Austin, P. K. & Sallabank, J., eds. (2011). The Cambridge Handbook of Endangered Languages. Cambridge, UK: Cambridge University Press.Google Scholar

Baraby, A.-M. (2004). Guide des conjugaisons en langue innue. Sept-Iles: Institut culturel et éducatif montagnais.Google Scholar

Baraby, A.-M. (2011). L’écrit dans une langue de tradition orale: Le cas de l’innu. In Drapeau, L., ed., Les Langues autochtones du Québec. Un patrimoine en danger. Quebec: Presses de l’Université du Québec, pp. 45–64.Google Scholar

Burnaby, B., ed. (1985). Promoting Native Writing Systems in Canada. Toronto: Ontario Institute for Studies in Education.Google Scholar

Burnaby, B. & MacKenzie, M. (2001). Cree decision making concerning language: a case study. Journal of Multilingual and Multicultural Development, 22(3), 191–209.CrossRefGoogle Scholar

Burnaby, B. & Philpott, D. (2007). Innu oral dominance meets schooling: new data on outcomes. Journal of Multilingual and Multicultural Development, 28(4), 270–89.Google Scholar

Cahill, M. & Rice, K., eds. (2014). Developing Orthographies for Unwritten Languages. Dallas, TX: SIL International.Google Scholar

Cheshire, J. & Stein, D., eds. (1997). Taming the Vernacular: From Dialect to Written Standard Language. London: Routledge.Google Scholar

Crystal, D. (2000). Language Death. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

De Swaan, A. (2001). Words in the World. Malden, MA: Blackwell Publishers.Google Scholar

Deumert, A. & Vandenbussche, W. (2003). Taxonomies and histories. In Deumert, A. & Vandenbussche, W., eds., Germanic Standardizations: Past to Present. Amsterdam: John Benjamins, pp. 1–14.Google Scholar

Dorian, N. C., ed. (1989). Investigating Obsolescence: Studies in Language Contraction and Death. Cambridge, UK: Cambridge University Press.Google Scholar

Drapeau, L. (1991). Dictionnaire montagnais-franc¸ais. Quebec: Presses de l’Université du Québec.Google Scholar

Drapeau, L. (1992). Rapport final sur le projet-pilote de Betsiamites: étude longitudinale. Montreal: Université du Québec à Montréal. Unpublished report.Google Scholar

Drapeau, L. (1995). Code-switching in caretaker speech and bilingual competence in a native village of Northern Quebec. International Journal of the Sociology of Language, 113, 157–64.Google Scholar

Drapeau, L. (2014). Grammaire de la langue innue. Quebec: Presses de l’Université du Québec.Google Scholar

Drapeau, L. & Corbeil, J. C. (1996). The aboriginal languages in the perspective of language planning. In Maurais, J., ed., Quebec’s Aboriginal Languages. Clevedon: Multilingual Matters, pp. 288–307.CrossRefGoogle Scholar

Drapeau, L. & Mailhot, J. (1989). Guide pratique d’orthographe montagnaise. Quebec: Institut éducatif et culturel attikamek-montagnais.Google Scholar

Ellis, N. C., Natsume, M., Stavropoulou, K. et al. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–68.Google Scholar

Ferguson, C. A. (1959). Diglossia. Word, 15, 325–40.Google Scholar

Fishman, J. (1987). Language spread and language policy for endangered languages. In Lowenberg, P. H., ed., GURT 87 – Language Spread and Language Policy: Issues, Implications and Case Studies. Washington, DC: Georgetown University Press, pp. 1–15.Google Scholar

Fishman, J. A. (1990). What is reversing language shift (RLS) and how can it succeed? Journal of Multilingual and Multicultural Development, 11(1–2), 5–36.Google Scholar

Fishman, J. A. (2000). Bilingualism with and without diglossia; diglossia with and without bilingualism. In Wei, L., ed., The Bilingualism Reader. London/New York: Routledge, pp. 81–8.Google Scholar

Fishman, J. A. (2001). Why is it so hard to save threatened languages? In Fishman, J. A., ed., Can Threatened Languages Be Saved? Reversing Language Shift Revisited: A Twentieth Century Perspective. Clevedon: Multilingual Matters, pp. 1–22.Google Scholar

Franchetto, B. & Rice, K. (2014). Language documentation in the Americas. Language Documentation and Conservation, 8, 251–61.Google Scholar

Francis, N. & Reyhner, J. (2002). Language and Literacy Teaching for Indigenous Education: A Bilingual Approach. Clevedon: Multilingual Matters.Google Scholar

Garvin, P. L. (1959). The standard language problem: concepts and methods. Anthropological Linguistics, 1(3), 28–31.Google Scholar

Gatti, M. (2004). Littérature amérindienne du Québec: écrits de langue franc¸aise. Montreal: Éditions Hurtubise.Google Scholar

Goodfellow, A.-M., ed. (2009). Speaking of Endangered Languages: Issues in Revitalization. Newcastle: Cambridge Scholars Publishing.Google Scholar

Grenoble, L. A. & Whaley, L. J. (1998). Toward a typology of language endangerment. In Grenoble, L. A. & Whaley, L. J., eds., Endangered Languages: Current Issues and Future Prospects. Cambridge, UK: Cambridge University Press, pp. 2–54.Google Scholar

Gupta, A. F. (1997). When mother-tongue education is not preferred. Journal of Multilingual and Multicultural Development, 18(6), 496–506.Google Scholar

Hale, K., Krauss, M., Watahomigie, L. J. et al. (1992). Endangered languages. Language, 68(1), 1–42.Google Scholar

Hanzeli, V. (1969). Missionary Linguistics in New France: A Study of Seventeenth- and Eighteenth-Century Descriptions of American Indian Languages. The Hague: Mouton.Google Scholar

Harbert, W. (2011). Endangered languages and economic development. In Austin, P. K. & Sallabank, J., eds., The Cambridge Handbook of Endangered Languages. Cambridge, UK: Cambridge University Press, pp. 403–22.Google Scholar

Harmon, D. & Loh, J. (2010). The index of linguistic diversity: a new quantitative measure of trends in the status of the world’s languages. Language Documentation and Conservation, 4, 97–151.Google Scholar

Haugen, E. (1966). Dialect, language, nation. American Anthropologist, 68(6), 922–35.Google Scholar

Hill, J. (2002). ‘Expert rhetorics’ in advocacy for endangered languages: who is listening, and what do they hear? Journal of Linguistic Anthropology, 12(2), 119–33.Google Scholar

Himmelmann, N. P. (2006). Language documentation: what is it and what is it good for? In Gippert, J., Himmelmann, N. P. & Mosel, U., eds., Essentials of Language Documentation. Berlin/New York: Mouton de Gruyter, pp. 1–30.Google Scholar

