Language Policies Research Papers - Academia.edu (original) (raw)

The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers' beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various Education and Linguistics Research

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- Internationalization, Linguistics Teacher Education, Language Policies, English in Brazil

One of the dangers that we should be aware of when we study issues of language policy and planning is the fragmentary perspective by which they can be approached. Reality, by contrast, is interrelated and overlapping. This is why a complexity perspective stresses the importance of studying the contexts of phenomena, that is to say, their external relations. The direction to be followed here leads towards a better understanding of reality as a set of open systems that are in continuous exchange with the surrounding ecosystem, bearing in mind always that any apparent stability is the result of a dynamic equilibrium. Making headway towards an interdisciplinary approach is therefore necessary and imperative.
Headings such as status/normative/institution vis-à-vis others such as solidarity/normal/individual seem to imply a basic distinction in the definition of sociocultural reality. To discover and understand the dynamics of the interaction between these two major categories is, in fact, one of the most important subjects waiting to be addressed by language planning and policy strategies and more broadly by sociolinguistics. An interrelated set of guiding questions for the field could thus be stated as follows: What group or organisation, in pursuit of what overall objective or intention, wants to achieve what, where, how and when; and what do they actually achieve, and why? With this approach, even if how a group or organisation obtains its desired goal – that is, its actual intervention – is included as one of the main elements in a piece of research, the research will not focus exclusively on this topic, but will frame the intervention and identify how it is interrelated with all the other elements involved globally in this phenomenon, trying to establish a clear theoretical understanding of the entire interwoven set of events and processes.

- by Albert Bastardas-Boada
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- Sociology, Cultural Sociology, Social Sciences, Sociology of Language
- by Gleb Toropchin
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- Languages, History, Modern History, Languages and Linguistics

This study aims to reflect on English education from and to the twenty-first century. Therefore, the study examines the concepts of digital literacy and critical literacy and the roles of technology, foreign language and English teacher in the contemporary scene. The study also analyses an initial education course of English teachers from a federal university of southeastern Brazil. The research methodology is qualitative ( DORNYEI , 2007), and data were collected from a literature to form a corpus of classroom observation in the discipline of Estágio Supervisionado, required for the degree course in Languages – English, and questionnaires and interviews applied to students and teachers of this discipline . The results of the analysis in this study suggest that the teacher education in the university investigated falls short of what is expected for the teaching of English and of the twenty-first century.

- by Karina Fadini
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- Digital Literacy, Critical Literacy, Language Policies, English Teacher Education

The professional development of English teachers is a significant area in language teaching and learning, as well as in teacher education. On the one hand, at least in theory, professional development initiatives respond to the teachers’ changing needs. On the other hand, it reflects the beliefs that different educational authorities and stakeholders have about English uses and education. In this self-study, I consider the professional development of English teachers in Colombia and its tight connection to the language education policies of the country. Following a chronological approach, I present the findings as landmarks that have contributed to my reflections and research around professional development and language education policies. Discussing the findings, I show how the discourses and decisions about teachers’ continuing learning represent certain views of language, second language acquisition, English language teaching and learning, and teachers as professionals. This self-study addresses some of the concepts that illuminate the discourses that have shaped English teachers’ professional development. Focusing primarily on the development of the National Program of Bilingualism, I underscore the power of these concepts over the major decisions made at the local and school levels. In the analysis of the past and present of teachers’ professional development in Colombia, I conclude on the necessity of maintaining critical scholarly work to contribute to the construction of local knowledge for future reflection.

- by HOW Journal
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- Colonialism, Teachers' professional development, Native Speakerism, Self-Study

This article presents our narration of the emergence and development of a research area about the teaching and learning of the English language in Colombia and the creation of a research group named Critical Studies of Colombian Education Policies. The narration includes a description of the bilingual education policy in Colombia and a literature review of how the themes Different Shades of the Colombian National Plan of Bilingualism and Theoretical and Practical Concerns over Bilingualism have been addressed by authors of local journals, such as How, Profile, Íkala, and Colombian Applied Linguistics Journal, in the issues published from 2008 to 2020. The description and literature review link the life stories of our growth as teachers and researchers as related to the research area and research group mentioned above. A final part of the narration refers to our contributions to the ELT field in Colombia through the following two themes: Dimensions of Language Policies: A Political Discourse Perspective and Making Teachers’ Agency Relevant: Bottom-up Approaches to the Study of Language Education Policies.

