Drawing on the examples of two very different countries— Canada and Cameroon—this paper compares efforts to support minority languages in the North (the developed, industrialised countries) and the South (the developing world). Both parts of the world manifest a large number of minorities, some of which are indigenous, others of which have migrated, and so governments face the question of planning in a multilingual environment in relation to such goals as education. Policies in the two countries are examined to discover the factors which make for similarities and differences. The paper asks whether comparable principles are being applied to minority language planning, and if not, what the underlying reasons for the differences are.
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