temout/ling

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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) language policy (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: language policy

Is in goldstandard

1
paper CO_ColombianAppliedLinguisticsJournaltxt21 - : The CEF was proposed as part of the overall language policy of the Council of Europe^[35]8, whose aims are to:

2
paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Usma, J. A. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform . PROFILE Issues in Teachers’ Professional Development, 11, 123-141. Retrieved from [144]https://revistas.unal.edu.co/index.php/profile/article/download/10551/11014. [ [145]Links ]

3
paper CO_ColombianAppliedLinguisticsJournaltxt155 - : Usma, W. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform . PROFILE Issues in Teachers' Professional Development, 11, 123-141. Available at [113]http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10551/11014. [ [114]Links ]

4
paper CO_ColombianAppliedLinguisticsJournaltxt303 - : Usma Wilches, J. A. (2009). Education and language policy in Colombia: exploring processes of inclusion, exclusion, and stratification in times of global reform . Profile Issues in Teachers’ Professional Development, 11(1), 123-141. [149]https://revistas.unal.edu.co/index.php/profile/article/view/10551/11014 [ [150]Links ]

5
paper CO_FormayFuncióntxt154 - : Usma, J. (2009a). Education and language policy in Colombia: exploring processes of inclusion, exclusion, and stratification in times of global reform . Profile Issues in Teachers' Professional Development, 11, 123-141. Consultado el 12 de mayo de 2012 en [126]http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10551/11014. [ [127]Links ]

6
paper CO_FormayFuncióntxt296 - : Léglise, I. (2019). Documenter les parcours de familles transnationales: généalogies, biographies langagières et pratiques langagières familiales. En Haque, S., & Lelièvre, F. (eds.), Family language policy: Dynamics in language transmission under a migratory context/Politique Linguistique familiale: Enjeux dynamiques de la transmission linguistique dans un contexte migratoire (pp . 159-182). LINCOM. [ [198]Links ]

7
paper CO_Lenguajetxt46 - : Foreign Language Policy and Planning in University Settings: An Analysis of Perceptions

8
paper CO_Íkalatxt225 - : Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform . PROFILE, Issues in Teachers' Professional Development11(1), 123-142. Retrieved from [175]http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/10551/11014 [ [176]Links ]

9
paper CO_Íkalatxt207 - : English Language Policy Relevance in a Colombian Rural Area: A Case Study in Antioquia

10
paper CO_Íkalatxt31 - : Language policies are interventions that take place to modify the use of a given language in a community. They are the expression of beliefs and ideologies that go beyond the academic sphere because they respond to economic and political agendas that may be open or hidden (Shohamy, 2006; Spolsky, 2004). Designed by politicians, but implemented by teachers, language policies are often top-down approaches. Spolsky (2004, p. 5) notes that policies are easily recognized when they ''exist in the form of clearcut labeled statements in official documents''. The author identifies three components in the language policy of a speech community: its language practices, its language beliefs or ideology and the specific efforts to modify that practice . Shohamy (2006, p.48) says that it is ''through language policies that decisions are made with regard to the preferred languages that should be used, where, when and by whom''. Tollefson (1991) sees language policies as an instrument of inequality as they

11
paper CO_Íkalatxt315 - : perspective underpinning the idea of sponsored professionalism. By looking at the structure of language policy in Colombia, it becomes apparent that at least three main characteristics constitute this view: A good teacher (a ) holds at least high intermediate level of English, (b) is familiar with and uses current mainstream communicative methodologies, and (c) can follow instructions from policy makers effectively. The first characteristic is evident in the urgency and pressure put on teachers to take proficiency tests and language courses in pursuing the minimum desirable B2 level of proficiency stated in the policy. The second is apparent, for example, in the curricular descriptors developed following the CEFR, which explicitly endorse communicative principles of language learning and teaching. The third can be seen in the expectation of teachers to mainly act as technicians who need to apply methodologies to achieve pre-established goals, as pointed out above.

