languageeducationpolicy.com

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URL

Domain : www.languageeducationpolicy.com/

Character length : 32

Title

language education policy, Language Education Policy Studies Home

Description

IALEPS, the International Association of Language Education Policy Studies, focuses on issues related to language policies in schools and education world-wide.

Keywords (meta keywords)

language education policy, world language education, multilingual schools

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Open Graph Protocol

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Dublin Core

Dublin Core is not used

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Search engine friendly URLs

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Social

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Content

Doctype

XHTML 1.0 Transitional

Encoding

Perfect! The character encoding is set: ISO-8859-1.

Language

Error! No language localization is found.

Title

language education policy, Language Education Policy Studies Home

Character length : 65

Good! The title’s length is between 10 and 70 characters.

Text / HTML ratio

Ratio : 19%

Acceptable! The text / code ratio is between 15 and 25 percent.

Headings

H1	H2	H3	H4	H5	H6
0	2	326	0	0	0

Heading structure in the source code

<H3> Home
<H3> What are LEPs
<H3> The Importance of LEP
<H3> Policy Processes
<H3> Actors & Stakeholders
<H3> Policy or Management?
<H3> English Language Teaching
<H3> Linguistic Hegemony
<H3> Linguistic Ideology
<H3> Language Marginalization
<H3> Linguistic Human Rights
<H3> Mother Tongue Education
<H3> Oral languages & Codification
<H3> Impacts on Education
<H3> Language Discrimination
<H3> Cultural language learning
<H3> Bilingual Models
<H3> Research Implications
<H3> Language Education as Policy
<H3> LEP: Conceptual Framework
<H3> National Frameworks
<H3> Standards as Policy
<H3> Evaluation as Policy
<H3> Teachers as Policy Makers
<H3> Oral Proficiency as Polic
<H3> Multilingual Education
<H3> U.S. - Bilingual Model
<H3> U.S.- Dual Language
<H3> U.S.- Ethnic Studies Outlawed
<H3> U.S.-Ethnic Studies Outlawed2
<H3> U.S.- Funds of Knowledge1
<H3> U.S.- Funds of Knowledge2
<H3> U.S.- Portfolio Policy
<H3> U.S.- Technology Policy
<H3> U.S. Testing System as LEP
<H3> Deep Approach to Language Learning
<H3> 21st Century Forces
<H3> Neoliberalism & the Citizen
<H3> Education for All
<H3> Formal Knowledge Construction
<H3> Language Education Markets
<H3> Linguistic Imperialism
<H3> English as a Lingua Franca
<H3> Literacy & Multiliteracies
<H3> U.S. - Charter Schools 1
<H3> U.S. - Charter Schools 2
<H3> U.S. Dual Immersion Model
<H3> Cosmopolitanism
<H3> LEP for Peace
<H3> Deep Education
<H3> Why to “Save” Languages
<H3> How to “Save” Languages
<H3> Action-Poetry
<H3> Theatre Pedagogy
<H3> Paolo Freire
<H3> Body Performance Art
<H3> Academic Journals
<H3> The Field of Language
<H3> Monolingualism
<H3> World Languages
<H3> Sign Languages and LHR
<H3> Defining Language and Act
<H3> Social Justice & Practice
<H3> Indigenous Languages
<H3> Language Variations
<H3> World View, Culture & Identity
<H3> Endangerment & Disappearance
<H3> Multilingualism
<H3> Domains & Linguistic Landscape
<H3> Language Ecology
<H3> Multiculturalism
<H3> Linguistic & Biocultural Diversity
<H3> Mother Tongue
<H3> Language Deficit
<H3> Minority Languages
<H3> Heritage Language 1
