Group 1: Shokhsanam, Nilufar, Surayyo Cooper (1989) started to formalize categories of actors

Group 1: Shokhsanam, Nilufar, Surayyo

Cooper (1989) started to formalize categories of actors:

• 
  formal elites
  
• 
  influentials
  
• 
  authorities.
  

Define the role of people in each category and provide 1 example for each category.

Group 2: Shakhnoza, Umida

Ricento and Hornberger (1996) viewed actors from a three-tiered level perspective:

• 
  national
  
• 
  institutional
  
• 
  Interpersonal.
  

Define the role of actors in each category.

Group 3: Nozima, Sarvinoz

• 
  Zhao (2011) discusses how in the early 1990s there was a shift in perspective to include looking at LPP from the recipients’ perspective (p. 908).
  
• 
  They are by Cooper (1989), Tollefson (2006), Ager (2001), Van Els (2005), Bamgbose (2004), Lindcoat and Baldauf (2008).
  
• 
  How were their views different and similar?
  

Group 4: Zukhra, Anvar

Zhao’s & Baldauf’s category:

• 
  People with power
  
• 
  People with expertise
  
• 
  People with influence
  
• 
  People with interest
  

Identify the roles of actors in each category and provide specific examples.

Group 5: Sherzod, Rajab

• 
  Cooper’s category vs Zhao and Baldauf’s category.
  
• 
  In what way they are different or similar?
  

Group 6: Munisa, Shodiya and Nargizakhon

• 
  What does Zhao’s & Baldauf’s “I-5” present about LPP? What do they focus on?
  
• 
  How is it different from Haugen’s?
  

The “I-5” format

1. 
   Initiation
   
2. 
   Involvement
   
3. 
   Influence
   
4. 
   Intervention
   
5. 
   Implementation
   

What are the roles of actors in each stage? What do they do in each stage?

Group 7: Dilnoza, Dilshoda, Shirin

Actors in Classical LPP components

• 
  Status planning
  
• 
  Corpus planning
  
• 
  Acquisition planning
  
• 
  Prestige planning
  

What is the purpose of each component?

What are the functions of actors in each component?

Group 8: Sarbinaz, Nozmira, Yulduz

Actors in Language-in-Education Planning

• 
  How are the Israel and Chinese case studies (p.915) illustrate the roles of actors in this component?
  
• 
  What do the actors do?
  
• 
  In what way the non-mainstream language teaching or language teaching outside school has an impact on LPP?