Hinton, L. (2011). Revitalization of endangered languages. In Austin, P. K. & Sallabank, J., eds., The Cambridge Handbook of Endangered Languages. Cambridge, UK: Cambridge University Press, pp. 291–311.Google Scholar

Hinton, L. (2014). Orthography wars. In Cahill, M. & Rice, K., eds., Developing Orthographies for Unwritten Languages. Dallas, TX: SIL International, pp. 139–68.Google Scholar

Hornberger, N. H. (1988). Bilingual Education and Language Maintenance: A Southern Peruvian Quechua Case. Dordrecht: Foris.Google Scholar

Hornberger, N. H. (1996). Indigenous literacies in the Americas. In Hornberger, N. H., ed., Indigenous Literacies in the Americas: Language Planning from the Bottom Up. Berlin/New York: Mouton de Gruyter, pp. 3–16.Google Scholar

Hornberger, N. H. (2008). Can schools save indigenous languages? Policy and practice on four continents. In Hornberger, N. H., ed., Can Schools Save Indigenous Languages? London: Palgrave Macmillan, pp. 1–12.Google Scholar

Hot, A. (2010). L’école des Premie`res Nations au Québec. Montreal: Réseau de recherche Dialog & INRS. Retrieved from www.reseaudialog.ca/docs/CahiersDIALOG-201001.pdfGoogle Scholar

Karan, E. (2014). Standardization: what’s the hurry? In Cahill, M. & Rice, K., eds., Developing Orthographies for Unwritten Languages. Dallas, TX: SIL International, pp. 107–38.Google Scholar

King, K. A. (1999). Language revitalisation processes and prospects: Quichua in the Ecuadorian Andes. Language and Education, 13(1), 17–37.Google Scholar

Kroskrity, P. V. (2009). Language renewal as sites of language ideological struggle. The need for ‘ideological clarification’. In Reyhner, J. & Lockhard, L., eds., Indigenous Language Revitalization: Encouragement, Guidance and Lessons Learned. Flagstaff: Northern Arizona University, pp. 71–83.Google Scholar

La Brosse, J. B. de (1768). Montanicae linguae elementa. Ottawa: Deschâtelets Archive.Google Scholar

Lewis, M. P., Simons, G. F. & Fennig, C. D., eds. (2013). Ethnologue: Languages of the World. Dallas, TX: SIL International.Google Scholar

Lillehaugen, D. (2016). Why write in a language that (almost) no one can read? Twitter and the development of written literature. Language Documentation and Conservation, 10, 356–93.Google Scholar

Loh, J. & Harmon, D. (2014). Biocultural Diversity: Threatened Species, Endangered Languages. Zeist: WWF Netherlands.Google Scholar

Lüpke, F. (2011). Orthography development. In Austin, P. K. & Sallabank, J., eds., The Cambridge Handbook of Endangered Languages. Cambridge, UK: Cambridge University Press, pp. 312–36.Google Scholar

Mailhot, J. (1985). Implementation of mother-tongue literacy among the Montagnais: myth or reality? In Burnaby, B. ed., Promoting Native Writing Systems in Canada. Toronto: Ontario Institute for Studies in Education, pp. 17–26.Google Scholar

Mailhot, J. (1997). Pour une orthographe unique de la langue innue. Sept-Iles: Institut culturel et éducatif montagnais.Google Scholar

Mailhot, J. & MacKenzie, M. (2012). Dictionnaire innu-franc¸ais. Sept-Iles: Institut Tshakapesh.Google Scholar

Manuel, G. & Posluns, M. (1974). The Fourth World: An Indian Reality. Don Mills: Collier-Macmillan.Google Scholar

Michelson, T. (1939). Linguistic classification of Cree and Montagnais–Naskapi dialects. Bureau of American Ethnology Bulletin, 123, 67–95.Google Scholar

Moseley, C., ed. (2010). Atlas of the World’s Languages in Danger. Paris: UNESCO.Google Scholar

Mühlhäusler, P. (2000). Language planning and language ecology. Current Issues in Language Planning, 1(3): 306–67.Google Scholar

National Indian Brotherhood (1972). Indian Control of Indian Education. Ottawa: National Indian Brotherhood.Google Scholar

Nettle, D. & Romaine, S. (2000). Vanishing Voices: The Extinction of the World’s Languages. Oxford: Oxford University Press.Google Scholar

Oudin, A.-S. & Drapeau, L. (1993). Langue et identité ethnique dans une communauté montagnaise bilingue. Revue québécoise de linguistique, 22(2), 75–92.Google Scholar

Parsons-Yazzie, E. & Reyhner, J. (2009). Prospects for the Navajo language. In Goodfellow, A.-M., ed., Speaking of Endangered Languages: Issues in Revitalization. Newcastle: Cambridge Scholars Publishing, pp. 47–69.Google Scholar

Patrick, D. & Shearwood, P. (1999). The roots of Inuktitut-language bilingual education. Canadian Journal of Native Studies, 19(2), 249–62.Google Scholar

Patrick, D., Murasugi, K. & Polluq-Cloutier, J. (2018). Standardization of Inuit languages in Canada. In Lane, P., Costa, J. & De Korne, H., eds., Standardizing Minority Languages. New York: Routledge, pp. 135–52.Google Scholar

Rehg, K. (2004). The law of unintended consequences. Oceanic Linguistics, 43(2), 498–518.Google Scholar

Rigsby, B. (1987). Indigenous language shift and maintenance in Fourth World settings. Multilingua, 6(4), 359–78.Google Scholar

Robins, R. H. & Uhlenbeck, E. M., eds. (1991). Endangered Languages. Oxford: Berg Publishers.Google Scholar

Sebba, M. (2007). Spelling and Society: The Culture and Politics of Orthography around the World. Cambridge, UK: Cambridge University Press.Google Scholar

Statistics-Canada (2015). Aboriginal Statistics at a Glance. Ottawa: Statistics Canada Publications.Google Scholar

Thurston, W. R. (1988). How esoteric languages build a lexicon: esoterogeny in West New Britain. In Harlow, R. & Hopper, R., eds., VICAL 1: Papers from the Fifth International Conference on Austraonesian languages. Auckland; Linguistic Society of New Zealand, pp. 555–79.Google Scholar

UNESCO (1953). The Use of Vernacular Languages in Education. Paris: UNESCO.Google Scholar

Wagner, D. A., Spratt, J. E. & Ezzaki, A. (1989). Does learning to read in a second language always put the child at a disadvantage? Some counterevidence from Morocco. Applied Psycholinguistics, 10(1), 31–48.Google Scholar

Whaley, L. J. (2011). Some ways to endanger an endangered language project. Language and Education, 25(4), 339–48.Google Scholar

