Abstract
There is a slowly growing number of countries like Australia (Lo Bianco 1987) which have a formally developed national language policy, or like the Netherlands (van Els 1992a) which have fully articulated foreign language teaching policies. Other countries, like New Zealand (Waite 1992) and Finland (Takala 1992), are now attempting to develop such policies. In most countries, however, it is commonly the case that the foreign language policy has grown haphazardly and can be found only implicitly in a complex set of uncoordinated policies and practices. This latter description is true of Israel.
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