre for Applied Language Research at the University of Southampton." Language Teaching 42, no. 3 (July 2009): 397–401. http://dx.doi.org/10.1017/s0261444809005795.

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The Centre for Applied Language Research at the University of Southampton is one of two research centres within the discipline of Modern Languages. Established in 2004, CALR now has more than 50 members, predominantly faculty members working in the School of Humanities/Modern Languages, as well as growing number of postgraduate researchers. The Centre has always sought to work collaboratively with other centres and institutions worldwide and regularly hosts visiting international scholars. Additionally, many of its members work closely with the Centre for Transnational Studies, which also comes under the School of Modern Languages. CALR promotes an extensive applied language research agenda, including language education policy, second language acquisition (SLA), foreign language learning (FLL) and teaching, sociolinguistics, intercultural communication and language globalisation. Emanating from the legacy of Christopher Brumfit, the founder of the Centre, CALR work has always reflected an awareness of global and local issues in language use and learning. Brumfit was renowned for balancing his concerns for the rights and freedoms of the language learner with his influential work on classroom pedagogy. Since his passing in 2006, these values have lived on in the work of the Centre.
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Dissertations / Theses on the topic "Education policy|Sociolinguistics|Language"

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Putra, Kristian Adi. "Youth, Technology and Indigenous Language Revitalization in Indonesia." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10932510.

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The three studies in this dissertation were carried out with the intention of showing how Indigenous communities in critically endangered language settings can “bring their language forward” (Hornberger, 2008) by encouraging Indigenous youth participation and integrating technology into Indigenous language revitalization efforts in and out of educational settings. Indigenous youth play a pivotal role in determining the future of their languages (McCarty, et. al, 2009). However, youth are often situated in contexts where they no longer have adequate supports to learn and use their Indigenous languages (Lee, 2009; McCarty, et.al, 2006; Romero-Little, et.al, 2007; Wyman et al, 2013) and Indigenous languages are continuously marginalized and unequally contested by other dominant languages (Tupas, 2015; Zentz, 2017). The study within was situated in a multilingual and multicultural urban area in Indonesia marked by complex dynamics of language shift and endangerment in and out of school settings, where the teaching of Indigenous language at school was managed by the local government and limited as a subject to two hours a week. However, the study also documented multiple existing and potential resources for language revitalization, and demonstrated possibilities for building language revitalization efforts on youth language activism and the availability of technology in and out of schools. In the first study, I examined the implementation of Lampung teaching in schools in Bandar Lampung, looking at the outcomes, challenges, and achievements of existing programs, and available resources for further developing and improving the programs. In the second study, I present ethnographic vignettes of three Indigenous youth and young adult language activists from three different Indigenous communities in Indonesia, highlighting how study participants initiated wide-ranging language activist efforts, and suggested new ways to encourage other youth to participate in Indigenous language revitalization. In the third study, I invited eight young adult language activists to share their stories of language activism with students in three Lampung language classrooms in Bandar Lampung, Indonesia, and help facilitate students’ Lampung language learning and use in online spaces together with Lampung language teachers. In the three studies, I triangulated quantitative data from sociolinguistic surveys and writing and speaking tests with qualitative data from interviews, focus group discussions, observations and documentation of language use in on and offline contexts. Overall findings from the three studies show how positioning youth and young adults as a resource (Wyman, et. al, 2016), and building on young peoples’ engagement with contemporary technology as a tool (Thorne & Reinhardt, 2008; Reinhardt & Thorne, 2017), can help youth learn, use and advocate for their Indigenous languages, offering hope for supporting language vitality in the future. Findings also demonstrate the potential for top down and bottom up language planning initiatives (Hornberger, 2005) to support youth Indigenous language learning and use beyond classroom settings, and encourage youth participation in community efforts to reverse language shift.

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Rammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province : the role of language in education." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06222005-152119.

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Hatano, Kazuma. "Macroacquisition of English in the Japanese Context and Its Educational Implications." Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565759.

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There have been many debates on how and why English has spread worldwide. As a local case of the phenomenon, this study investigates the spread of English in the Japanese speech community in the framework of World English and macroacquisition (Brutt-Griffler, 2002) while also using dialogism (Bakhtin, 1981; Holquist, 2002) and the theory of value (Makiguchi, 1981-88) to analyze the data. The study examines the reasons for and the mechanisms of the spread of English and discusses educational implications of the phenomenon in Japan. In carrying out its research objectives, the study investigates the perceptions about English among English teachers, students, parents, the government policy makers, and the business world and reveals how their voices have interacted with one another and have become a force to promote English.