Wolck, W. (1991). The standardization of Quechua: some problems and solutions. In von Gleich, U. & Wolf, E., eds., Standardization of National Languages. Hamburg: Unesco Institute for Education and Research Center for Multiculturalism and Language Contact, University of Hamburg, pp. 43–54.Google Scholar

Annamalai, E. (1979). Movement for linguistic purism: the case of Tamil. In Annamalai, E., ed., Language Movements in India. Mysore: Central Institute of Indian Languages, pp. 35–59.Google Scholar

Barton, B. (1990). Māori mathematics vocabulary project (Occasional Paper No. 90-3), Wellington: Mathematics Education Unit, Victoria University of Wellington.Google Scholar

Barton, B., Fairhall, U. & Trinick, T. (1995). He kōrero kupu tātai: word stories in Māori mathematics vocabulary development. In Barton, B. & Fairhall, U., eds., Mathematics in Maāori Education. Auckland: Auckland College, pp. 9–13.Google Scholar

Barton, B., Fairhall, U. & Trinick, T. (1998). Tikanga reo tatai: issues in the development of a Māori mathematics register. For the Learning of Mathematics, 18, 3–9.Google Scholar

Benton, R. (1979). Who speaks Maāori in New Zealand? Wellington: New Zealand Council for Educational Research.Google Scholar

Benton, R. (1981). The Flight of the Amokura: Oceanic Languages and Formal Education in the Pacific. Wellington: New Zealand Council for Educational Research.Google Scholar

Benton, R. (1984). Bilingual education and the survival of the Māori language. Journal of the Polynesian Society, 93(3), 247–66.Google Scholar

Benton, R. (1991). The history and development of the Māori language. In McGregor, G., Williams, M. & Harlow, R., eds., Dirty Silence: Aspects of Language and Literature in New Zealand. Cambridge, UK: Cambridge University Press, pp. 187–99.Google Scholar

Benton, R. (1994). Te Rito o te Korari: Maāori Language and New Zealand’s National Identity. Wellington: Māori Unit New Zealand Council for Educational Research.Google Scholar

Blair, H. & Fredeen, S. (1995). Do not go gentle into that good night. Rage, rage, against the dying of the light. Anthropology & Education Quarterly, 26(1), 27–49.Google Scholar

Cobarrubias, J. & Fishman, J. A., eds. (1983). Progress in Language Planning: International Perspectives. Berlin: Mouton.Google Scholar

Cook, V. (1991). Second Language Learning and Language Teaching. London: Edward Arnold.Google Scholar

Cooper, R. L. (1989). Language Planning and Social Change. Cambridge, UK: Cambridge University Press.Google Scholar

Cram, F. (2012). Safety of subsequent children: Māori children and whānau (Research report No 2/12). Wellington: Families Commission.Google Scholar

Denny, J. P. (1981). Curriculum development for teaching mathematics in Inuktitut: the learning-from-language approach. Canadian Journal of Anthropology, 1(2), 199–203.Google Scholar

Department of Education (1985). Mathematics: Junior Classes to Standard Four. Wellington: Department of Education.Google Scholar

Department of Education (1987). Mathematics: Forms 1 to 4. Wellington: Department of Education.Google Scholar

Ferguson, G. (2006). Language Planning and Education. Edinburgh: Edinburgh University Press.Google Scholar

Fishman, J. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters.CrossRefGoogle Scholar

Haarmann, H. (1990). Language planning in the light of a general theory of language: a methodological framework. International Journal of the Sociology of Language, 86, 103–26.Google Scholar

Halliday, M. (2001). New ways of meaning: the challenge to applied linguistics. In Mühlhäusler, A. F. P., ed., The Ecolinguistics Reader: Language, Ecology, and Environment. New York: Continuum Press, pp. 175–202.Google Scholar

Harlow, R. (1993). A science and mathematics terminology for Māori. In McKinley, E. & Waiti, P., eds., SAMEpapers. Hamilton: Centre for Science, Mathematics and Technology Education Research, University of Waikato, pp. 124–37.Google Scholar

Harlow, R. (2007). Maāori: A Linguistic Introduction. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar

Haugen, E. (1983). The implementation of corpus planning: theory and practice. In Cobarrubias, J. & Fishman, J., eds., Progress in Language Planning. International Perspectives: Contributions to the Sociology of Language. The Hague: Mouton, pp. 269–89.Google Scholar

Hinton, L. & Hale, K. (2001). The Green Book of Language Revitalisation in Practice. San Diego, CA: Academic Press.Google Scholar

Hinton, L., Huss, L. & Roche, G., eds. (2018). Routledge Handbook of Language Revitalization. New York: Routledge.Google Scholar

Hornberger, N. & Kendall, A. K. (1996). Language revitalisation in the Andes: can the schools reverse language shift? Journal of Multilingual and Multicultural Development, 17(6), 427–41.Google Scholar

Hornberger, N. N. & Ricento, T. K., eds. (1996). Language planning and policy. TESOL Quarterly, 30(3), Special Issue.Google Scholar

Jernudd, B. & Shapiro, M. (1989). The Politics of Language Purism. Berlin: Mouton de Gruyter.Google Scholar

Kaplan, R. (1989). Language planning vs planning language. In Candlin, C. & McNamara, T., eds., Language, Learning and Community. Sydney: Macquarie University, pp. 193–203.Google Scholar

Kaplan, R. & Baldauf, R. (1997). Language Planning from Practice to Theory. Clevedon: Multilingual Matters.Google Scholar

Kaplan, R. & Baldauf, R. (2003). Language and Language-in-Education Planning in the Pacific Basin. Dordrecht: Kluwer Academic.Google Scholar

Kāretu, T. (1991). Language development. Paper presented at the Mathematika Pasefika, UNESCO Conference, November 1991, Hamilton, New Zealand.Google Scholar

Kimura, L. & Counceller, I. (2009). Indigenous new words creation: perspectives from Alaska and Hawai’i. In Reyher, J. & Lockard, L., eds., Indigenous Language Revitalisation: Encouragement, Guidance & Lessons Learned. Flagstaff: Northern Arizona University, pp. 121–39.Google Scholar

King, J. (2001). Te Kōhanga Reo: Māori language revitalisation. In Hinton, L. & Hale, K., eds., The Green Book of Language Revitalisation in Practice. San Diego, CA: Academic Press, pp. 118–28.Google Scholar

Liddicoat, A. J. (2005). Corpus planning: syllabus and materials development. In Hinkel, E., ed., Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ: Erlbaum, pp. 993–1012.Google Scholar

Lipka, J. (1994). Culturally negotiated schooling: toward a Yup’ik mathematics classroom. Journal of American Indian Education, 33(3), 14–30.Google Scholar

May, S. (2005). Language rights: moving the debate forward. Journal of Sociolinguistics, 9(3), 319–47.Google Scholar