<H3> Heritage Language 2
<H3> Family Language Policy
<H3> FLP & Language Shift
<H3> LEP by World Region
<H3> Africa: Botswana
<H3> Africa: Cameroon
<H3> Africa: Congo
<H3> Africa: Francophone West
<H3> Africa: Malawi
<H3> Africa: Nigeria Education-Language Overview
<H3> Africa: Nigeria Education
<H3> Africa: Nigeria's Heterogenity
<H3> Africa: Senegal
<H3> Africa: Sub-Sahara
<H3> Americas: Belize Colonial LEP
<H3> Americas: Belize LEP Overview
<H3> Americas: Brazil LEP
<H3> Americas: Central & South
<H3> Americas: Ecuador
<H3> Americas: Guatemala
<H3> Americas:MexicoIndigenous
<H3> Asia: Indonesia 1
<H3> Asia: Indonesia 2
<H3> Asia: Japan English Education
<H3> Asia: Korea (North)
<H3> Asia: Korea (South)
<H3> Asia: Koreas (Compared)
<H3> Asia: Malaysia Language Education Policy
<H3> Asia: Malaysia English Education
<H3> Asia: New Zealand Maori
<H3> Asia: Papua New Guinea
<H3> Asia: Taiwan Languages Overview
<H3> Asia: Taiwan Indigenous
<H3> Canada: Anglophone and Francophone
<H3> Canada: Indigenous
<H3> Caribbean: Cuba
<H3> Caribbean: DominicanRepub
<H3> Caribbean - Puerto Rico
<H3> Central Eurasia: Kazakhstan
<H3> Central Eurasia: Kazakhstan 2
<H3> Central Eurasia: Kyrgyzstan
<H3> Central Eurasia: Kyrgystan 2
<H3> Central Eurasia: Uzbekistan
<H3> China: Constitution
<H3> China: Cantonese
<H3> China-Education Law
<H3> China: Southwest
<H3> China: Xinjiang
<H3> Eurasia:Turkey-English Ed
<H3> Eurasia: Turkey-Kurdistan
<H3> Europe: Finland
<H3> Europe: France Alsace
<H3> Europe: France Breton
<H3> Europe: Spain Catalan
<H3> India: Languages
<H3> Indigenous World Regions
<H3> Middle East: Arab World
<H3> Middle East: Israel
<H3> Muslim World
<H3> U.S. - Amerindians
<H3> U.S. - Chinese Immigrants
<H3> U.S.- Chinese Immigrants 2
<H3> U.S.- Chinese Immersion School in Wisconsin
<H3> U.S.- Deaf Education
<H3> U.S Heritage Learners
<H3> U.S.- Korean-Americans
<H3> U.S.- Latino Immigrants
<H3> 2017 SPRING CONFERENCES
<H3> INLEPS MADISON 2017
<H3> CALL FOR CHAPTERS
<H3> MADISON PROGRAM
<H3> Indications/Directions (Sorbonne)
<H3> INLEPS PARIS 2017
<H3> APPEL À CHAPITRES
<H3> PARIS PROGRAM Jour 1
<H3> PARIS PROGRAM Jour 2
<H3> PARIS PROGRAM Jour 3
<H3> News and Events
<H3> Projects
<H3> Membership
<H3> About Us
<H3> Privacy Statement
<H3> Disclosure Statement
<H3> WebSite Disclaimer
<H3> ByLaws
<H3> Contact Us
<H3> Donate
<H3> Home
<H3> What are LEPs
<H3> The Importance of LEP
<H3> Policy Processes
<H3> Actors & Stakeholders
<H3> Policy or Management?
<H3> English Language Teaching
<H3> Linguistic Hegemony
<H3> Linguistic Ideology
<H3> Language Marginalization
<H3> Linguistic Human Rights
<H3> Mother Tongue Education
<H3> Oral languages & Codification
<H3> Impacts on Education
<H3> Language Discrimination
<H3> Cultural language learning
<H3> Bilingual Models
<H3> Research Implications
<H3> Language Education as Policy
<H3> LEP: Conceptual Framework
<H3> National Frameworks
<H3> Standards as Policy
<H3> Evaluation as Policy
<H3> Teachers as Policy Makers
<H3> Oral Proficiency as Polic
<H3> Multilingual Education
<H3> U.S. - Bilingual Model
<H3> U.S.- Dual Language
<H3> U.S.- Ethnic Studies Outlawed
<H3> U.S.-Ethnic Studies Outlawed2
<H3> U.S.- Funds of Knowledge1
<H3> U.S.- Funds of Knowledge2
<H3> U.S.- Portfolio Policy
<H3> U.S.- Technology Policy
<H3> U.S. Testing System as LEP
<H3> Deep Approach to Language Learning
<H3> 21st Century Forces
<H3> Neoliberalism & the Citizen
