Abstract
This article provides an overview of the sociolinguistic situation in Belarus, the most russified of the post-Soviet countries. It summarizes language policy and legislation, and deals in more detail with language management and selected language problems in Belarusian education. It also contributes to the work on language planning by applying Jernudd's and Neustupný's Language Management Theory, particularly the concept of the language management cycle, to analysis of sociolinguistic issues in Belarus.
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