Language mapping for education policy realisation from below

Bibliographic Data

ID20406209
AuthorsM J Oliver (University of Cape Town, corresponding author), Michelle Oliver
Year2013
Volume44
Issue3
Pages6-32
Publication date2013-11-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Matters (JOURNAL)
Journal identifiersISSN: 1022-8195 • E-ISSN: 1753-5395
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10228195.2013.840669
OpenAlexW2086577221
LanguageEN
Citations received2
References cited11

In 2006 the Western Cape Education Department (WCED) initialised the Language Transformation Plan (LTP) as a strategy to implement the longstanding national Language in Education Policy (DOE 1997). If serious efforts were to be made to expand the transformation plan to all schools across the province, detailed language related information was needed, on various levels of the institution. There is an established use of geographic information systems (GIS) for planning and policy making in fields more traditionally viewed as geographical. Increased accessibility to computer hardware and on-going efforts to create user-friendly software have paved the way for GIS to enter into disciplines such as sociolinguistics in ways that extend beyond simply mapping the distributions of languages in space. This article explores how mapping language-related variables at school level, using GIS, can support language planning and policy implementation from below, by drawing on concepts such as ‘public participation GIS’ (NCGIA 1996) and ‘counter-mapping’ (Peluso 1995)

Geographic information system · Geography · Knowledge management · Language planning · Language policy · Pedagogy · Political science · Public relations · Realisation · Remote sensing · Sociology · Computer Science · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Second Language Learning and Teaching

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