May, S. (2010). Aotearoa/New Zealand. In Fishman, J. & García, O., eds., Handbook of Language and Ethnicity. New York: Oxford University Press, pp. 501–17.Google Scholar

May, S. (2012). Language and Minority Rights: Ethnicity, Nationalism and Politics of Language, 2nd ed. New York: Routledge.Google Scholar

May, S. & Hill, R. (2018). Language revitalization in Aotearoa/New Zealand. In Hinton, L., Huss, L. & Roche, G., eds., Routledge Handbook of Language Revitalization. New York: Routledge, pp. 501–17.Google Scholar

McMurchy-Pilkington, C. & Trinick, T. (2008). Potential & possibilities. In Carpenter, V., Jesson, J., Roberts, P. & Stephenson, M., eds., Nga¯ Kaupapa Here: Connections and Contradictions in Education. South Melbourne: Cengage Learning, pp. 133–44.Google Scholar

Meaney, T., McMurchy-Pilkington, C. & Trinick, T. (2013). Mathematics curriculum development and indigenous language revitalisation: contested spaces. Mathematics Education Research Journal, 25, 341–60.Google Scholar

Meaney, T., Trinick, T. & Fairhall, U. (2012). Collaborating to Meet Language Challenges in Indigenous Mathematics Classrooms. Dordrecht: Springer.Google Scholar

Milroy, J. & Milroy, L. (1991). Authority in Language: Investigating Language Prescription and Standardization, 2nd ed. London: Routledge & Kegan Paul.Google Scholar

Ministry of Education (1995). Te Papakupu Pa¯ngarau. Wellington: Learning Media.Google Scholar

Mühlhäusler, P. (2003). Language of Environment, Environment of Language: A Course in Ecolinguistics. London: Battlebridge.Google Scholar

ó Laoire, M. & Harris, J. (2006). Language and Literacy in Irish-Medium Primary Schools: Review of Literature. Ireland, National Council for Curriculum and Assessment. An Chomhairle Náisúnta Cuaclaim agus Measúnachta.Google Scholar

Ohia, M., Moloney, M. & Knight, G. (1989). Mathematics Education in Secondary Bilingual Units. Palmerston North: Massey University.Google Scholar

Olssen, M. & Mathews, K. M. (1997). Education Policy in New Zealand: The 1990’s and Beyond. Palmerston North: Dunmore Press.Google Scholar

Peddie, R. (2003). Languages in New Zealand: population, politics and policy. In Barnard, R. & Glynn, T., eds., Bilingual Children’s Language and Literacy Development: Case Studies from Aotearoa/New Zealand. Clevedon: Multilingual Matters, pp. 8–35.CrossRefGoogle Scholar

Penetito, W. (2010). What’s Maāori about Maāori education? Wellington: Victoria University Press.Google Scholar

Reedy, T. (2000). Te reo Māori: the past 20 years and looking forward. Oceanic Linguistics, 39(1), 157–69.Google Scholar

Ricento, T. (2000). Historical and theoretical perspectives in language policy planning. In Ricento, T., ed., Ideology, Politics and Language Policies: Focus on English. Amsterdam: John Benjamins, pp. 9–24.Google Scholar

Rikihana, T. (1988). Mathematics. Wellington: Ministry of Education.Google Scholar

Rubagumya, C. (1990). Language in Education in Africa. Clevedon: Multilingual Methods.Google Scholar

Rūnanganui (2018). Te Rūnanga nui o ngā kura Kaupapa Māori o Aotearoa. Retrieved from www.runanga.co.nzGoogle Scholar

Schindler, D. E. & Davison, D. M. (1985). Language, culture and the mathematics concepts of American Indian learners. Journal of American Indian Education, 24(3), 27–34.Google Scholar

Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education, or Worldwide Diversity and Human Rights? Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Smith, G. H. (1997). The Development of Kaupapa Māori: Theory and Praxis. Doctoral thesis. University of Auckland.Google Scholar

Statistics New Zealand (2014). 2013 Census quickstats about Māori. Retrieved from www.stats.govt.nz/Census/2013-census/profile-and-summary-reports/quickstats-about-maori-english.aspxGoogle Scholar

Statistics New Zealand (2017). Māori Language in Education. Wellington: Statistics New Zealand. Retrieved from http://archive.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-social-indicators/Home/Culture%20and%20identity/maori-lang-educ.aspxGoogle Scholar

Steffe, L. P. & Cobb, P. (1988). Construction of Meanings and Strategies. New York: Springer-Verlag.Google Scholar

Taratoa, H. (1858). He pukapuka whiha tenei hei ako ma nga¯ tangata (Maāori Arithmetic Book for Schools). Wellington: George Watene.Google Scholar

Te Paepae Motuhake (2011). Te Reo Mauriora Report. Wellington: Te Puni Kōkiri.Google Scholar

Te Tāhūhū o te Mātauranga (1996). Pa¯ngarau i roto i Te Marautanga o Aotearoa. Wellington: Te Pou Taki Korero.Google Scholar

Te Tāhūhū o te Mātauranga (2009). Te reo pu¯taiao. A Maāori Language Dictionary of Science: Taumata 1–5. Palmerston North: Print Consultants.Google Scholar

Trinick, T. (1999). The Relationships between Māori Culture and Māori Mathematical Language. Master’s thesis. University of Auckland.Google Scholar

Trinick, T. (2015). Te reo tātai: The Development of a Mathematics Register for Māori-Medium Schooling. Doctoral thesis. University of Waikato, Hamilton. Retrieved from http://researchcommons.waikato.ac.nz/handle/10289/9593Google Scholar

Trinick, T. & May, S. (2013). Developing a Māori language mathematics lexicon: challenges for corpus and status planning in indigenous contexts. Current Issues in Language Planning, 14(3–4), 457–73.Google Scholar

Walker, R. (1990). Ka whawhai tonu maātou: Struggle without End. Auckland: Penguin.Google Scholar

Walker, R. (1996). Māori resistance to state domination. In Peters, M., Hope, W., Marshall, J. & Webster, S., eds., Critical Theory, Poststructuralism and the Social Context. Palmerston North: The Dunmore Press, pp. 257–68.Google Scholar

Waitangi Tribunal (1986). Report of the Waitangi Tribunal on the te reo Maāori Claim (Wai 11). Wellington: Waitangi Tribunal.Google Scholar

Clyne, M. (1992). Pluricentric languages: introduction. In Clyne, M., ed., Pluricentric Languages: Differing Norms in Different Nations. New York: Mouton de Gruyter, pp. 1–10.Google Scholar

Colonna, R. (2012). La revitalisation du corse ou l’émergence de projets de société concurrents. Lengas, 72, 113–32.Google Scholar

Comiti, J. (2011). A Pratica e` a Grammatica. Ajaccio: Editions Albiana/CCU.Google Scholar

