The research agendas of The Consortium for Research on Language Policy and Practice (CRLPP) will be guided by different methodological approaches such as large-scale evaluative research, survey, case studies, ethnography, classroom discourse research, and critical discourse analysis. Specific issues to be empirically explored include, but are not restricted to, the following:
- The sociocultural, sociopolitical and socioeconomic dimensions of language policy formulation and implementation;
- Social change, mobility and shifting views about language, culture, community and teaching/learning, from the daily experience of social actors;
- The impact of language-in-education policy on students’ learning processes and learning outcomes;
- The impact of language-in-education policy on psychological and emotional aspects of students’ learning;
- Language-in-education policy and pedagogical practices;
- Academic literacies/ language across the curriculum (LAC) in content classrooms;
- Teachers’ knowledge and understanding of language in education, including their mediating role in policy implementation, as well as teacher education and professional development;
- The linguistic, psycholinguistic, cognitive, sociocultural and sociopolitical dimensions of the development of bilingual and multilingual competence; and
- Equal rights and social structuration, particularly the consequences of ideas about language competence, bilingualism and multilingualism that are institutionalised through language policies and practices.