- by HOW Journal
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- Colombia, Bilingual Education, English language teaching, Bilingualism

This qualitative study explores Turkish English as a Foreign Language (EFL) teachers’ perspectives regarding current English Language Teaching (ELT) policies, ELT curriculum, assessment practices, and teacher motivation in the Turkish EFL setting. The data were collected with semi-structured, 30-minute-long FaceTime interviews. The study’s participants were three
native Turkish EFL teachers, teaching at elementary, middle school and high school levels.
The focus of the study was to explore if teachers observed a gap between the language teaching policies and actual classroom implementation of these policies in the Turkish EFL context, and if there was a perceived gap, how did this gap affect EFL teachers’ motivation at different grade
levels.
The interview data were coded with a priori codes, and the data were analyzed with thematic analysis. The results show that teachers perceived a gap between the language teaching policies and their actual teaching practices in the classroom. This perceived gap stemmed from four
tensions that are explored in this study: (1) tensions between policy and practice, (2) tensions between the curriculum and assessment practices, (3) tensions between autonomy and centralized policy decisions, and (4) tensions between motivation and external pressure.
Teachers feel that it is not realistic to implement Communicative Language Teaching (CLT) in Turkish classrooms, as the assessment practices put too much emphasis on students’ reading comprehension and grammar knowledge in the centralized language examinations. As these exam results play an important role in determining students’ high school and college enrollment, teachers feel obliged to teach in line with the grammar-based language tests. One of the goals of this study was to explore if the imposed language curriculum, emphasizing communicative competence by implementing CLT rather than traditional-grammar based instruction, was more applicable with the elementary level students compared to middle school and high school level teachers, considering that the elementary level students and teachers did not have to face the pressure of centralized exams. The results show that elementary level EFL
teachers feel more free to implement the communicative curriculum by implementing the principles of CLT; however, middle school and high school teachers feel that they cannot implement CLT in their classrooms, as they feel pressure to teach to the test. The pressure that teachers faced due to their students’ test scores and external pressure from the administration decreased teachers’ motivation in the Turkish EFL setting.

A transcript and video of a TV interview with Sir Eric Pickles MP on 20 March 2017, in which he agrees that the first large-scale central government funding for promoting the Cornish language, delivered from 2010 to 2016, was a political ‘bribe’ to secure fiscal savings in other areas of government from his Liberal Democrat coalition partners. Includes some relevant background information.

- by Alexandre Cohn da Silveira and +1
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- Timor-Leste Studies, Language Policies, Políticas lingüísticas / Educación en Lengua

Questo saggio offre un contribuito alla riflessione sull'insegnamento e l'apprendimento della lingua italiana nei conservatori a livello accademico, con particolare riguardo alla microlingua musicale. Vengono ricostruite le macrodinamiche che determinano il quadro dell'utenza target, ossia la presenza straniera nei conservatori italiani, delineandone le tendenze evolutive di medio periodo. L'insegnamento dell'italiano come lingua seconda è dunque inquadrato nel complesso dell'offerta formativa dei corsi accademici nei conservatori, prendendo in esame le motivazioni estrinseche che ne vincolano l'organizzazione e delineando, almeno per gradi linee, la variegata situazione corrente delle policies linguistiche e dell'offerta di corsi di italiano nelle istituzioni della penisola. Viene quindi approfondito un caso di studio—quello della presenza internazionale e dei corsi di italiano presso il Conservatorio Giuseppe Tartini di Trieste –, a partire dal quale è stata elaborata la proposta finale di alcune linee guida per la formulazione di un curricolo di microlingua musicale. Quest'ultima sezione, lungi dal voler presentare un curricolo completo (e tantomeno un esaustivo sillabo di microlingua musicale), si offre come ausilio, punto da cui docenti di lingua, coordinatori didattici, responsabili delle relazioni internazionali e servizi linguistici possano partire per costruire un'offerta didattica di sempre maggior qualità, in grado di andare incontro ai bisogni delle istituzioni committenti, degli studenti e della microlingua, nella maniera più efficace possibile in termini di rapporto tra risorse impiegate e risultati ottenuti.