Costa, J. (2017). On the pros and cons of standardizing Scots: notes from the north of a small island. In Costa, J., Lane, P. & de Korne, H., eds., Standardizing Minority Languages: Reinventing Peripheral Languages in the 21st Century. London: Taylor and Francis, pp. 47–65.Google Scholar

Coupland, N. (2016). Labov, vernacularity and sociolinguistic change. Journal of Sociolinguistics, 20(4), 409–30.Google Scholar

Coupland, N. & Kristiansen, T. (2011). Critical perspectives on language (de)standardisation. In Kristiansen, T. & Coupland, N., eds., Standard Languages and Language Standards in a Changing Europe. Oslo: Novus, pp. 11–38.Google Scholar

Deumert, A. & Vandenbussche, W. (2003). Standard languages: taxonomies and histories. In Deumert, A. & Vandenbussche, W., eds., Germanic Standardisations: Past to Present. Amsterdam: Benjamins, pp. 1–14.Google Scholar

Devitt, A. J. (1989). Standardizing Written English: Diffusion in the Case of Scotland, 1520–1659. New York: Cambridge University Press.Google Scholar

Di Meglio, A. (1992). Polynomie et enseignement de la langue corse. PULA [Publications Universitaires de Linguistique et d'Anthropologie], 3/4, 127–30.Google Scholar

Geronimi, D. & Marchetti, P. (1971). Intricciate e` cambiarine: Manuel pratique de l’orthographe corse. Nogent-sur-Marne: Éditions Beaulieu.Google Scholar

Jaffe, A. (1999). Ideologies in Action: Language Politics on Corsica. Berlin: Mouton de Gruyter.Google Scholar

Jaffe, A. (2003). Misrecognition unmasked? Polynomic language expert statuses and orthographic practices in Corsican schools. Pragmatics, 13(3/4), 515–38.Google Scholar

Jaffe, A. (2013). Minority language learning and communicative competence: models of identity and participation in Corsican adult language courses. Language & Communication, 33(4), 450–62.Google Scholar

Jaffe, A. (2015). Defining the new speaker: theoretical perspectives and learner trajectories. International Journal of the Sociology of Language, 231, 21–44.Google Scholar

Jaffe, A. et al. (2015). Introduction: heteroglossia, performance, power, and participation. Language in Society, 44, 135–9.Google Scholar

Lindholm, C. (2008). Culture and Authenticity. Malden, MA: Blackwell.Google Scholar

Luedi, G. (1992). French as a pluricentric language. In Clyne, M., ed., Pluricentric Languages. New York: Mouton de Gruyter, pp. 149–77.Google Scholar

Marcellesi, J.-B. (1984). La définition des langues en domaine roman: les enseignements à tirer de la situation corse. In Bouvier, J.-C., ed., Actes du Congre`s de Linguistique et de Philologie Romanes. Vol. V: Sociolinguistique. Aix-en-Provence: Université d’Aix-en Provence, pp. 309–14.Google Scholar

Marcellesi, J.-B. (1989). Corse et théorie sociolinguistique: reflets croisés. In Ravis-Giordani, G., ed., L’Iˆle miroir. Ajaccio: La Marge, pp. 165–74.Google Scholar

McClure, J. D. (1995). Scots and Its Literature. Amsterdam/Philadelphia, PA: John Benjamins.Google Scholar

ó Murchadha, N. P. (2016). The efficacy of unitary and polynomic models of codification in minority contexts: ideological, pragmatic and pedagogical issues in the codification of Irish. Journal of Multinational and Multicultural Development, 37(2), 199–215.Google Scholar

Pietikainen, S., Kelly-Holmes, H., Jaffe, A. & Coupland, N. (2016). Sociolinguistics from the Periphery: Small Languages in New Circumstances. New York: Cambridge University Press.Google Scholar

Sallabank, J. (2010). Standardisation, prescription and polynomie: can Guernsey follow the Corsican model? Current Issues in Language Planning, 11(4), 311–30.Google Scholar

Sebba, M. (2007). Orthography and Society: The Cultural Politics of Spelling around the World. Cambridge, UK: Cambridge University Press.Google Scholar

Strand, T. (2012). Winning the dialect popularity contest: mass-mediated ideologies and local responses in Valdres, Norway. Journal of Linguistic Anthropology, 22(1), 23–43.Google Scholar

Walton, S. & Jaffe, A. (2000). The voices people read: orthography and the representation of nonstandard dialect. Journal of Sociolinguistics, 4(4), 569–95.Google Scholar

Woolard, K. (1998). Simultaneity and bivalency as strategies in bilingualism. Journal of Linguistic Anthropology, 8(1), 3–29.Google Scholar

Woolard, K. (2016). Singular and Plural: Ideologies of Linguistic Authority in 21st Century Catalonia. Oxford: Oxford University Press.Google Scholar

Amrein, A. & Peña, R. A. (2000). Asymmetry in dual language practice: Assessing imbalance in a program promoting equality. Education Policy Analysis Archives, 8(8). Retrieved from http://epaa.asu.edu/ojs/article/view/399/522Google Scholar

Bartsch, R. (1987). Norms of Language: Theoretical and Practical Aspects. London: Longman.Google Scholar

Baugh, J. (2000). Beyond Ebonics: Linguistic Pride and Racial Prejudice. Oxford: Oxford University Press.Google Scholar

Blommaert, J. (2008). Artefactual ideologies and the textual production of African languages. Language & Communication, 28(4), 291–307.Google Scholar

Bonfiglio, T. P. (2002). Race and the Rise of Standard American. New York: Mouton de Gruyter.Google Scholar

Bowker, G. C. & Star, S. L. (1999). Sorting Things Out: Classification and Its Consequences. Cambridge, MA: MIT Press.Google Scholar

California Association for Bilingual Education (2017). About CABE. Retrieved from www.gocabe.org/index.php/about/about-cabe/Google Scholar

California Secretary of State (2016). General Election November 8, 2016. Official Voter Information Guide. Proposition 58, pp. 146–48. Retrieved from http://vig.cdn.sos.ca.gov/2016/general/en/pdf/text-proposed-laws.pdf#prop58Google Scholar

Callahan, R. M. & Gándara, P. C., eds. (2014). The Bilingual Advantage: Language, Literacy and the US Labor Market. Bristol: Multilingual Matters.Google Scholar

Canagarajah, S. (2013). Translingual Practice: Global Englishes and Cosmopolitan Relations. New York: Routledge.Google Scholar

Canagarajah, S. (2018). Translingual practice as spatial repertoires: expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39, 31–54.Google Scholar

Cazden, C. B. & Snow, C. E., eds. (1990). English Plus: issues in bilingual education. The Annals of the American Academy of Political and Social Science, 508, Special Issue.Google Scholar

Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R. & Choi, J. (2017). Combating inequalities in two-way language immersion programs: toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–27.Google Scholar

