By H. P. V. Nunn
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Additional resources for An Introduction to Ecclesiastical Latin
Furthermore, the notion of agency often lies with government officials, who are the prime actors in language planning activity (Baldauf & Kaplan, 2003). But, studies arising from this tradition raise the question of whether language policy and planning activity, almost by definition, is restricted to such large-scale (macro) governmental activity or can the frameworks that have been developed be applied differentially, but in an equally valid manner, to micro situations? Or, to put it another way, does language planning operate on a continuum from the macro to the micro?
One example of this conflicting policy orientation is presented in the study by Li and Baldauf (submitted). e. classroom, teacher, textbook centred) is to be replaced by task-based teaching and communicatively focused learning. The study showed that while teachers were on the whole familiar with the new policy, and were even generally in agreement with it, a number of them had not tried communicative teaching and seemed to be resisting implementing the policy. It can be argued that this is occurring because the students of English teachers at secondary schools and universities face high stakes examinations – one must pass to graduate – which have a lexical and grammatical focus.
One concerning the interaction of social actors and their environment’. While his suggestion that this discontinuity may be a blessing for minority languages whose activities may be too micro to be affected by macro policies, it also raises the question of whether the macro-micro continuum is conceptually valid. The issue of the macro and micro in an ecological context has also been seen increasingly through the lens of globalisation and the positions of power that are assumed by macro bodies such as law firms, industrial and services-based corporations and educational bodies where powerful languages, particularly English, have come to dominate.