Can somebody please explain Language Planning?
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Language planning can mean a number of things.  Most broadly it just means having official policies for deciding what to do about a language to promote its development and possibly standardise it.  Assuming you're talking about modern day Sweden, the following links on current Swedish language planning may be helpful.  They give an overview of the Swedish Language Council, which is responsible for language planning, and two summaries (one short, one detailed) of the latest language planning legislation.
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Make sure you have all the proper language software downloaded.  I think you can get all the language packs at the Microsoft download page.
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Read "Introduction to Theoretical Linguistics" and "Language and Linguistics" by John Lyons. Those will give you a good base to read anything else.\n\nTextbooks\n\nAitchison, Jean (1995) Linguistics: An Introduction. London: Hodder & Stoughton; London: Hodder Headline, 1999, 2nd Edition. \n\nAkmajian, Adrian et al (2001), Linguistics, 5th ed., MIT Press. (ISBN 0262511231) \n\nHudson, G. (2000) Essential Introductory Linguistics. Oxford: Blackwell. \n\nLyons, John (1995), Linguistic Semantics, Cambridge University Press. (ISBN 0521438772) \n\nNapoli, Donna J. (2003) Language Matters. A Guide to Everyday Questions about Language. Oxford University Press. \n\nO'Grady, William D., Michael Dobrovolsky & Francis Katamba [eds.] (2001), Contemporary Linguistics, Longman. (ISBN 0582246911) - Lower Level \n\nTaylor, John R. (2003), Cognitive Grammar, Oxford University Press. (ISBN 0198700334) \n\nTrask, R. L. (1995) Language: The Basics. London: Routledge. \n\nUngerer, Friedrich & Hans-Jorg Schmid (1996), An Introduction to Cognitive Linguistics, Longman. (ISBN 0582239664) \n\nAcademic works\n\nFauconnier, Gilles \n(1995), Mental Spaces, 2nd ed., Cambridge University Press. (ISBN 0521449499) \n(1997), Mappings in Thought and Language, Cambridge University Press. (ISBN 0521599539) \n\n Mark Turner (2003), The Way We Think, Basic Books. (ISBN 0465087868) \n\nRymer, p. 48, quoted in Fauconnier and Turner, p. 353 \nSampson, Geoffrey (1982), Schools of Linguistics, Stanford University Press. (ISBN 0804711259) \n\nSweetser, Eve (1992), From Etymology to Pragmatics, repr ed., Cambridge University Press. (ISBN 0521424429) \n\nPopular works\n\nBloomfield, Leonard. Language. \n\nBurgess, Anthony \n(1964), Language Made Plain \n(1992), A Mouthful of Air \n\nDeacon, Terrence (1998), The Symbolic Species, WW Norton & Co. (ISBN 0393317544) \n\nDeutscher, Guy, Dr. (2005), The Unfolding of Language, Metropolitan Books (ISBN 0805079076) (ISBN 9780805079074) \n\nHayakawa, Alan R & S. I. (1990), Language in Thought and Action, Harvest. (ISBN 0156482401) \n\nPinker, Steven \n(2000), The Language Instinct, repr ed., Perennial. (ISBN 0060958332) \n(2000), Words and Rules, Perennial. (ISBN 0060958405) \n\nRymer, Russ (1992), Annals of Science in "The New Yorker", 13th April \n\nSapir, Edward. Language. \n\nSaussure, Ferdinand de. Cours de linguistique générale [Course in general linguistics]. \n\nReference books\n\nronoff, Mark & Janie Rees-Miller (Eds.) (2003) The Handbook of Linguistics. Blackwell Publishers. (ISBN 1405102527) \n\nAsher, R. (Ed.) (1993) Encyclopedia of Language and Linguistics. Oxford: Pergamon Press. 10 vols. \n\nBright, William (Ed) (1992) International Encyclopedia of Linguistics. Oxford University Press. 4 Vols. \n\nBrown, Keith R. (Ed.) (2005) Encyclopedia of Language and Linguistics (2nd ed.). Elsevier. 14 vols. \nBussmann, H. (1996) Routledge Dictionary of Language and \n\nLinguistics. Routledge (translated from German). \nCrystal, David \n(1987) The Cambridge Encyclopaedia of Language. Cambridge University Press. \n(1991) A Dictionary of Linguistics and Phonetics. Blackwell. (ISBN: 0-631-17871-6) \n(1992) An Encyclopaedic Dictionary of Language and Languages. Oxford: Blackwell. \nF\nrawley, William (Ed.) (2003) International Encyclopedia of Linguistics (2nd ed.). Oxford University Press. \n\nMalmkjaer, Kirsten (1991) The Linguistics Encyclopaedia. Routledge (ISBN 0415222109) \n\nTrask, R. L. \n(1993) A Dictionary of Grammatical Terms in Linguistics. Routledge. (ISBN 0-415-08628-0) \n(1996) Dictionary of Phonetics and Phonology. Routledge. \n(1997) A student's dictionary of language and linguistics. \n(1999) Key Concepts in Language and Linguistics. London: Routledge.
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Why? Planning something?