Collins, J. (1996). Socialization to text: structure and contradiction in schooled literacy. In Silverstein, M. & Urban, G., eds., Natural Histories of Discourse. Chicago, IL: University of Chicago Press, pp. 203–28.Google Scholar

Corson, D. (2001). Language Diversity and Education. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Crowley, T. (2003). Standard English and the Politics of Language. New York: Palgrave Macmillan.Google Scholar

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 234–40.Google Scholar

Del Valle, J. (2014). The politics of normativity and globalization: which Spanish in the classroom? Modern Language Journal, 98(1), 358–72.Google Scholar

Dewey, J. (1997 [1938]). Experience and Education. New York: Touchstone.Google Scholar

Dorner, L. M. (2011). Contested communities in a debate over dual-language education: the import of ‘public’ values on public policies. Educational Policy, 25(4), 577–613.Google Scholar

Douglas Fir Group (2016). A transdisciplinary approach to SLA in a multilingual world. Modern Language Journal, 100(Suppl.), 19–47.Google Scholar

Duchêne, A. & Heller, M., eds. (2012). Language in Late Capitalism: Pride and Profit. New York: Routledge.Google Scholar

Fairclough, N. (1992). The appropriacy of ‘appropriateness’. In Fairclough, N., ed., Critical Language Awareness. London: Longman, pp. 33–56.Google Scholar

Feenberg, A. & Bakardjieva, M. (2004). Consumers or citizens? The online community debate. In Feenberg, A. & Barney, D, eds., Community in the Digital Age. Oxford: Rowman & Littlefield, pp. 1–30.Google Scholar

Flores, N. (2016). A tale of two visions: hegemonic whiteness and bilingual education. Educational Policy, 30(1), 13–38.Google Scholar

Flores, N. & García, O. (2017). A critical review of bilingual education in the United States: from basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29.Google Scholar

Flores, N. & Rosa, J. (2015). Undoing appropriateness: raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–71.Google Scholar

Foucault, M. (2004). Sécurité, territoire, population: Cours au Colle`ge de France (1977–1978). Paris: Éditions Hautes Études/Gallimard/Seuil.Google Scholar

Galindo, R. (2011). The nativistic legacy of the Americanization era in the education of Mexican immigrant students. Educational Studies, 47(4), 323–46.Google Scholar

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.Google Scholar

Gramling, D. (2017). Translating culture in the Linguacene: on the politics of large-scale impact of cross-linguistic data retrieval. Paper presented at a colloquium on ‘Translating Culture in Neoliberal Times’ at the AILA 18th World Congress in Rio de Janeiro, 25 July.Google Scholar

Haugen, E. (1966). Dialect, language, nation. American Anthropologist, 68, 922–35.Google Scholar

Heller, M. (1999). Linguistic Minorities and Modernity: A Sociolinguistic Ethnography. London: Longman.Google Scholar

Hornberger, N. (1990). Bilingual education and English only: a language-planning framework. Annals of the American Academy of Political and Social Science, 508, 12–26.Google Scholar

Inoue, M. (2006). Standardization. In Brown, K., ed., Encyclopedia of Language & Linguistics, 2nd edn. Oxford: Elsevier, pp. 121–7.Google Scholar

Joseph, J. E. (1987). Eloquence and Power: The Rise of Language Standards and Standard Languages. London: Frances Pinter.Google Scholar

Labov, W. (1969). The logic of nonstandard English. In Alatis, J. E., ed., 20th Annual Round Table Linguistics and the Teaching of Standard English to Speakers of Other Languages or Dialects. Washington, DC: Georgetown University Press, Vol. 22, pp. 1–43.Google Scholar

Lin, A. (2006). Beyond linguistic purism in language-in-education policy and practice: exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287–305.Google Scholar

Macías, R. F. (2001). Minority languages in the United States, with a focus on Spanish in California. In Extra, G. & Gorter, D., eds., The Other Languages of Europe: Demographic, Sociolinguistic, and Educational Perspectives. Clevedon: Multilingual Matters, pp. 333–54.Google Scholar

Makoni, S. & Pennycook, A. (2005). Disinventing and (re)constituting languages. Critical Inquiry in Language Studies, 2(3), 137–56.Google Scholar

Martínez, R. A., Hikida, M., & Durán, L. (2015). Unpacking ideologies of linguistic purism: how dual language teachers make sense of everyday translanguaging. International Multilingual Research Journal, 9(1), 26–42.Google Scholar

Massey, D. S. (2014). The racialization of Latinos in the United States. In Bucerius, S. & Tonry, M., eds., The Oxford Handbook of Ethnicity, Crime, and Immigration. Oxford: Oxford University Press, pp. 21–40.Google Scholar

Menken, K. & Solorza, C. (2014). No Child Left Bilingual: accountability and the elimination of bilingual education programs in New York City schools. Educational Policy, 28(1), 96–125.Google Scholar

Miciak, J., Wilkinson, C., Alexander, C. & Reyes, P. (2014). Addressing language variety in educational settings. Educational Policy, 30(6), 820–48.Google Scholar

Mignolo, W. D. (2003). The Darker Side of the Renaissance: Literacy, Territoriality, and Colonization, 2nd edn. Ann Arbor: University of Michigan Press.Google Scholar

Milroy, J. (2001). Language ideologies and the consequences of standardization. Journal of Sociolinguistics, 5, 530–55.Google Scholar

Milroy, J. & Milroy, L. (2012). Authority in Language: Investigating Standard English, 4th edn. London: Routledge.Google Scholar

Milroy, L. (1999). Standard English and language ideology in Britain and the United States. In Bex, T. & Watts, R. J., eds., Standard English: The Widening Debate. London: Routledge, pp. 173–206.Google Scholar

Orfield, G. & Ee, J. (2014). Segregating California’s Future: Inequality and Its Alternative 60 Years after Brown v. Board of Education. Los Angeles, CA: Civil Rights Project, UCLA.Google Scholar

Ovando, C. J. (2003). Bilingual education in the United States: historical development and current issues. Bilingual Research Journal, 27(1), 1–24.Google Scholar

Palmer, D. (2010). Race, power, and equity in a multiethnic urban elementary school with a dual-language ‘strand’ program. Anthropology & Education Quarterly, 41(1), 94–114.Google Scholar

Pavlenko, A. (2002). ‘We have room for but one language here’: language and national identity in the US at the turn of the 20th century. Multilingua, 21(2/3), 163–96.Google Scholar

Petrovic, J. E. (2005). The conservative restoration and neoliberal defenses of bilingual education. Language Policy, 4(4), 395.Google Scholar

Ravitch, D. (1985). The Schools We Deserve: Reflections on the Educational Crises of Our Times. New York: Basic Books.Google Scholar

Rosa, J. D. (2016). Standardization, racialization, languagelessness: raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–83.Google Scholar