This article examines the status of translation policy as it relates to public service interfaces between the dominant Spanish-speaking sectors of society and speakers of some of the many indigenous languages of Latin America. The article focuses on Mexico, Colombia, Ecuador, Bolivia and Paraguay, and Peru is used as a case study based on recent first-hand research. Translation policy is inherently bound up with language policy, where the latter exists. However, there is variation from state to state as to whether language rights legislation has been passed, whether it is implemented through policy, and the extent to which translation policy is part of the legislative framework. The case of Peru illustrates the need for translation and interpreting (T&I) services following conflicts and painful human rights infringements. Across the board, T&I have hitherto been ad hoc practices, giving rise to translation policy de facto. Formalized T&I training initiatives and legislative processes are now underway in Peru, and may give rise to explicit translation policies evolving there and elsewhere in the region in the future.

- by Luis Andrade and +1
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- Latin American Studies, Translation Studies, Indigenous Languages, Translation and Interpreting

A global study about the history of French varieties spoken in Louisiana, and the language policies in that US State

This paper comparatively studies the language policies and practices of the Philippines and Thailand in order to gather insights and lessons for ongoing language planning of both countries, as well as of the other countries of the ASEAN region, and of any other countries that are grappling with the issues and challenges of being multicultural and multilingual or are gearing for regional integration/cooperation and globalization. The aspects of language policies and practices of the said two countries analyzed by this paper are: [1] the profiles of their language policies and practices, [2] their socio-historical and political contexts, [3] their underpinning motivations, [4] their implementations and their structural/organizational mechanisms, [5] their implications on nationalism and multiculturalism, [6] their implications on the development of human and intellectual capitals, and [7] their implications on regional integration and globalization.

- by Leslie Anne L . Liwanag
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- Globalization, Language Planning and Policy, Philippines, Thailand

As was the case with many newly independent African nations, Somalia was beset by a language problem whose complexity had begun well before independence and the unification of British Somaliland and Italian Somaliland in 1960. With three languages (English, Arabic, and Italian) used as media of communication in government offices and in schools, various Somali administrations struggled to contain the impasse but found no tangible solution. Barely three years after Mohamed Siad Barre seized power in October 1969, he had his military regime introduce the Somali orthography in the Latin alphabet. Based on this milestone, Siad Barre's military rule is highly commended for taking a remarkable step forward in what came to be known as the Somalization project. However, officials of the government and Somali scholarship failed to

- by Mohamed A Eno
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- Critical Theory, Languages, Cultural History, Cultural Studies

This study was focused on the language planning and the programs in Filipino of Higher Education Institutions (HEIs) in Region 02, Philippines. It aimed to evaluate the extent of contributions in the implementation of national and institutional academic language policies and programs on Filipino in the General Education Curriculum (GEC), Bilingual / Multilingual Education, translation of books and articles, instructional materials development using Filipino and other languages in the region, having published books, scholarly articles and theses in other disciplines and journals written in Filipino and the attitudes of administrators, faculty and students. This evaluative study applied both the quantitative analysis of data using the survey method and qualitative analysis using the multi-method approach or triangulation. A total of 216 respondents from other disciplines, except Filipino, randomly selected among the administrators, faculty and students were utilized. The results confirmed that the minimum required GEC courses in Filipino as stipulated in CHED Memorandum Order No. 59 s. 1996 were implemented in their curricular programs while as a medium of instruction in Humanities, Social Sciences and Communications (HUSOCOM) courses, Filipino was not used. Result substantiated that Filipino aided instruction in classroom discourses both in HUSOCOM and Non-HUSOCOM courses was commonly practiced. Result also vouched the non-existence of institutional policies and programs in Filipino. However, there were no significant differences in the positive attitudes among administrators, faculty and students of Higher Education Institutions.