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Read, and speak, to him in both languages, but do NOT "code switch," or flip-flop back and forth between the languages. Code switching causes problems with the child separating out grammar rules, and will affect his/her writing skills negatively later on.  The child needs to learn that THIS set of vocabulary goes with THIS grammar pattern, and THE OTHER set of vocabulary goes with THE OTHER grammar pattern.\n\nIn each situation you should start with one language and stick with it for the duration. Don't change languages that often, but do change them regularly. Activity changes are good, natural breaks in which to change from one language to the other.\n\nThe stories should each be in ONE language. But you should read different stories, at different times, in each language.\n\nYou do want the child to learn both languages. Knowing more than one language has been proven to increase intelligence (not to mention the number of people you can communicate with).
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I agree with Sue.\n\nGone Car - Please take note, all the people answering here speak English (presumably as their primary language) yet you got almost as many different answers as there were people answering. What does that tell you? It tells me that in the final analysis people make language, not the other way around. There will always be rules and those who always observe them. But most of us are too busy trying to communicate with one another to pay very much attention to all those rules. And yet, somehow, we do generally manage to make ourselves understood, one to another.\n\nI'm not telling you to ignore the rules. Learn them, certainly. But if you wish to become truly proficient in speaking English, at some point you will have to go beyond those textbook rules. It is in the real world that language lives and thrives.
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To be honest, I really don't see it happening. Prescriptive language, even on a small scale, is extremely hard to convince people to adopt. Take English spelling as an example: we can't even agree to simplify our system of spelling because it would result in a couple of generations of complete confusion. This may seem like a small sacrifice for one or two generations to make in order to benefits future generations, but no one wants to be that generation. It's like being for nuclear power but not wanting a nuclear reactor in your backyard: there's just no place to put it.\n\nUnfortunately, there just aren't enough Esperanto speakers for the language to spread via natural methods (i.e. inheritance of the tongue from one's parents), and it's highly unlikely that any nation or culture would agree to sacrifice its own linguistic history (along with all the cultural ties that are linked to it) in order to make an artifical, non-maternal language its mother tongue. The problems and resistance that would result could conceivably be similar to the types of difficulties democratic nations encounter when they try to force their "superior" form of government on non-democratic nations. No matter how imperfect one's own government or language is, we still do not take kindly to those who attempt to "improve" it via force.\n\nBesides, language evolves in the direction of increased difficulty just as often as in the direction of increased simplicity. And it is often every bit as divisive as it is uniting. Even if we started over with a perfectly simple and united form of language, it would be extremely difficult to keep dialects and patois from developing. In France, the Académie française, or the "language police", have been trying to systemetize, purify, and enrich the French language for centuries, but they are fighting a losing battle given the amount of English loan words that have entered the language over the last 100 years. I'm afraid the same fate would befall even a "perfect" language such as Esperanto.\n\nBesides, think of all the literature that would be lost to future generations of readers. Never again would English speakers be able to make sense of Shakespeare, and the same would hold true to speakers of other languages. All literary works would have to be studied in translation from here on it, except by a few obscure scholars who study these "ancient" languages in order to preserve them. I don't think anybody would be happy about that.
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When I find out what it is you are asking, I might be able to help.\n\nLearn some grammar and proper sentence structure!
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I don't know. I read a bit about the software. I've used language software with some of the same features, those programs were cool. It's probably great !
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This could be done through practical learning in the language environment.  A classroom/language village could be so used.
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I suggest taking a class for this language. You can take an online course lested below.
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How To Prepare and Oral Presentation\n\nACCORDING TO SPEAKING CONSULTANT Lilyan Wilder (1999), two of the greatest myths about delivering oral presentations are that you're better off "winging it" and that good speakers are "naturals."\n\nIn order to give an effective presentation, it is necessary to prepare and practice, practice, practice. Despite the need to prepare, one of your goals still should be to sound spontaneous and comfortable while delivering your message in a clear, organized, and stimulating fashion. The information below should help you achieve this goal:\nFIRST STEPS\n\nThere are a few steps you need to take before writing your presentation, including thinking about who your audience is, what the expectations for the speech are, and selecting an appropriate topic.\n\nResearching the topic\nIf you are presenting something that you've already written, then this step won't require much work. Otherwise, you'll need to follow the same procedures as with writing and narrowing down your topic for a research paper.\n\nOrganizing and writing the speech\nThis requires a different approach than writing a research paper.\n\nPracticing the speech and handling logistics\nThere are a number of details to prepare for in advance of delivering your presentation.\n\nPhrasing the speech\nA presentation requires different language and phrasing than a written document. A presentation is a dialogue. It should sound natural and be somewhat conversational.\n\nManaging your stage fright\nIf you are shy, or unaccustomed to talking to a group of people, there are things you can do to make yourself less anxious.\n\nVisual aids\n\nThe big event\nIt's important to present yourself and your material in a polished, yet comfortable, fashion. If you've followed the ideas listed above, it should be a successful experience.