Ruíz, R. (1984). Orientations in language planning. NABE [National Association for Bilingual Education] Journal, 8, 15–34.Google Scholar

San Miguel, G. Jr (2013). Chicana/o Struggles for Education: Activism in the Community. College Station: Texas A&M University Press.Google Scholar

Scarcella, R. (2003). Academic English: A Conceptual Framework. Technical Report 2003-1. Berkeley: The University of California Linguistic Minority Research Institute.Google Scholar

Silverstein, M. (1996). Monoglot ‘standard’ in America: standardization and metaphors of linguistic hegemony. In Brenneis, D. & Macaulay, R. K. S., eds., The Matrix of Language: Contemporary Linguistic Anthropology. Boulder, CO: Westview Press, pp. 284–306.Google Scholar

Stavans, I. (2017). Trump, the Wall and the Spanish Language, Op-ed. The New York Times. Retrieved from www.nytimes.com/2017/01/30/opinion/trump-the-wall-and-the-spanish-language.html?_r=0Google Scholar

Swett, J. (1876). History of the Public School System in California. San Francisco, CA: A.L. Bancroft & Co.Google Scholar

Tejeda, C. (2011). Genealogies of the student ‘blowouts’ of 1968. In Berta-Avila, M., Tijerina Revilla, A. & López Figueroa, J., eds., Marching Students: Chicana and Chicano Activism in Education, 1968 to the Present. Reno: University of Nevada Press, pp. 9–42.Google Scholar

Thomas, G. (1991). Linguistic Purism. London: Longman.Google Scholar

Train, R. W. (2003). The (non)native standard language in foreign language education: a critical perspective. In Blyth, C., ed., The Sociolinguistics of Foreign Language Classrooms: Contributions of the Native, the Near-Native and the Non-Native Speaker. Boston, MA: Heinle, pp. 3–39.Google Scholar

Train, R. W. (2009). Toward a ‘natural’ history of the native (standard) speaker. In Doerr, N. M., ed., The Native Speaker Concept: Ethnographic Investigations of Native Speaker Effects. Berlin: Mouton de Gruyter, pp. 47–78.Google Scholar

Valdés, G. (1997). Dual-language immersion programs: a cautionary note concerning the education of language-minority students. Harvard Educational Review, 67(3), 391–430.Google Scholar

Valdés, G. (2017). Entry visa denied: the construction of symbolic language borders in educational settings. In García, O., Flores, N. & Spotti, M., eds., The Oxford Handbook of Language and Society. New York: Oxford University Press, pp. 321–48.Google Scholar

Valencia, R. R., ed. (2002). Chicano School Failure and Success: Past, Present, and Future, 2nd edn. London/New York: Routledge/Falmer.Google Scholar

Valdés, G. & Figueroa, R. A. (1994). Bilingualism and Testing: A Special Case of Bias. Norwood, NJ: Ablex.Google Scholar

Valenzuela, A. (1999). Subtractive Schooling: U.S.–Mexican Youth and the Politics of Caring. Albany: State University of New York Press.Google Scholar

Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 39, 9–30.Google Scholar

Wiese, A.-M. & Garcia, E. E. (2001). The Bilingual Education Act: language minority students and U.S. federal educational policy. International Journal of Bilingual Education and Bilingualism, 4(4), 29–48.Google Scholar

Zentella, A. C., ed. (2005). Building on Strength: Language and Literacy in Latino Families and Communities. New York: Teachers College Press.Google Scholar

ALTE/Council of Europe (2011). User’s Guide for Examiners. Strasbourg: Council of Europe.Google Scholar

American Educational Research Association, American Psychological Association & National Council on Measurement in Education (1999). Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.Google Scholar

American Educational Research Association, American Psychological Association & National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.Google Scholar

Association of Language Testers in Europe (1993/2001). Principles of Good Practice for Association of Language Testers in Europe Examinations. Cambridge, UK: ALTE.Google Scholar

Association of Language Testers in Europe (1994). Code of Practice. Cambridge, UK: ALTE.Google Scholar

Association of Language Testers in Europe (1998). Handbook of Language Examinations and Examination Systems. Cambridge, UK: ALTE.Google Scholar

Bailey, B. (2007). Heteroglossia and boundaries. In Heller, M., ed., Bilingualism: A Social Approach. Basingstoke: Palgrave, pp. 257–76.Google Scholar

Blackledge, A. & Creese, A. (2010). Multilingualism. London: Continuum.Google Scholar

Boeckmann, K.-B. (2012). Promoting plurilingualism in the majority language classroom. Innovation in Language Learning and Teaching, 6(3), 259–74.Google Scholar

Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503–23.Google Scholar

Byram, M. (2018). Language education in and for a multilingual Europe. In Bonnet, A. & Siemund, P., eds., Foreign Language Education in Multilingual Classrooms. Amsterdam: John Benjamins, pp. 33–56.Google Scholar

Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209.Google Scholar

Council of Europe (2001). The Common European Framework of Reference for Languages: Learning, Teaching and Assessment. Cambridge, UK: Cambridge University Press.Google Scholar

Council of Europe (2007). From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Strasbourg: Council of Europe.Google Scholar

Council of Europe (2018). The Common European Framework of Reference for Languages: Learning, Teaching, Assessment: Companion Volume with New Descriptors. Strasbourg: Council of Europe.Google Scholar

Council of Europe (n.d.). European Language Portfolio. Retrieved from www.coe.int/en/web/portfolioGoogle Scholar

Creese, A. & Blackledge, A. (2010). Translanguaging in the bilingual classroom: a pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–15.Google Scholar

Davies, A., ed. (2004). The Ethics of Language Assessment. Language Assessment Quarterly, 1(2/3), Special Issue.Google Scholar

Davies, A. (2008). Accountability and standards. In Spolsky, B. & Hult, F. M., eds., The Handbook of Educational Linguistics. Oxford: Blackwell Publishing, pp. 483–94.Google Scholar

Downing, S. M. (2006). Twelve steps for effective test development. In Downing, S. M. & Haladyna, T. M., eds., Handbook of Test Development. Mahwah, NJ: Lawrence Erlbaum, pp. 3–25.Google Scholar

Downing, S. M. & Haladyna, T.M. (2006). Handbook of Test Development. Mahwah, NJ: Lawrence Erlbaum.Google Scholar

Education Testing Service (2009). ETS International Principles for the Fairness of Assessments: A Manual for Developing Locally Appropriate Fairness Guidelines for Various Countries. Retrieved from www.ets.org/s/about/pdf/fairness_review_international.pdfGoogle Scholar

European Commission (2012). First European Survey on Language Competences: Final Report. Luxembourg: Publications Office of the European Union.Google Scholar

European Commission (2015). Study on Comparability of Language Testing in Europe. Luxembourg: Publications Office of the European Union.Google Scholar

