ABSTRACT
Language-in-education planning, sometimes referred to as acquisition planning (Cooper, 1989), is one of four types of language policy and planning, the others being status planning, corpus planning, and prestige planning. Kaplan and Baldauf (1997) have suggested that language-in-education planning should be an outcome of national language planning (i.e., status planning and corpus planning) with prestige planning contributing as a motivational factor. However, in the real world, language-ineducation planning often constitutes the sole language planning activity in many polities, a situation far more common than the one in which it is a neat outgrowth of national language planning. Some authors like Corson (1999) have focused on this tendency, demonstrating how schools can provide a platform from which all language-in-education activities could proceed.