12
paper CO_Íkalatxt26 - : ** Dr. Elana Shohamy is a professor of language education at the School of Education, Tel Aviv University where she researches various topics related to language policy and language assessment in the context of conflicts and co-existence in multilingual societies, focusing on critical language policy, language rights, language equality and linguistic landscape. Among her more recent publications are: The power of tests: On the misues of language tests, 2001, Longman; Language policy: Hidden agendas and new approaches, 2006, Routledge ; Volume 7 of the Encyclopedia of Language and Education: Language Testing and Assessment (ed. with Nancy Hornberter, Springer, 2008); Linguistic landscape: expanding the scenery, (ed. with Durk Gurter, 2009, Routledge). She is the current editor of the journal Language Policy. E-mail: [26]elana@post.tau.ac.il

13
paper CO_Íkalatxt26 - : Schiffman (1996) expanded the notion of language policy by differentiating between overt and covert policies: overt policies refer to explicit, formalized, de jure, while covert policies refer to language policies that are implicit, informal, indirect, unstated, de facto, grass-roots and latent . He further claims that covert aspects of language policies are usually ignored.

14
paper CO_Íkalatxt26 - : Language policy falls in the midst of political agendas and battles while teachers are clearly excluded from this process and suffer from lack of participation. By expanding language policy to focus on mechanisms it is possible to observe covert and overt ways of creating de facto policies according to the following needs:

15
paper CO_Íkalatxt26 - : [58]1 This paper is based on a plenary talk presented at the conference held at the Universidad de Antioquia, Medellín, Colombia, August 13, 2008. Parts of the article are taken from Shohamy, 2006, Language Policy: Hidden Agenda and New Approaches, Routledge .

16
paper CO_Íkalatxt240 - : Adding to these views, it is interesting to examine the views of students who expressed negative opinions about the new foreign language institutional policy. As reported in the survey, 19% of participants in this study (60 students) did not agree with it and provided different arguments against it, including linguistic, cultural, political, social, and educational issues. Most of these students also had a negative experience when learning English. They claimed that the language policy should not be mandatory and criticized it for not acknowledging their indigenous cosmogonies, languages, and cultures. The following are examples of what they expressed regarding the new language policy:

17
paper CO_Íkalatxt103 - : According to Hornberger (2006), LPP is an umbrella term for three types of language policy: Status, corpus, and acquisition planning . The goals for each one of these types result from their intersection with two LPP approaches: The policy approach, which attends to macroscopic matters of society and nation relating to language form; and the cultivation approach, which deals with microscopic matters such as ways of speaking and their distribution. Status planning refers to decisions influencing the choice and uses of language by a speech community. At the policy approach level, it comprises the goals of officialization, nationalization, standardization of status, and proscription. At the cultivation approach, it includes the goals of revival, maintenance, spread, and interlingual communication (e.g. international, intranational). An example of status planning is declaring a language official, such as in recent language legislation in Sweden (Ministry of Culture, 2009). Corpus planning

18
paper CO_Íkalatxt103 - : Since our aim is to discuss the Colombian PNB vis a vis the societal conditions that operate in a complex and specific historical context, we used Cooper's (1989) constituents of language policy as an analytical framework: ''what actors attempted to influence what behaviors, of which people, for what ends, by what means and with what results'' (pp . 46 - 47; italics in original). To this we added Hornberger's (1994) under what conditions, to account for the societal factors this study addresses. Although other frameworks for policy analysis are available (e.g. Sottoli, 2002), we used Cooper's because it concerns language policy specifically.

19
paper PE_Lexistxt58 - : This paper analyzes a singular political-linguistic event in the framework of the New panhispánica language policy (RAE y ASALE 2004): the publication of the Dictionary of Americanisms (2010 ). One glottopolitics perspective that considers dictionaries as interventions in public space of language, noting the relationship they establish with broader historical requirements is adopted. The work under study operates as a complementary gesture of the idea of "global Spanish" which would undermine lexical variants conceived as localisms. That is, both models of language, with emphasis on the global or local as appropriate, different meta-linguistic arguments and discourses, participate in a game denoted by the same economic interests, eager to capture a more profitable market.