- by Research and Statistics Center
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- Language Policies

In apartheid South Africa, the Afrikaner government imposed Afrikaans throughout the country (Roberge, 2002) and used indigenous languages to divide the population. In 1953, the Bantu Education Act created a parallel school system for Black people (Ndlovu-Gatsheni, 2016; Msila, 2007; Nkondo, 1979) and in Bantu schools mother tongue instruction functioned as a barrier to higher education. Regarding this, Tollefson (2015) argues that language policies are key to reproducing or resolving inequalities. Once apartheid ended, nine indigenous languages became official; the School Act of 1996 unified the school system, and the Language Policy in Education of 1997 established the use of three official languages in schools. However, as this paper demonstrates, English (introduced in colonial times) and Afrikaans are still dominant, thus showing the colonial legacy. In this opinion paper, the language policy of a traditional, prestigious school in Cape Town is investigated to show the relevance of language policies and ideologies (Woolard, 2016) to decolonising the curriculum and to highlight how the roles assigned to each language cast light on the school's commitment to decolonisation and multilingualism. This investigation supports Cooper's (1989) assertion that the language of instruction tends to be used as a competition ground for the elites. The analysis was based on a qualitative approach (Vasilachis, 2016) using a virtual ethnographic study (Hine, 2004).

- by Decolonial Subversions and +1
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- Languages, Southern Africa, Language Ideologies, Decolonisation

The article takes a historical and conceptual approach to the regulatory framework,
bilingual policy and curriculum guidelines of the Bogotá Bilingual Program (PBB) and looks at the tension between linguistic policy, curriculum guidelines and actual conditions in the schools. The adoption of a critical socio-cultural model to reshape ilingual processes and practices is proposed on the basis of that analysis.

- by Ana Boullón
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- History, Contact Linguistics, Historical Linguistics, Galician Studies

The importance of being able to communicate effectively has been seen traditionally as a necessary outcome of the educational process. Much of this relates to the fact that literacy, language and communication represent a potent form of cultural capital, which can be exchanged within the labour market. Language in education plays a significant role in individual development whilst, at the same time, also providing a vehicle for economic and social development (cf. Grin, The Economics of Language Education, Volume 1). As the medium through which teaching and learning takes place, language plays an important role also in the transmission of culture through the literary canons and knowledge base sanctioned by educational policy. As such, it has potent hegemonic cultural value. In having the potential to provide the linguistic skills and knowledge that underpin democratic society it also has significant cultural power (cf. Kelly-Hall, Language Education and Culture, Volume 1).

- by Naz Rassool
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- Language Policies

Language-in-education policies are a highly debated topic in Africa and at the root of understanding
inequalities in Africa’s education systems. This article explores the implementation of Uganda’s recent
local language education policy; how it has been received and practiced in urban and rural contexts, and
the major challenges and implications addressed by education stakeholders in each context. The study
confirms that the use of local languages as the language of instruction has contributed to the
improvement of literacy skills, children’s participation in lessons, and their understanding of content.
Nevertheless, the local language policy was fiercely disputed by teachers, parents and various authorities
at district and national levels, as many appeared to be concerned with the policy constraining children’s
academic success at upper primary levels and limiting their transition to secondary education. Through
the study, the authors highlight critical misconceptions and assumptions in language-in-education
within both policy development and in local education practices and perceptions. The article points to a
review of language-in-education in its entirety; across mediums of instruction and assessment for lower
and upper primary levels; across teaching methodologies for second language acquisition in multilingual environments; and across socio-economic divides in rural and urban regions of the country

