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References 213 Encyclopedia of Language and Education, Volume 1: Language Policy and Political Issues in Education, Amsterdam: Kluwer, pp. 13–22. Finlayson, R. and M. Madiba (2001), ‘The intellectualisation of the indigenous languages of South Africa: challenges and prospects’, Current Issues in Language Planning 3, 1, 40–61. Fishman, J. (1968), ‘Sociolinguistics and the language problems of developing countries’, in Fishman, J., C. Ferguson and J. Das Gupta (eds), Language Problems of Developing Nations, London: John Wiley, pp. 3–16. Fishman, J (ed.) (1974a), Advances in Language Planning, The Hague: Mouton. Fishman, J. (1974b), ‘Language modernization and planning in comparison with other types of national modernization and planning’, in Fishman, J. (ed.), Advances in Language Planning, The Hague: Mouton, pp. 79–102. Fishman, J. (1991), Reversing Language Shift, Clevedon: Multilingual Matters. Fishman, J. (1996), ‘Summary and interpretation: post-imperial English 1940–1990’, in Fishman, J., A. Conrad and A. Rubal-Lopez (eds), Post-Imperial English: Status Change in Former British and American Colonies 1940-1990, Berlin: Mouton de Gruyter, pp. 623–41. Fishman, J. (2000), ‘The status agenda in corpus planning’, in Lambert, R. and E. Shohamy (eds), Language Politics and Pedagogy: Essays in Honor of Ronald Walton, Amsterdam: John Benjamins, pp. 43–52. Fishman, J. (ed.) (2001a), Can Threatened Languages be Saved?, Clevedon: Multilingual Matters. Fishman, J. (2001b), ‘From theory to practice (and vice-versa): review, reconsideration and reiteration’, in Fishman, J. (ed.) (2001a), Can Threatened Languages be Saved?, Clevedon: Multilingual Matters, pp. 451–83. Fishman, J., A. Conrad and A. Rubal-Lopez (eds) (1996a), Post-Imperial English: Status Change in Former British and American Colonies 1940–1990, Berlin: Mouton de Gruyter. Fishman, J., C. Ferguson and J. Da Gupta (eds) (1968), Language Problems of Developing Nations, London: John Wiley. Foley, W. (1997), Anthropological Linguistics: An Introduction, Oxford: Blackwell. Foster, P. (1965), ‘The vocational school fallacy in development planning’, in Anderson, A. and M. Bowman (eds), Education and Economic Development, Chicago: Aldine Publishing Company, pp. 142–66. (Also reprinted in Karabel, J. and H. Halsey (eds), Power and Ideology in Education, Oxford: Oxford University Press, pp. 356–65.) Fuller, B. (1987), ‘What school factors raise achievement in the third world?’, Review of Educational Research 57, 3, 255–92. Fuller, B. and S. Heyneman (1989), ‘Third world school quality: current collapse, future potential’, Educational Researcher 18, 2, 12–19. Gandara, P. (1999), Review of Research on the Instruction of Limited English Proficient Student: A Report to the California Legislature, Santa Barbara, CA: University of California, Linguistic Minority Research Institute. Gandara, P. and R. Rumberger (2003), The Inequitable Treatment of English Learners in California’s Public Schools, University of California Linguistic Minority Research Institute Working Paper. (Available at http://lmri.ucsb.edu/resdiss/2/pdf_files/gandara_rumberger. pdf) Gardner, N., M. Serralvo and C. Williams (2000), ‘Language revitalization in comparative context: Ireland, the Basque Country and Catalonia’, in Williams, C. (ed.), Language Revitalization: Policy and Planning in Wales, Cardiff: University of Wales Press, pp. 311–55. Gellner, E. (1983), Nations and Nationalism: New Perspectives on the Past, Oxford: Blackwell. Giddens, A. (1999), ‘Runaway world: how globalization is reshaping our lives’, The 1999 BBC Reith lectures, at http://www.lse.ac.uk/Giddens/reith_99 (Also published as Runaway World. London: Profile Books.) Giddens, A. (2004), ‘Globalisation – the state of the debate and the challenge for Europe’, Lecture at the University of Sheffield 15 June 2004, at http://www.sheffield.ac.uk/
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Acknowledgements Identifying and th
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Chapter 2 The practice of language
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