While literacy has always been central to language planning work, there are fewer studies which focus primarily on literacy as a language planning activity. This volume investigates the complex issues and social and political pressures relating to literacy in a variety of language planning contexts around the world.

1. Introduction: Literacy and Language Planning - Anthony J. Liddicoat 2. Language Planning for Literacy: Issues and Implications - Anthony J Liddicoat 3. Early Literacy Policy: National and Local Instantiations - Lisa Patel Stephens 4. Language Planning and Literacy in Kenya: Living with Unresolved Paradoxes - Margaret Jepkirui Mutthwi 5. Conceptions of Literacy in Canadian Immigrant Language Training - Ellen Cray and Pat Currie 6. Singapore's Literacy Policy and its Conflicting Ideologies - Catherine Chua 7. Rethinking Language Planning and Policy from the Ground Up: Refashioning Institutional Realities and Human Lives - Vaidehi Ramanathan 8. Legislating Literacy for Linguistic and Ethnic Minorities in Contemporary China - Minglang Zhao 9. Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand - Kimmo Kosonen 10. Literacy in Pidgin and Creole Languages - Jeff Siegal 11. The Consequences of Vernacular (Il)literacy in the Pacific - Terry Crowley 12. Literacy in a Dying Language: The Case of Kuot, New Ireland, Papua New Guinea - Eva Lindström 13. Vernacular Literacy in the Touo Language of the Solomon Islands - Michael Dunn 14. Is it Aulua or Education Dressed up in Kastom?: A Report on the Ongoing Negotiation of Literacy and Identity in a Ni Vanuatu Community - Martin Paviour-Smith 15. Bridging the Gap: The Development of Appropriate Educational Strategies for Minority Language Communities in the Philippines - Diane Dekker and Catherine Young 16. Literacy and Language-in-Education Policy in Bidialectal Settings - Andreas Papapavlou and Pavlos Pavlou 

This collection serves as a valuable resource that demonstrates local language planning for literacy in action. This timely collection makes a useful contribution to the growing body of language planning literature and will serve as a useful reference to illustrate the complex connections between literacy and language planning.