Evaluando al candidato language policy:

1) policies: 11
2) teachers: 9
4) global: 7
5) colombia: 7
6) stratification: 5 (*)
8) exploring: 5
9) processes: 5
10) profile: 5 (*)
12) professional: 5
13) inclusion: 5
14) reform.: 5
15) usma: 5
16) exclusion: 5 (*)
17) goals: 4
20) shohamy: 4

language policy
Lengua: eng
Frec: 267
Docs: 94
Nombre propio: 4 / 267 = 1%
Coocurrencias con glosario: 3
Puntaje: 3.823 = (3 + (1+6.4594316186373) / (1+8.06608919045777)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)

language policy

: 10. McNamara, T. and Shohamy, E. (2008). Language tests and human rights. International Journal of Applied Linguistics, 18 (1), 8995. Language Policy and Language Assessment 373.
: 11. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. Londres, Inglaterra; Nueva York, Estados Unidos: Routledge.
: 12. King, K. (2005). Language policy and local planning in South America: New directions for enrichment bilingual education in the Andes. In A., Mejia, Bilingual Education in South America (pp. 1-14). Clevedon, England: Cromwell Press Ltd.
: 12. Menken, K. (2006). Teaching to the test: how standardized testing promoted by the No Child Left Behind Act impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal, 30 (2), 521546.
: 17. Schiffman, H. (1996), Linguistic Culture and Language Policy. London: Routledge.
: 20. Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196-213.
: 21. Shohamy, E. (2006a). Language Policy: Hidden Agendas and New Approaches. London: Routledge.
: 23. Shohamy, E. (2007). Langauge tests as language policy tools. Assessment in Education. 14 (1), 117130.
: 23. Spolsky, B. (2005). Language policy. In C., James, K., McAlister, K., Rolstad, & J., MacSwam, (ed.), Proceedings of the 4th International Symposium on Bilingualism (pp. 1152-2164). Sommerville, MA: Cascadilla Press.
: 24. Grin, F., Regina, J., & Ó Riagáin, D. (2003). Language policy evaluation and the european charter for regional or minority languages. Basingstoke, England; New York, N.Y: Palgrave Macmillan.
: 24. Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.
: 25. Shohamy, E. (2006). Language policy: Hidden agendas and new approaches. New York, NY: Routledge.
: 26. Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.
: 26. Usma, J. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE: Issues in Teachers' Professional Development, 11, 123-141.
: 28. Hornberger, N. (2006). Frameworks and models in language planning. In T., Ricento (Ed.), An introduction to language policy: Theory and method. Malden, MA: Blackwell Publishing Ltd.
: 28. Valencia, M. (2013). Language policy and the manufacturing of consent for foreign intervention in Colombia. PROFILE: Issues in Teachers' Professional Development, 15(1), 27–43.
: 3. Evans, B. & Hornberger, N. (2005). No child left behind: Repealing and unpeeling federal language education policy in the United States. Language Policy, 4, 87106.
: 37. Usma, J. (2009). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile Issues in teachers' professional development, 11, 123-141.
: 39. Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. NY: Routledge.
: 40. Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196 - 213.
: 40. Usma, J. A. (2009). Education and language policy in Colombia: exploring processes of inclusion, exclusion, and stratification in times of global reform. Profile Issues in Teachers 'Professional Development, 11, 123-141.
: 44. Shohamy, E. (2006). Language policy: hidden agendas and new approaches. London, England; New York, NY: Routledge.
: 48. Usma, J. (2009a). Education and language policy in Colombia: Exploring processes of inclusion, exclusion, and stratification in times of global reform. PROFILE, 11, 123-141.
: 49. Phillipson, R. (2006). Language policy and linguistic imperialism. In Ricento, T. (2006) (Ed). An introduction to language policy. Malden, MA. Blackwell Publishing. pp. 346-361.
: 51. Ricento, T. (2006) (Ed). An introduction to language policy. Malden, MA: Blackwell Publishing.
: 55. Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. London and New York: Routledge.
