(2) Headings

Take care over the structure of headings and rate their importance. In general avoid having numbers attached to sections and subsections.

• A-heading (chapter title). All main words start with a capital letter. (Arial Bold 18pt)
• B-heading (main sections). All main words start with a capital letter. (Arial Bold 14pt)
• C-heading (first level of sub-section). Only the first word starts with a capital letter. (Times New Roman Bold 14pt)
• D-heading (second level of sub-section). Only the first word starts with a capital letter. (Times New Roman italic 14pt)

(3)Footnotes should not be used. Essential notes should be numbered in the text and grouped together at the end of the text as endnotes, but labeled Notes.

(4) Tables, figures, diagrams, or maps should be clearly related to the appropriate section of the text and numbered consecutively. They should be placed at the end of the manuscript with the position indicated on the manuscript in pencil. Do not type 'near here' on the manuscript. Camera-ready copies of diagrams and figures should be provided.

(5) List of References. A very large majority of author's corrections are caused by errors in references. Authors are therefore requested to check the following points particularly carefully when submitting manuscripts:

• Are all the references in the reference list cited in the text?
• Do all the citations in the text appear in the reference list?
• Do the dates in the text and the reference list correspond?
• Do the spellings of author's names in the text and reference list correspond, and do all authors have the correct initials?
• Are journal references complete with volume and page numbers?
• Are references to books complete with place of publication and the name of the publisher?
• Do all chapters in books have page numbers?

References should be set out in alphabetical order of the authors' names and year of publication in a list at the end of the paper. Leave a clear line between references. A few typical examples using the Multilingual Matters house style are shown below. Note, especially, the use of upper and lower case in the paper titles, use of capital letters and italics (underlining can be used as an alternative if italics is not available) in book and journal titles, punctuation (or lack of it) after dates, journal titles, and book titles.

Baldauf, R. B., Jr. (1982) The language situation in American Samoa: planners, plans, and planning. Language Planning Newsletter 8(1), 1-6.

Bokamba, E. G. (1991) French colonial policies in Africa and their legacies. In D. F. Marshall (ed.) Language Planning: Focusschrift in Honor of Joshua A. Fishman on the Occasion of his 65th Birthday Vol. 3 (pp. 175-215). Amsterdam: John Benjamins.

Department of Education and Science (DES) (1985) Education for All (The Swann Report). London: HMSO.

Kaplan, R. B. (1993a) Conquest of paradise C Language planning in New Zealand. In M. Hoey and G. Fox (eds), Data, Description, Discourse: Papers on the English Language in Honour of John McH Sinclair on his 60th Birthday (pp. 151-175). London: Harper Collins.

Kaplan, R. B. (1993b) The hegemony of English in science and technology. Journal of Multilingual and Multicultural Development 14, 151-172.

Kaplan, R. B. and Baldauf, R. B., Jr. (eds) (1997) Language Planning: From Practice to Theory. Clevedon: Multilingual Matters.

Lopes, A. J. (1994) Language policy in Mozambique: A taboo. Unpublished paper presented at the 1st World Congress of African Linguistics, Kwaluseni, Swaziland.

Morrison, D. (1980) Small group discussion project questionnaire. University of Hong Kong Language Centre (mimeo).

Tse, J. K. (1980) Language planning and English as a foreign language in middle-school education in the Republic of China [Taiwan]. PhD dissertation, University of Southern California.

Winsa, B. (1998) Language Attitudes and Social Identity: Oppression and Revival of a Minority Language in Sweden. Canberra: Applied Linguistics Association of Australia. [Occasional Paper No. 17]

(6) References in the text use the following style:

• Kaplan (1984) in a paper on ... [commonest form]
• Gonzalez (1986c: 25) states that ... [where page number is required]
• Evidence is given by Tse et al. (1985) ... [for 3 or more authors]
• Further exploration of this aspect may be found in many sources (e.g. Luke, 1991a; Grabe & Kaplan, 1982; Evans, 1983) [note use of & and semi-colons]

(7) Quotations

• Short quotations should be run on in the text and enclosed in double inverted commas (quotation marks), e.g.,

Discussing the future of Tornedalen Finnish, Winsa (1998: 212) found that the report of the Royal Commission "will probably be the basis for a government bill on a new minority policy".

• Quotes within quotes should be enclosed within single inverted commas (quotation marks), e.g.

Winsa (1998: 212) notes that the definition of Tornedalians "as a 'native minority population' is apparently in contradiction to the Swedish constitution".

• Quotations of three or more lines should be indented with no inverted commas, e.g.,

Discussing linguistic and cultural identity, Winsa (1998: 136) found that some Tornedalians

Have deliberately begun to use more Tornedalen Finnish in domains that earlier had had a strong Swedish influence, and feel proud of having proficiency in Finnish. In kindergartens, preschools and primary schools a clear change in attitudes is evident among the teachers.

• Elided words in a quotation should be indicated with three ellipsis points, e.g.,

"In school the history of Finnish … had never been transmitted" (Winsa, 1993: 140)

• Material that you insert in a quotation for clarity should be enclosed in square brackets, e.g.,

"… the change of attitudes [towards Tornedalen Finnish] should be reflected in higher individual self confidence …" (Winsa, 1998: 137)

(8) Acronyms

• Don't use full stops (periods), e.g., AILA, not A.I.L.A.
• Give the full name the first time it is referred to, followed by the acronym in brackets, e.g. Multilingual Matters (MLM). Thereafter use the acronym only.

(9) Non-discriminatory language

• Avoid terms that discriminate against or insult people on the basis of gender, race, occupation, religion, disability or age.
• Wherever possible, use plural constructions to avoid gender-specific third person singular pronouns, e.g., "Readers are encouraged to refer to the sections of the report of interest to them." rather than "The reader is encouraged to refer to the sections of the report of interest to him/her."

(10) Numbers

• Numbers from one to ten should be spelt out.
• For numbers greater than ten, use figures.
• For texts full of statistics, use all figures, not numbers and figures.
• Do not start sentences with figures; either spell it out or use "A" or "Some".
• For large numbers in texts, 1000-9999 use no comma (full stop or space); use a comma for numbers 10,000 and above.
• In Tables, use a comma in all numbers from 1,000 up.
• Percentages: In text: 90 per cent; in tables 90%

(11) Money

• $5 million, rather than $5,000,000
• Use appropriate abbreviations for currencies, e.g. A$ 50, DM 200, US$ 750.
• Where the currency's value is relatively unknown, provide some indication of equivalence in a major currency.

(12) Dates

• 24 August 1941 or August 24, 1941
• 1991-92, 1978 to 1984
• the 1990s (no apostrophe)
• the twenty-first century

(13) Abstract

Please submit a 100 word abstract with your article / monograph.

(14) Bio-blurb

For each article, please supply a 100 word bio-blurb.

(15) Keywords

Please provide six key words for indexing purposes.

© Current Issues in Language Planning
School of Education
The University of Queensland
Authorised by: Professor Richard Baldauf, Executive Editor
Maintained by: Dr Peter White