\n\nWeb sites of Interest\nWe have identified a number of Web sites offering information about preparing oral presentations and related issues.\n\nReferences\nPRELIMINARY STEPS FOR PREPARING AN ORAL PRESENTATION\n\nAnalyzing the situation\n\nBefore you decide on a topic for your speech, it's important to think about how to make your presentation interesting to your teacher and classmates. This may sound obvious, but have you looked at the material that you've covered so far in class? How could you relate what you want to say to what's already been taught? Relating your material to information your audience is already familiar with will not only demonstrate to the teacher that you've been paying attention, it will also help your classmates understand and remember your points.\n\nExample: If you've examined a particular novelist in your literature class, you may want to refer to that novelist again in your talk on literary styles.\n\nKnow how much time you have, how loudly you will need to speak for your classmates to hear you, and how many people will be in the audience. These facts will help determine the depth of your talk, the visual aids you can use, and the environment for your presentation.\n\nChoosing a topic and a focus\nChoose a topic that not only excites you, but one about which you either are an expert or can become one. You may not have a choice about your topic, but regardless of the subject, you still make decisions about what direction you're going to take. Try to relate your topic to current issues, whether they are happening at your school, in your city, or in the world. Timeliness can make a presentation more interesting to your audience.\nIn order to focus on a topic, follow these steps:\n\nDetermine your general goal, e.g., to talk about recycling in the city.\n\n    Develop a precise objective, e.g., to instruct people about the recycling facilities and programs in the city of Chicago.\n\n    Develop a precise objective, e.g., to instruct people about the recycling facilities and programs in the city of Chicago.\n\n    Develop a one-senten
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When making a schedule you don't have to add the article: Just write Histoire, Drame (though I don't know what could lie behind this subject), Géographie, Anglais and so on. Nothing more. It will be enough.\n\nIf you add the article, one would be expecting something else to complete. For instance l'histoire de France / The history of France. But if it is only the main subject, then nothing is needed before. I guess it would be like in English, you would only write drama and history.
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New text: There are really too many things to cover in a Q/A, I'll add a couple high level things but you really need a pro consultant to set you up. There are also some good books on the subject but really you have to believe in what you are doing so you want to pick a successfull project/architect lead first that will set up the processes.  Code repositories (you need one), defect feature process (you need one), driver sequencing to get the satelite sites working earlier vs later, or they can use the contract to develop test components.  \n\nThe keys here are to set up processes at the IT level that enforce:\n\nProduct/Development Management \n==============================\n1) Proper Componentization, design by contract etc. will go along way to smooth the combined build\n2) Select a Lead Architect and / or Lead Developer carefully, someone has to override the regional issues\n3) Set up Wikis early and assign people to maintain\n4) One Region can develop another test another support etc., but you need to be able to reproduce errors locally to the team that will fix\n5) Multi-Release wars... optionally set up a research or r.next release development team who focuses on the next release to replace parts of the current or in development release.\n\n\nInternationalization <ok i18n is not a issue thx for adding the detail>\n====================\n1) Separation of translatable text into translation packages, separating code from visuals such that you can translate / update translations on demand\n2) Unicode...  HTML/XML/Java/File Systems all support NLS chars via UTF8 on the wire/disk and UTF16 in memory.  Stick with Unicode in that stack/programs and you can support all NLS chars, use a specific code page in your runtime applications such as any latin code page and you're busted.\n3)Convert data at the edge.. use edge point mediations to convert code page specific data to unicode to enable NLS in the apps. Convert to Browser specific code pages at the last possible moment to orient to the user.
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Norliza, I wish I could give you a specific, up-t0-date answer. Unfortunately, I do not have my texts with me here. I suggest that you search for texts that deal with an overview of language methodologies. Look up "language methods" or "language methodologies". Go into the main language publication companies such as Heinle and Heinle, Cambridge Books; Oxford Texts. I also suggest the following texts: "Innovative Approaches to Language Teaching" by R. Blair, 1982 (It's an old text but should contain direct method) and "Making it Happen: Interaction in the second language classroom" by P.S. Richard-Amato, 1988. You also might check the authors Richards and Omaggio. I wish I could give you more up to date references, but these are the ones I used when I did my degree. All the best in your TESOL work.
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Depends on the type of language (the same language groups as yours or not), and on task you wish to accomplish.\nShould you talk or write more?\nIn some languages you need to start from scratch even in alphabet. \n\n * If you gonna be novelist, it's very tough.\n   Theodor Dreiser did it the whole life, and still \n   his German English was not perfect enough\n * do you need verbally communicate in very efficient way:\n   (for example, convincing others to give up their \n   money for some good/bad/unknown purpose)?\n * do you need just read technical manuals?\n\nThe best way to lean new language is to forget your native language for a while. For example, babies learn language fantastically quickly. \n\nConclusion: be baby! (seriously) Open your mind to new.\nOur problem with any education is that we're pretty much the grown-ups in all and stopped being surprised (part of mind job) and absorb new things in the easiest possible way.
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This may not be too reliable - as Wikipedia is sometimes a little off beam to say the least.  However, it's the best I could find online.\n\nThere is a wonderful book 'A Compendium of the World's Languages' - (Sorry, forgotten the Author's name) - which you might find in a local library.  (Three volumes and very expensive, I seem to remember).