- by HULYA KOSAR ALTINYELKEN
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- Uganda, Comparative Education, Curriculum, Language Policies

Nº 370 Traballos de investigación e estudo BOLETÍN DA REAL ACADEMIA GALEGA Ignacio, Francisco e Clara, respectivamente). Eran os párrocos os que tiñan encomendado o labor de espallalos: e así fixeron con Angel, Antonio, Manuel, Joseph, Xoaquín, Ana, Lucía, ou as advocacións marianas para os femininos, como Carmen, Asunción, Dolores, Sagrario… Estas formas novas foron introducidas nos rexistros coa súa forma castelá, o cal non quere dicir que o uso real dos nomes fose nesa lingua, xa que, independentemente de como aparecesen escritas na documentación, as denominacións usuais eran en galego, ben fose na súa forma plena ou mediante alcumes ou hipocorísticos. Así o testemuña o Padre Sarmiento cando nomea os "rústicos" que protagonizan o seu famoso coloquio:

- by Ana Boullón
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- Contact Linguistics, Galician Studies, Language Attitudes, Language Policies

У статті розглянуто особливості політичної риторики щодо мовного питання в Україні в
період 2019 року, коли в країні проходили кардинальні зміни — президентські та позачергові
парламентські вибори, а також ухвалення нового мовного закону. На матеріалі передвиборчих програм та медійних повідомлень показано основні риторичні моделі, до яких вдаються
політики, описуючи мовне питання. Особливу увагу приділено риториці щодо мовного питання в передвиборчій кампанії експрезидента П. Порошенка та в подальшій політиці чинного
президента В. Зеленського.
Ключові слова: мовне питання, мовний закон, політична риторика

- by Nadiya Trach
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- Sociolinguistics, Ukrainian Studies, Ukrainian Politics, Political Rhetoric
- by ELISA AMICO
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- Hong Kong, English language teaching, Cantonese, Language Policies

When considering Haugen’s model of language standardisation (Table 1), it is important to emphasise its flexibility and adaptability. It was never intended as an immovable artefact, much less a prescriptive route to standardisation. In this article we consider a case study of standardisation that does demonstrate the four steps of Haugen’s model, but not in the order they were originally presented. This of course would be fine by Haugen, who variously stressed his model’s malleability, for example that the “four steps … may be simultaneous and even cyclical” (Haugen 1987: 59). Cornwall, a county and a duchy in the extreme southwest of England, is the ancestral home of a language almost lost to history. The Cornish language revival is fascinating and distinctive for many reasons; its ordering of Haugen’s four steps is just one of them.

- by Dave Sayers and +1
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- Language revitalization, Cornish Language, Language Planning and Policy, Language Policy and Politics of Identity

Linguistic diversity is complicated. It involves two main elements: a headcount of "languages", plus variation and variability within and between them. In this article we show how language policy in Europe claims to protect diversity but falls short on these two measures. Our legal analysis examines the institutional politics of the European Union, details of accession, and institutionalisation of multilingualism. We describe the manifestation of a multilevel language hierarchy: working languages are topmost, then official languages, then non-official languages. This largely privileges national languages, principally English. Meanwhile allochthonous ('immigrant') languages are discounted, despite outnumbering autochthonous ('indigenous') languages. Our legal analysis therefore suggests an early stumble for linguistic diversity: even limited to a headcount of "languages" , most are neglected. Next, our sociolinguistic analysis examines the Council of Europe's approach to protecting minority languages. We show how diversity can decline even among protected languages, using two case studies: Cornish, a young revival; and Welsh, an older, more established revival. The Cornish revival could only proceed after agreement on singular standardisation. Meanwhile the internal diversity of Welsh has declined significantly, fuelled by the normative reproduction of its standard form in education, and by sharpened social pressures against local dialects. Moreover, by comparing the EU and the Council of Europe, we aim for an overarching argument about "European language policy". We conclude that linguistic diversity is neglected, through exclusion of most of the languages spoken in Europe, and pressures on language-internal diversity within protected languages. Linguistic diversity is something richer and more complex than the limited goals of existing policies; it transcends language boundaries, and may be damaged by planned intervention.