<H3> Education for All
<H3> Formal Knowledge Construction
<H3> Language Education Markets
<H3> Linguistic Imperialism
<H3> English as a Lingua Franca
<H3> Literacy & Multiliteracies
<H3> U.S. - Charter Schools 1
<H3> U.S. - Charter Schools 2
<H3> U.S. Dual Immersion Model
<H3> Cosmopolitanism
<H3> LEP for Peace
<H3> Deep Education
<H3> Why to “Save” Languages
<H3> How to “Save” Languages
<H3> Action-Poetry
<H3> Theatre Pedagogy
<H3> Paolo Freire
<H3> Body Performance Art
<H3> Academic Journals
<H3> The Field of Language
<H3> Monolingualism
<H3> World Languages
<H3> Sign Languages and LHR
<H3> Defining Language and Act
<H3> Social Justice & Practice
<H3> Indigenous Languages
<H3> Language Variations
<H3> World View, Culture & Identity
<H3> Endangerment & Disappearance
<H3> Multilingualism
<H3> Domains & Linguistic Landscape
<H3> Language Ecology
<H3> Multiculturalism
<H3> Linguistic & Biocultural Diversity
<H3> Mother Tongue
<H3> Language Deficit
<H3> Minority Languages
<H3> Heritage Language 1
<H3> Heritage Language 2
<H3> Family Language Policy
<H3> FLP & Language Shift
<H3> LEP by World Region
<H3> Africa: Botswana
<H3> Africa: Cameroon
<H3> Africa: Congo
<H3> Africa: Francophone West
<H3> Africa: Malawi
<H3> Africa: Nigeria Education-Language Overview
<H3> Africa: Nigeria Education
<H3> Africa: Nigeria's Heterogenity
<H3> Africa: Senegal
<H3> Africa: Sub-Sahara
<H3> Americas: Belize Colonial LEP
<H3> Americas: Belize LEP Overview
<H3> Americas: Brazil LEP
<H3> Americas: Central & South
<H3> Americas: Ecuador
<H3> Americas: Guatemala
<H3> Americas:MexicoIndigenous
<H3> Asia: Indonesia 1
<H3> Asia: Indonesia 2
<H3> Asia: Japan English Education
<H3> Asia: Korea (North)
<H3> Asia: Korea (South)
<H3> Asia: Koreas (Compared)
<H3> Asia: Malaysia Language Education Policy
<H3> Asia: Malaysia English Education
<H3> Asia: New Zealand Maori
<H3> Asia: Papua New Guinea
<H3> Asia: Taiwan Languages Overview
<H3> Asia: Taiwan Indigenous
<H3> Canada: Anglophone and Francophone
<H3> Canada: Indigenous
<H3> Caribbean: Cuba
<H3> Caribbean: DominicanRepub
<H3> Caribbean - Puerto Rico
<H3> Central Eurasia: Kazakhstan
<H3> Central Eurasia: Kazakhstan 2
<H3> Central Eurasia: Kyrgyzstan
<H3> Central Eurasia: Kyrgystan 2
<H3> Central Eurasia: Uzbekistan
<H3> China: Constitution
<H3> China: Cantonese
<H3> China-Education Law
<H3> China: Southwest
<H3> China: Xinjiang
<H3> Eurasia:Turkey-English Ed
<H3> Eurasia: Turkey-Kurdistan
<H3> Europe: Finland
<H3> Europe: France Alsace
<H3> Europe: France Breton
<H3> Europe: Spain Catalan
<H3> India: Languages
<H3> Indigenous World Regions
<H3> Middle East: Arab World
<H3> Middle East: Israel
<H3> Muslim World
<H3> U.S. - Amerindians
<H3> U.S. - Chinese Immigrants
<H3> U.S.- Chinese Immigrants 2
<H3> U.S.- Chinese Immersion School in Wisconsin
<H3> U.S.- Deaf Education
<H3> U.S Heritage Learners
<H3> U.S.- Korean-Americans
<H3> U.S.- Latino Immigrants
<H3> 2017 SPRING CONFERENCES
<H3> INLEPS MADISON 2017
<H3> CALL FOR CHAPTERS
<H3> MADISON PROGRAM
<H3> Indications/Directions (Sorbonne)
<H3> INLEPS PARIS 2017
<H3> APPEL À CHAPITRES
<H3> PARIS PROGRAM Jour 1
<H3> PARIS PROGRAM Jour 2
<H3> PARIS PROGRAM Jour 3
<H3> News and Events
<H3> Projects
<H3> Membership
<H3> About Us
<H3> Privacy Statement
<H3> Disclosure Statement
<H3> WebSite Disclaimer
<H3> ByLaws
<H3> Contact Us
<H3> Donate
<H2> INLEPS
<H2> INTERNATIONAL NETWORK FOR LANGUAGE EDUCATION POLICY STUDIES