This dissertation employs a case study as its methodological approach by drawing data from the analysis of policy documents that sheds light on the historical development and implementation of English language policy in Japan; equally it analyzes the data from semi-structured interviews and questionnaire surveys with the subjects to uncover the contemporary narrative of English language use in Japan. The data obtained from each group of participants are interpreted in a cohesive manner so that the interaction of the multiple voices is represented.

The study shows that there are two principal forces that have promoted English at least since the early 1990s in the Japanese speech community: one of them is the performative and academic motives among the subjects in higher education. The second force that propels English pertains to what I call the discourses of "English will be important in the future."

The findings of the study provide an insight into one of the local cases of the worldwide spread of English. The understanding of how this local situation does or does not fit into the overall worldwide phenomena contributes to our understanding of World English, a larger body of knowledge on the worldwide spread of English.

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Hoominfar, Elham. "Challenges of Monolingual Education." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404055112.

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Penny, Jessica Nicole. "Language Policy and Planning in Spain: A Case Study of Accessibility of Education, Employment, and Social Services in Catalonia." Marietta College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marhonors1367240234.

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Ebersöhn, Hesca. "Tekens van meertaligheid by geselekteerde Suid-Afrikaanse universiteite : 'n analise vanuit linguistiese landskapsperspektief / H. Ebersöhn." Thesis, North-West University, 2009. http://hdl.handle.net/10394/3792.

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Language landscape or linguistic landscape studies are a relatively new field of research within language sociology that has a specific interest in the public space (Shohamy, 2006:128). Linguistic landscape studies analyzes the use of language in the public and/or institutional sphere~ to determine the (instrumental or symbolical) value represented by the graphic representation of language, taking into account the relevant language policy (see also Gorter, 2007:5; Curtin, 2007:11). The goal of this research is to test and empirically apply the theory of the developing international and national linguistic landscape research paradigm on the multilingual South African higher education landscape. The design for this research consists of a theoretical and an empirical component. The aforementioned entails a thorough investigation of linguistic landscape studies and its development over the past couple of years. The empirical component is done in three phases. Phase 1 involves an in-depth investigation regarding nine of the 12 South African universities whose language policies are available in the public domain. During Phase 2, these universities are visited and structured interviews are held with the language committee/language manager to determine what the situation is regarding policy and practice in the language landscape domain. In Phase 3, the data from the previous two phases is assessed and interpreted to make recommendations to South African universities as to how to overcome the possible mismatch. This research found that the visibility of multilingualism in the South African higher education landscape is relatively low due to a mismatch between policy and practice. However, the mismatch is not caused by universities' lack of commitment to multilingualism. Deep-set causes, i.e. the processes involved with language planning, the lack of detailed language plans, and so forth, lead to this mismatch and the lack of visibility of multilingualism at South African universities.
Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2009.
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Rammala, Johannes Ratsikana. "Language planning and social transformation in the Limpopo Province: The role of language in education." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/25725.

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Nguyen, Ngan T. "West Wind Blows: Voices of Vietnamese Teachers and Students of English– A Case Study of Nha Trang University." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304001658.

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Seilstad, Brian Seilstad. "Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932.

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Jacobs, Johannes Daniel. "n Taalbeleid om veeltaligheid aan die Universiteit van Stellenbosch te bevorder." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52368.