- by Dave Sayers and +1
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- Language revitalization, Cornish Language, Sociolinguistics, Indigenous Languages

Given that English has earned the status of being a global lingua franca due mostly to the fastmoving processes of globalization and internationalization, the need for a working knowledge of English is felt more strongly in numerous fields than ever before. One field in which people aim to keep up with this movement towards English competency is higher education (HE). Predominantly, the switch to English as the medium of instruction (EMI) has recently become a phenomenon sweeping across HE institutions in non-English speaking countries in particular. Seeing the growing number of universities adopting EMI, a rich number of language researchers have initiated research on issues relating to EMI. Some topics researchers have addressed up until now include but are not limited to students" learning experiences, lecturers" teaching behaviours and experiences and impacts of EMI on national languages and cultures. Yet, little research has been undertaken on the linguistic aspect of EMI, which allows universities to recruit international students most likely to use English as a lingua franca. With a view to bridging this gap, this study reports on part of my PhD research on the perceptions of university lecturers and students towards English in EMI settings. Additionally, the research looks at how lecturers and students view the universities" English language policies and practices, and to what extent their orientations to English are informed by these policies and practices. The participants of the study were sampled from three EMI universities in Turkey: Bilkent, Boğaziçi and Middle East Technical Universities. Three methods of data collection (survey questionnaires, semi-structured interviews, and focus group discussions) were utilized. The preliminary findings suggest that participants have a highly positive view of their English proficiency; their goals are however more native English oriented in respect of written English in comparison to spoken English. Further, their views on the universities" language policies and practices are multifarious, but mostly under the influence of Standard and native English ideologies.

A estandarización da onomástica ten características específicas con respecto ó léxico común. Unha das dificultades vén derivada das formas opacas cando existen dúas pronuncias distintas. Isto é o que ocorre con algúns topónimos e apelidos grafados con ou + e, i nos antigos nomenclátores ou nos rexistros: poden interpretarse como formas pronunciadas con gheada, ou ben como castelanizacións doutras que tiñan orixinariamente /∫/. O caso de Reguengo é exemplificador: aparecía nos nomenclátores como *Regenjo e así (e con máis variantes gráficas) pasou ó corpus dos apelidos; houbo unha proposta de estandarización como *Rexenxo, ata que se ditaminou a forma oficial actual. Para poder dilucidar cal é a variante adecuada, cómpre unha indagación específica para cada caso. En ocasións cumprirá unha pescuda etimolóxica que inclúa a historia da palabra e as grafías existentes na Idade Media, e noutros será decisiva a información ofrecida pola actual extensión xeográfica das formas. Neste traballo analízanse algunhas destas formas problemáticas e faranse as propostas respectivas para o estándar.

- by Ana Boullón
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- Contact Linguistics, Dialectology, Onomastics, Galician

Entre as minorias protegidas pela Declaração Universal dos Direitos Humanos e pela série de documentos internacionais que a seguiram, estão as minorias. texto, tenho o objetivo de abordar a problemática sobre a natureza dos direitos linguísticos como direitos humanos, segundo o trabalho crítico de Xabier Arzoz. Apresento, primeiramente, a noção de direitos linguísticos apresentada na Declaração Universal dos Direitos Linguísticos, com contextualização voltada para os direitos linguísticos de migrantes e, em seguida, expor a crítica feita pelo autor. Esse percurso de cunho teórico-bibliográfico traz subsídios para a problematização da natureza dos direitos linguísticos no Direito Linguístico brasileiro, campo em emergente constituição no Brasil.

