This paper evaluates the Language Policy and Planning's (LPP) Methodological Rich Points (MRP) in the geographic, ethnic and linguistic composition of Afghanistan. The theoretical construct is taken from the work of Nancy H. Hornberger on MRP in LPP. The paper explores a range of primary and secondary sources, and finds that the presence of inequality, marginalization and oppression in intra-ethnic and intralanguage group relations, sharing of resources and power account for neglect of the MRP in Afghan LPP. The geographic details in conjunction with explanation of historical process of migrations and conquests explains that most of the minority language speakers are concentrated in the difficult to reach areas of Afghanistan for their safety. Further, the limiting factors of Afghan geography explains the preservation of minority languages from the effects of majority languages. The study concludes with the proposal that it would be helpful to avoid the pitfalls of the current LPP in future by giving due attention to MRP.

Recent studies, however, have shown that MT serves a symbolic tool and can be way more effective in L2 learning than the exclusive use of TL. While many studies have examined the extent and functions of MT, only a few have explored the sociocognitive functions using Vygotsky's sociocultural (SCT) framework. The present study, therefore, adopted SCT to examine the amount and sociocognitive functions of MT. Classroom observations and stimulated recalls interviews were used to collect data from MBA students (n=6). Results showed that, learners MT use made up only 14% of the total amount of speech in L2 classroom. Most importantly, MT performed important functions, such as scaffolding, intersubjectivity and cognitive regulation. MT facilitated vocabulary learning in L2 through scaffolded help; created intersubjectivity by increasing motivation, reducing anxiety, and helped internalize L2 through cognitive self-regulation. A number of implications for classroom pedagogy and language policy have also been discussed.

This paper looks at how the language policy and planning (LPP) is affected by the globalization, with references on national and regional language policies and education. The study examines three policy situations through a conceptual, comparative, qualitative case study, which includes English-media expansion, official multilingualism and decentralized regional autonomy. The data was collected by reviewing policy documents, policy elites interviews, interviews with school administrators, interviews with teachers, classroom observations, and student/parent focus groups. The results indicate that such global tendencies as the Englishization, the increase of mobility, and digital language use influence policy discourse. Nonetheless, implementation is influenced by such challenges as lack of teacher training, resources to regional languages and mismatched assessment. Such informal multilingual practices as code-switching sprouted in classrooms. The research proposes a combination of planning, teacher training, and resource allocation in order to support equitable LPP and linguistic justice in the environment of globalization-related reforms.