Word cloud

language54
education38
policy34
asia24
africa20
languages19
lep17
studies15
americas14
eurasia14
paris13
linguistic13
central12
world12
university11
china10
website8
south8
indigenous8
europe8
inleps8
program8
organized8
conference8
english8
see7
network7
madison6
jour6
new6
caribbean6
overview6
chinese6
heritage6
international6
immigrants6
taiwan5
middle5
deep5
france5
kazakhstan4
canada4
korea4
belize4
nigeria4
francophone4
create4
immersion4
schools4
mother4
indonesia4
charter4
malaysia4
east4
learning4
held4
statement4
funds4
research4
bilingual4

Keyword matrix

word	title	descriptions	heading
language
education
policy
asia
africa
languages

Two Word cloud

central eurasia8
language education7
paris program6
education policy6
policy studies5
policy u.s4

Three Word cloud

language education policy6
education policy studies3
taiwan languages overview2
papua new guinea2
new zealand maori2
taiwan indigenous canada2

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Alternate attributes for the following 9 images are missing. Search engines use "alt" tags to understand image content efficiently. We strongly recommend fixing this issue.

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Deprecated HTML tags	Occurrences
<font>	6

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Deprecated HTML tags	Occurrences
<font>	6

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Speed test

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Table layout

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Render blocking resources

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http://www.languageeducationpolicy.com/scripts/user.js
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The browser cache is set correctly for all elements.

Speed test – Images

File size of all images combined

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Image optimisation

All images are optimized.

Links

We found a total of 186 different links.
Internal links: 172
External links: 14

External links:

Link text (anchor)	Link strength
https://www.facebook.com/groups/languageeducationpolicy
Wisconsin China Initiative
First Conference on Language Education Policy
Fourth Conference was held on October 11-12 2014 in Brisbane, Australia
HERE
Fifth Conference
HERE
Sixth Conference
See HERE
http://www.deepuniversitypress.org/lep.html
MERCI DE CLIQUER SUR CE LIEN
http://twitter.com/Deep_Approach
http://www.deepuniversitypress.org/lep.html
Web Hosting

Internal links:

Link text (anchor)	Link strength
Home
What are LEPs
The Importance of LEP
Policy Processes
Actors & Stakeholders
Policy or Management?
English Language Teaching
Linguistic Hegemony
Linguistic Ideology
Language Marginalization
Linguistic Human Rights
Mother Tongue Education
Oral languages & Codification
Impacts on Education
Language Discrimination
Cultural language learning
Bilingual Models
Research Implications
Language Education as Policy
LEP: Conceptual Framework
National Frameworks
Standards as Policy
Evaluation as Policy
Teachers as Policy Makers
Oral Proficiency as Polic
Multilingual Education
U.S. - Bilingual Model
U.S.- Dual Language
U.S.- Ethnic Studies Outlawed
U.S.-Ethnic Studies Outlawed2
U.S.- Funds of Knowledge1
U.S.- Funds of Knowledge2
U.S.- Portfolio Policy
U.S.- Technology Policy
U.S. Testing System as LEP
Deep Approach to Language Learning
21st Century Forces
Neoliberalism & the Citizen
Education for All
Formal Knowledge Construction
Language Education Markets
Linguistic Imperialism
English as a Lingua Franca
Literacy & Multiliteracies
U.S. - Charter Schools 1
U.S. - Charter Schools 2
U.S. Dual Immersion Model
Cosmopolitanism
LEP for Peace
Deep Education
Why to “Save” Languages
How to “Save” Languages
Action-Poetry
Theatre Pedagogy
Paolo Freire
Body Performance Art
Academic Journals
The Field of Language
Monolingualism
World Languages
Sign Languages and LHR
Defining Language and Act
Social Justice & Practice
Indigenous Languages
Language Variations
World View, Culture & Identity
Endangerment & Disappearance
Multilingualism
Domains & Linguistic Landscape
Language Ecology
Multiculturalism
Linguistic & Biocultural Diversity
Mother Tongue
Language Deficit
Minority Languages
Heritage Language 1
Heritage Language 2
Family Language Policy
FLP & Language Shift
LEP by World Region
Africa: Botswana
Africa: Cameroon
Africa: Congo
Africa: Francophone West
Africa: Malawi
Africa: Nigeria Education-Language Overview
Africa: Nigeria Education
Africa: Nigeria's Heterogenity
Africa: Senegal
Africa: Sub-Sahara
Americas: Belize Colonial LEP
Americas: Belize LEP Overview
Americas: Brazil LEP
Americas: Central & South
Americas: Ecuador
Americas: Guatemala
Americas:MexicoIndigenous
Asia: Indonesia 1
Asia: Indonesia 2
Asia: Japan English Education
Asia: Korea (North)
Asia: Korea (South)
Asia: Koreas (Compared)
Asia: Malaysia Language Education Policy
Asia: Malaysia English Education
Asia: New Zealand Maori
Asia: Papua New Guinea
Asia: Taiwan Languages Overview
Asia: Taiwan Indigenous
Canada: Anglophone and Francophone
Canada: Indigenous
Caribbean: Cuba
Caribbean: DominicanRepub
Caribbean - Puerto Rico
Central Eurasia: Kazakhstan
Central Eurasia: Kazakhstan 2
Central Eurasia: Kyrgyzstan
Central Eurasia: Kyrgystan 2
Central Eurasia: Uzbekistan
China: Constitution
China: Cantonese
China-Education Law
China: Southwest
China: Xinjiang
Eurasia:Turkey-English Ed
Eurasia: Turkey-Kurdistan
Europe: Finland
Europe: France Alsace
Europe: France Breton
Europe: Spain Catalan
India: Languages
Indigenous World Regions
Middle East: Arab World
Middle East: Israel
Muslim World
U.S. - Amerindians
U.S. - Chinese Immigrants
U.S.- Chinese Immigrants 2
U.S.- Chinese Immersion School in Wisconsin
U.S.- Deaf Education
U.S Heritage Learners
U.S.- Korean-Americans
U.S.- Latino Immigrants
2017 SPRING CONFERENCES
INLEPS MADISON 2017
CALL FOR CHAPTERS
MADISON PROGRAM
Indications/Directions (Sorbonne)
INLEPS PARIS 2017
APPEL À CHAPITRES
PARIS PROGRAM Jour 1
PARIS PROGRAM Jour 2
PARIS PROGRAM Jour 3
News and Events
Projects
Membership
About Us
Privacy Statement
Disclosure Statement
WebSite Disclaimer
ByLaws
Contact Us
Donate
HERE
here
here
here
HERE
http://tinyurl.com/mrbmas7
HERE
http://www.languageeducationpolicy.com/.. /249
http://www.languageeducationpolicy.com/peacebooklaunch.html

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206.188.193.219

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language education policy, Language Education Policy Studies Home

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