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



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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:



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?

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