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Thesis (MPA)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: This assignment is based on the principles of the sociolinguistic theory. Exponents of the sociolinguistic theory focus on the social dimension of language. They argue that language planning is part of social change, and as such it is subjected to the rules of social change. Language planning does not take place in a vacuum and therefore, the exponents of the sociolinguistic theory also focus on the broader societal factors such as the economic, political, demographic and psigological factors that influence language planning during the planning phase. This study investigates the manner in which the University of Stellenbosch dealt with multillingualism through its language policy. In this regard the investigation aims to establish whether the University of Stellenbosch is doing enough in terms of its language policy to promote multilingualism through developmental programmes, in order to make the university more accessible for non-Afrikaans speakers from the community it serves. This study also investigates the historic background of the university and nationalism in dealing with the lingusitic and Afrikaans character of the University. In this regard the focus is on the role of Afrikaner Nationalism, the role it played in the language policy, and also how it influenced the broader political goals of nation building and reconciliation. Against this backdrop a critical analysis is made of the language policy of the University of Stellenbosch based on the provisions of the constitution and language ideological models. Lastly this study aims to make recommendations for a language policy at Stellenbosch University which will promote multilingualism, by recognising all the official languages, through this the university will be more accessible for non-Afrikaans speakers, especially those in the Western Cape.
AFRIKAANSE OPSOMMING: Die werkstuk is gebaseer op die beginsels van die sosiolinguistiese teorie. Voorstanders van die sosiolinguistiese teorie plaas die fokus op die sosiale aard van taal. Taalbeplanning is deel van sosiale verandering, en is as sulks onderhewig aan die reëls van sosiale verandering. Taalbeplanning geskied nie in 'n vakuum nie, en daarom fokus voorstanders van die sosiolinguistiese teorie ook op die breër sosiale faktore soos die ekonomiese, politieke, demografiese en psigologiese faktore wat taalbeplanning beinvloed tydens die beplanningsfase. Hierdie studie is 'n ondersoek na die wyse waarop veeltaligheid aan die Universiteit van Stellenbosch hanteer word. In hierdie verband word ingegaan op die kwessie of die Universiteit van Stellenbosch in terme van sy taalbeleid, genoeg doen om veeltaligheid deur ontwikkelingsprogramme te bevorder sodat die universiteit meer toeganklik kan wees vir nie-Afrikaanssprekendes uit die gemeenskap wat dit dien. Die studie ondersoek ook die historiese agtergrond van die universiteit en nasionalisme in die hantering van die taal- en Afrikaanse karakter van die universiteit. In dié verband word spesifiek gefokus op die rol van Afrikanernasionalisme, asook die wyse waarop die breër politieke strewes van nasiebou en versoening die formulering van die universiteit se taalbeleid beïnvloed het. Teen hierdie agtergrond word 'n kritiese analise gedoen van die taalbeleid van die Universiteit van Stellenbosch aan die hand van die bepalings van die grondwet en taalideologiese modelle. Laastens word aanbevelings gemaak vir 'n taalbeleid aan die US wat veeltaligheid sal bevorder deur erkenning te gee aan alle amptelike tale veral in die Wes-Kaap sodat die US meer toeganklik kan wees vir nie-Afrikaanssprekendes.
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Books on the topic "Education policy|Sociolinguistics|Language"

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Language, democracy and education in Africa. Uppsala: Nordiska Afrikainstitutet, 2002.

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Universidad Nacional de Tres de Febrero. Instituto de Políticas Culturales Patricio Lóizaga, ed. Para una política del lenguaje en Argentina: Actas del Seminario Lenguas y Políticas en Argentina y el Mercosur : Buenos Aires, 11 a 13 de agosto de 2008. [Caseros, Argentina?]: Editorial de la Universidad Nacional de Tres de Febrero, 2011.

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Hu, Adelheid, and Patrick Grommes. Plurilingual education: Policies - practices - language development. Amsterdam: John Benjamins Publishing Company, 2014.

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The sociolinguistics of language education in international contexts. Bern: Peter Lang, 2012.

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Babault, Sophie. Langues, école et société à Madagascar: Normes scolaires, pratiques langagières, enjeux sociaux. Paris: L'Harmattan, 2006.

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Langues, école et société à Madagascar: Normes scolaires, pratiques langagières et enjeux sociaux. Paris: L'Harmattan, 2006.

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Language in education: Social implications. London: Bloomsbury Academic, An imprint of Bloomsbury Publishing Plc, 2014.

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Bapuji, B. R. Society, state and education: Essays in the political sociology of language education. Madras: T.R. Publications, 1993.

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Vila, F. Xavier, and Vanessa Bretxa. Language policy in higher education: The case of medium-sized languages. Bristol: Multilingual Matters, 2014.

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Literacy and language diversity in the United States. [Washington, D.C.]: Center for Applied Linguistics, 1996.

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Book chapters on the topic "Education policy|Sociolinguistics|Language"

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Gill, Saran Kaur. "Introducing the Situational Context, Macro-Sociolinguistics and Key Elements of Language Planning and Policy in Malaysia." In Multilingual Education, 1–16. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7966-2_1.

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Bianco, Joseph Lo. "6. Language Policy and Planning." In Sociolinguistics and Language Education, edited by Nancy H. Hornberger and Sandra Lee McKay, 143–74. Bristol, Blue Ridge Summit: Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781847692849-008.

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Soler, Josep, and Lídia Gallego-Balsà. "Language Policy, Internationalisation, and Multilingual Higher Education: An Overview." In The Sociolinguistics of Higher Education, 17–41. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16677-9_2.

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Soler, Josep, and Lídia Gallego-Balsà. "Introduction: Language Policy and the Internationalisation of Higher Education in Catalonia." In The Sociolinguistics of Higher Education, 1–16. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16677-9_1.

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Soler, Josep, and Lídia Gallego-Balsà. "Language Policy Regulations at Catalan Universities: A Content Analysis of Their Narrative." In The Sociolinguistics of Higher Education, 43–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16677-9_3.

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