: 57. Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.
: 59. Tollefson, J. W. (2006). Critical Theory and Language Policy. In Ricento, T. (2006) (Ed). An introduction to language policy. Malden, MA. Blackwell Publishing, pp. 42-59.
: 6. Canagarajah, S. (ed.) (2005). Reclaiming the Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum Associates.
: 62.Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. PROFILE, 11, 123-141.
: 7. Canagarajah, S. (2005 a). Reconstructing Local Knowledge, Reconfiguring Language Studies. In S. Canagarajah, (Ed). Reclaiming the Local in Language Policy and Practice''. (pp. 3-24). Mahwah, NJ. Lawrence Erlbaum Associates.
: 71. Usma, J. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile, 11, 123-41.
: Albury, N. (2014). Introducing the folk linguistics of language policy. International Journal of Language Studies, 8(3), 85-106.
: Amorós-Negre, C. (2017). Different paradigms in the history of Spanish language policy and planning. Journal of Multilingual and Multicultural Development, 38(1): 65-78.
: Bull, T. (2012). Against the mainstream: universities with an alternative language policy. International Journal of the Sociology of Language, 216: 55-73.
: Cabau-Lampa, B. (2007). Mother tongue plus two European languages in Sweden: Unrealisitc educational goal? Language Policy, 6, 333-358.
: Canagarajah, A. (Ed.). (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum Publishers.
: Canagarajah, S. (2006). Ethnographic methods in language policy. En T. Ricento (Ed.), An Introduction to Language Policy Theory and Method (pp. 153-169). Malden, MA: Blackwell.
: Canagarajah, S.(2005).(Ed.). Reclaiming the Local in Language Policy and Practice. Mahwah, New Jersey: Lawrence Erlbaum.
: Cedergren, H. (1987). The spread of language change: Verifying inferences of linguistic diffusion. En P. H. Lowenberg (Ed.), Language spread and language policy: Issues, implications and case studies (pp. 45-60). Washington D.C: Georgetown University Press.
: Common European Framework for Languages: Learning, Teaching, Assessment. (2001) Council for Cultural Cooperation, Education Committee: Language Policy Division, Strasbourg.
: Crawford, J. (2000). At war with diversity: U.S. language policy in an age of anxiety. Clevedon, England: Multilingual Matters.
: Curdt-Christiansen, X.-L. (2013). Family Language Policy: Sociopolitical Reality versus Linguistic Continuity. Language Policy, 12(1), 1-6. [171]https://doi.org/10.1007/s10993-012-9269-0
: Davis, K. (1999). Dynamics of indigenous language maintenance. En T. Huebner & K. Davis (Eds.), Sociopolitical perspectives on language policy and planning in the usa (pp. 67-97). Amsterdam: John Benjamins.
: De Bres, J. (2011). Promoting the Māori language to non-Māori: Evaluating the New Zealand government's approach. Language Policy, 10(4), 361-376. Consultado el 14 de abril de 2012 en [51]http://link.springer.com/article/10.1007%2Fs10993-011-9214-7.
: Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In: Enever, Moon & Raman (Eds.). Young Learner English Language Policy and Implementation: International Perspectives (pp. 5-23). Garnet.
: Fogle, L. W., & King, K. A. (2013). Child Agency and Language Policy in Transnational Families. Issues in Applied Linguistics, 19(0), 1-25.
: Fortanet-Gomez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Bristol: Multilingual Matters.
: Gazzola, M.; Templin, T. y Wickström, B. (Eds.). (2018). Language policy and linguistic justice. Economic, philosophical and sociolinguistic approaches. Suiza: Springer.
: Hamel, R. E. (2003). Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America. In J. Maurais & M. Morris (Eds.), Languages in a globalising world (pp. 111-142). Cambridge: Cambridge University Press.
: Hamid, M. O. (2010). Globalisation, English for everyone and English teacher capacity: Language policy discourses and realities in Bangladesh. Current Issues in Language Planning, 11 (4), 289-310.
: Hebblethwaite, B. (2012). French and underdevelopment, Haitian Creole and development: Educational language policy problems and solutions in Haiti. Journal of Pidgin & Creole Languages. Vol 27, No. 2, pp. 255-302.