European Commission (n.d.). Eurydice website. Retrieved from https://eacea.ec.europa.eu/national-policies/eurydiceGoogle Scholar

European Commission (2018a). Commission Staff Working Document Accompanying the Document ‘Proposal for a Council Recommendation on a Comprehensive Approach to the Teaching and Learning of Languages’, Part 1. Brussels: European Commission.Google Scholar

European Commission (2018b). Proposal for a Council Recommendation on a Comprehensive Approach to the Teaching and Learning of Languages. Brussels: European Commission.Google Scholar

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley-Blackwell.Google Scholar

García, O. & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave.Google Scholar

Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66(6/2), 137–53.Google Scholar

Gutierrez Eugenio, E. & Saville, N. (2017). The role of assessment in European language policy: a historical overview. Retrieved from www.meits.org/policy-papers/paper/the-role-of-assessment-in-european-language-policy-a-historical-overviewGoogle Scholar

Heugh, K., Prinsloo, C., Makgamatha, M., Diedericks, G. & Winnaar, L. (2017). Multilingualism(s) and system-wide assessment: a southern perspective. Language and Education, 31(3), 197–216.Google Scholar

International Language Testing Association (1993). Code of Ethics. Retrieved from: https://cdn.ymaws.com/www.iltaonline.com/resource/resmgr/docs/ILTA_2018_CodeOfEthics_Engli.pdfGoogle Scholar

International Language Testing Association (2010). Guidelines for Practice. Retrieved from https://cdn.ymaws.com/www.iltaonline.com/resource/resmgr/docs/ilta_guidelines.pdfGoogle Scholar

Joint Committee on Testing Practices (1988/2004). Code of Fair Testing Practices in Education. Retrieved from www.apa.org/science/programs/testing/fair-testing.pdfGoogle Scholar

Jones, N. & Saville, N. (2009). European language policy: assessment, learning and the CEFR. Annual Review of Applied Linguistics, 29, 51–63.Google Scholar

Kane, M. T. (2006). Validation. In Brennan, R. L., ed., Educational Measurement, 4th edn. Washington, DC: American Council on Education/Praeger, pp. 17–64.Google Scholar

Krumm, H-J. (2007). Profiles instead of levels: the CEFR and its (ab)uses in the context of migration. Modern Language Journal, 91(4), 667–9.Google Scholar

Kunnan, A. J. (2000a). Fairness and justice for all. In Kunnan, A. J., ed., Fairness and Validation in Language Assessment: Selected Papers from the 19th Language Testing Research Colloquium, Orlando, Florida. Cambridge, UK: UCLES/Cambridge University Press, pp. 1–14.Google Scholar

Kunnan, A. J., ed. (2000b). Fairness and Validation in Language Assessment. Cambridge, UK: Cambridge University Press.Google Scholar

Kunnan, A. J. (2004). Test fairness. In Milanovic, M. & Weir, C. J., eds., European Language Testing in a Global Context: Proceedings of the ALTE Barcelona Conference. Cambridge, UK: UCLES/Cambridge University Press, pp. 27–48.Google Scholar

Kunnan, A. J., ed. (2014). The Companion to Language Assessment. Oxford: Wiley.Google Scholar

Kunnan, A. J. (2018). Evaluating Language Assessments. London: Routledge.Google Scholar

Little, D., Leung, C. & van Avermaet, P., eds. (2014). Managing Diversity in Education: Languages, Policies and Pedagogies. Bristol: Multilingual Matters.Google Scholar

MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201.Google Scholar

Martyniuk, W., ed. (2010). Aligning Tests with the CEFR: Reflections on Using the Council of Europe’s Draft Manual. Cambridge, UK: UCLES/Cambridge University Press.Google Scholar

May, S., ed. (2013). The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education. New York: Routledge.Google Scholar

Messick, S. (1989). Validity. In Linn, R. L., ed., Educational Measurement, 3rd edn. New York: American Council on Education/Macmillan, pp. 13–104.Google Scholar

Murray, N. (2016). Standards of English in Higher Education: Issues, Challenges and Strategies. Cambridge, UK: Cambridge University Press.Google Scholar

National Education Examinations Authority (2018). China’s Standards of English Language Ability. Beijing & Shanghai, China: Higher Education Press & Shanghai Foreign Language Education Press. Retrieved from http://cse.neea.edu.cnGoogle Scholar

North, B. (2000). The Development of a Common Framework Scale of Language Proficiency. Frankfurt am Main, etc.: Peter Lang.Google Scholar

Saville, N. (2002). Striving for fairness: the ALTE Code of Practice and Quality Management Systems. Research Notes, 7, 12–14.Google Scholar

Saville, N. (2005). Setting and monitoring professional standards: a QMS approach. Research Notes, 22, 2–5.Google Scholar

Saville, N. (2010). Auditing the quality profile: from code of practice to standards. Research Notes, 39, 24–8.Google Scholar

Saville, N. (2012). Quality management in test production and administration. In Davidson, F. & Fulcher, G., eds., Routledge Handbook of Language Testing. London: Routledge, pp. 395–412.Google Scholar

Saville, N. (2013). Using standards and guidelines. In Kunnan, A. J., ed., The Companion to Language Assessment. Oxford: Wiley, pp. 906–24.Google Scholar

Saville, N. & Gutierrez Eugenio, E. (2016). European Strategy on Multilingualism – Policy and implementation at the EU Level (European Parliament, Policy Department, Culture and Education Publication no. IP/B/CULT/IC/2016-063). Retrieved from www.europarl.europa.eu/RegData/etudes/STUD/2016/573456/IPOL_STU(2016)573456_EN.pdfGoogle Scholar

Schissel, J. L., Leung, C., López-Gopar, M. & Davis, J. R. (2018). Multilingual learners in language assessment: assessment design for linguistically diverse communities. Language and Education, 32(2), 167–82.Google Scholar

Sheils, J. (2004). Council of Europe language policy and the promotion of plurilingualism. In Milanovic, M. & Weir, C. J., eds., European Language Testing in a Global Context: Proceedings of the ALTE Barcelona Conference July 2001. Cambridge, UK: UCLES/Cambridge University Press, pp. 157–71.Google Scholar

van Avermaet, P., Kuijper, H. & Saville, N. (2004). A code of practice and quality management system for international examinations. Language Assessment Quarterly, 1(2&3), 137–50.Google Scholar

van Avermaet, P., Sierens, S., Slembrouck, S., Van Gorp, K. & Maryns, K. (2018). The Multilingual Edge of Education. Basingstoke: Palgrave Macmillan.Google Scholar

Wild, C. L. & Ramaswamy, R., eds. (2008). Improving Testing: Applying Process Tools and Techniques to Assure Quality. New York: Lawrence Erlbaum Associates.Google Scholar