: Henao, E. A. (2017). Intercultural awareness activities in Colombian language policy: English, Please! Series (Master thesis). Universidad Pontificia Bolivariana, Medellín, Colombia.
: Hornberger, N. (2006). Frameworks and models in language policy and planning. En Ricento, T. (Ed). An Introduction to Language Policy: Theory and Method (pp. 24-41). Malden: Blackwell Publishing.
: Hu, G. (2005c). English language education in China: Policies, progress, and problems. Language Policy, 4, 5-24.
: Hu, G., Li, L., & Lei, J. (2014). English-medium instruction at a Chinese university: Rhetoric and reality. Language Policy, 13(1), 21-40.
: Johnson, D. (2011). Critical discourse analysis and the ethnography of language policy, Critical Discourse Studies, 8(4), 267-279. Consultado el 9 de marzo de 2012 en: [68]http://www.tandfonline.com/doi/abs/10.1080/17405904.2011.601636
: Johnson, D. (2013). Language Policy. [125]https://doi.org/10.1057/9781137316202.
: Jong, E. J. de, Li, Z., Zafar, A. M., and Wu, C.-H. (Vivian). (2016). Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation. Bilingual Research Journal, 39(3-4), 200-212. [213]https://doi.org/10.1080/15235882.2016.1224988
: Kaplan, R. (1992). Applied linguistics and language policy and planning. En, Grabe, W. y Kaplan, R. (Comps.) Introduction to applied linguistics (pp. 143-165). Cambridge (MA), USA: Addison-Wesley Publishing Company.
: Kirkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684. [219]https://doi.org/10.1177/0895904808316319
: Liddicoat, A. y Baldauf, R. (2008). Language planning in local contexts: agents, contexts and interactions. En Liddicoat, A. y Baldauf, R. (Eds.). Language policy and planning. Language planning in local contexts (pp. 3-17). Clevedon: Multilingual Matters.
: Lin A., Wang W., Akamatsu N, Riazi M., (2004). International TESOL professionals and teaching English for globalized communication (TEGCOM) in Reclaiming the local in language policy and practice. (Edited by Suresh Canagarajah). USA: Routledge.
: Lo Bianco, J. (2010). Language policy and planning. In. N.H. Hornberger & S.L. McKay (Eds.), Sociolinguistics and language education (pp. 143-174). Bristol, UK: Multilingual Matters.
: Luykx, A. (2003). Weaving language together: Family language policy and gender socialization in bilingual Aymara households. In R. Bayley & S. R. Schecter (Eds.), Language socialization in bilingual and multilingual societies (pp. 25–43). Cleveland, Ohio: Multilingual Matters.
: Marley, D. (2004). Language attitudes in Morocco following recent changes in language policy, Language Policy, 3, 25-46.
: Marley, D. (2004). Language attitudes in Morocco following recent changes in language policy. Language Policy, 3(1), 25-46. Consultado el 13 de abril de 2012 en [79]http://link.springer.com/article/10.1023/B%3ALPOL.0000017724.16833.66.
: May, S. (2015). Language policy and political theory. En Hult, F. y Johnson, D. (Eds.). Research methods in language policy and planning. A practical guide (pp. 45-55). Sussex Occidental: Wiley Blackwell.
: McCarty, T. (Ed.). (2011). Ethnography and Language Policy. New York: Routledge.
: McCarty, T., Romero-Little, E., Warhol, L., y Zepeda, O. (2009). Indigenous youth as language policy makers. Journal of Language, Identity & Education, 8(5), 291-306. [204]https://doi.org/10.1080/15348450903305098
: Noss, R. (1971). Politics and language policy in Southeast Asia. En Language Sciences, 16, 25-32.
: Paffey, D. (2007). Policing the Spanish language debate: Verbal hygiene and the Spanish language academy (Real Academia Española). Language Policy, 6(3-4), 313-332.
: Pan, L. (2011). English language ideologies in the Chinese foreign language education policies: A world-system perspective. Language Policy, 10, 245-263.
: Phillipson, R. (2003). English-Only Europe? Challenging language policy . London: Routledge.
: Phyak, P. (2015). (En)countering language ideologies: Language policing in the ideospace of Facebook. Language Policy, 14(4), 377-395. [225]https://doi.org/10.1007/s10993-014-9350-y
: Pérez, A., Lorenzo, F. & Pavón, V. (2016). European bilingual models beyond linguafranca: Key findings from CLIL French programs. Language Policy, 15(4), 485-504.
: Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196-213.
: Ricento, T. (2006). An Introduction to Language Policy: Theory and Method. Maiden: Blackwell Publishing.
: Ricento, T. (Ed.) (2015). Language Policy and Political Economy: English in a Global Context. Oxford, UK: Oxford University Press.
: Ricento, Thomas K. (2006). Language policy: Theory and practice. En T. Ricento (Ed.), An Introduction to Language Policy: Theory and Method (pp. 10-20). Malden, MA, USA: Blackwell Publishing.
: Romaine, S. (2002). The impact of language policy on endangered languages. International Journal on Multicultural Societies, 4(2): 194-212.
: Sallabank, J. (2011). Language policy for endangered languages. En Austin, P., & Sallabank, J. (eds.), The Cambridge Handbook of Endangered Languages (pp. 277-291). Cambridge University Press. [182]https://doi.org/10.1017/CBO9780511975981.014
: Schiffinan, H. (1996). Linguistic Culture and Language Policy. London: Routledge.
: Shohami, Elana. (2015). LL research as expanding language and language policy. Linguistic Landscape 1:1/2, 152-171. [172]https://doi.org/10.1075/ll.L1-2.09sho
: Shohamy, E. (2006). Language Policy: Hidden Agendas and New Approaches. New York: Routledge.
: Shohamy, E. (2008). Overview language policy and language assessment: Relationship. Current Issues in Language Planning, 9, 363-373.
: Shohamy, E. (2010). Cases of Language Policy Resistance in Israels Centralized Educational System, en: K. Menken & O. García (Eds). Negotiating Language Policies in Schools. Educators as Policymakers (pp.182-197). New York, USA: Routledge.
: Shohamy, Elana. (2006). Language Policy: Hidden Agendas and New Approaches. Nueva York, US: Routledge.
: Shohamy, Elana. (2010). Cases of Language Policy Resistance in Israel's Centralized Educational System. En K. Menken, y O. Garcia (Eds.), Negotiating Language Policies in Schools. Educators as Policymakers (pp. 182-197). Nueva York: Routledge.
: Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press.
: Spolsky, B. (2005). Language Policy. In J. Cohen, K. McAlister, J. Rolstad & J. MacSwan (ed.), In Proceedings of the 4th International Symposium on Bilingualism (pp. 2152-2164). Sommerville, MA: Cascadilla Press.
: Spolsky, Bernard. (2004). Language Policy. Cambridge, United Kingdom: Cambridge University Press.
: Tollefson, J. (1995). Introduction: Language policy, power, and inequality. En J. Tollefson (Ed.), Power and Inequality in Language Education (pp. 3-15). Nueva York: Cambridge University Press .
: Usma, J. (2009) Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile, 11, 123-141.
: Usma, J. (2015). From Transnational Language Policy Transfer to local Appropriation: The Case of the National Bilingual Program in Medellín, Colombia. Blue Mounds, WI: Deep University Press.
: Usma, J. A. (2009). Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform. Profile, 11(1), 123-141.
: Valencia, M. (2013 ). Language policy and the manufacturing of consent for foreign intervention in Colombia. Profile , 15(1), 27-43.
: Viereck, W. (2006). Language policy in Germany and beyond. Studia anglica posnaniencia, 42, 48-64. Consultado el 2 de mayo de 2012 en [130]http://ifa.amu.edu.pl/sap/files/42/04Viereck.pdf.
: Vollmer, H. J. (2006). Language across the curriculum. Brussels: Language Policy Division, Council of Europe.
: Wiley, T. (1996). Language policy and planning. En S. McKay & M. Hornberger (Ed.), Socialinguistics and language teaching. New York: Cambridge University Press.
: Wright, S. (2004). Language policy and language planning. From nationalism to globalisation. Nueva York: Palgrave McMillan.
: Wright, W. (2005). Evolution of federal policy and implications of no child left behind for language minority students. (EPSL-501-101-LPRU). Tempe, AZ: Arizona State University, Language Policy Research Unit, College of Education.
: [42]Bugel, Tália e Helade Scutti Santos, 2010. Attitudes and representations of Spanish and the spread of the language industries in Brazil, Language Policy, 9, 2 :143-170.