Assemblée nationale du Québec Le mercredi 18 juin 2014 ii REMERCIEMENTS Je tiens à remercier Marc Audet pour la précieuse aide qu'il m'a apportée lors desnombreuses -recherches bibliographiques utiles à la confection de cet essai, Christian Blais et Claire Dumais-Faber pour leur accompagnement et leurs conseils pendant sa lente gestation, Maude Giroux-Bussières et Claudette Robillard pour leur extrême disponibilité, Jean-Pierre Drapeau pour sa relecture minutieuse, Magali Paquin et Alexandre A. Regimbal pour leurs précieux commentaires et, bien entendu, mes quatre collègues boursiers stagiaires, grâce à qui tout se fait plus léger. iii SOMMAIRE Cet essai a pour objet la Charte de la langue française et les débats parlementaires qui ont mené à son adoption en 1977. La recherche s'articule autour des nationalismes qui sous-tendent, motivent et justifient cette célèbre loi. Deux trames nationalistes principales peuvent y être distinguées : une trame historique et une trame étatique. La première laisse paraître un nationalisme de contestation. Elle peut être reconstituée, à même les débats parlementaires, par un argumentaire affectif puisé à la condition sociohistorique des Canadiens français. La seconde est éclairée par une lecture sélective de la Révolution tranquille et des États généraux du Canada français de 1967, qui témoignent d'un recentrage de l'identité nationale sur le territoire québécois et l'État qui le gouverne.

- by Joël Bégin
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- Languages and Linguistics, Nationalism, Quebec, Canadian and Quebec Politics

Una nueva perspectiva para mirar hoy en día a las lenguas indígenas en el Ecuador es la del patrimonio cultural inmaterial (UNESCO 2003). Entendida bien como elemento, como vehículo o como ámbito, la lengua es constitutiva
y constituyente del patrimonio cultural inmaterial. Sin embargo, el concepto de patrimonio no es unívoco y puede ser construido y aplicado en varios niveles de la organización social, que van de lo global a lo local, pasando por lo nacional. Tampoco es monovalente, porque pueden atribuírsele diferentes valores según el nivel de que se trata o dentro de un mismo nivel. En concordancia con esta relatividad y polivalencia, es de esperar que la lengua
como parte del patrimonio cultural reciba un valor específico por parte de los organismos internacionales, el estado y las comunidades. El presente artículo analiza la posición que ocupa la lengua en el patrimonio cultural inmaterial (en
adelante PCI) desde tres perspectivas: la internacional, donde es visto como parte constitutiva del patrimonio de la humanidad; la nacional, donde es expresión de plurinacionalidad pero también reto de interculturalidad; y por último, la comunitaria, donde se convierte en espacio privilegiado para el ejercicio del derecho colectivo a la identidad cultural y otros derechos básicos de índole económica, social y cultural (DESC). Proponemos que el carácter integral del patrimonio como tejido que vincula las diferentes facetas de lo material e inmaterial puede ser visualizado y comprendido sólo desde el último de estos niveles, por lo que en la última sección exploramos la manera
en que una visión local del patrimonio cultural en general y de la lengua en particular puede ayudarnos a superar las concepciones fragmentarias que tenemos de ambos.

This paper explores the interplay between the politics and policies of multilingualism by looking at the role of political macro-strategies in shaping language and multilingualism policies within the European Union. The paper focuses on the relationship between the European Union's 2000-2010 Lisbon Strategy on the European Knowledge-Based Economy and the content and scope of EU language and multilingualism policies of the same period. We argue that the economic orientation of the EU language and multilingualism policies of the last decade was mainly determined by the fact that these were subsumed into the overall strategic aims and policy-priorities of Lisbon. Thus, the impact and recontextualisation of typical arguments (e.g. on the skills or competitiveness in/of the EU economy) also dominated EU language policies on multilingualism. Simultaneously, other salient EU-political discourses of the early 2000s (e.g. about the deficiencies of EU democracy, about 'European values', or about European social cohesion) were often silenced, or toned down, in EU language and multilingualism policy.

- by Ruth Wodak
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- Contact Linguistics, Multilingualism, Transnationalism, Immigration

In the last decade Brazil has begun to tackle the educational challenges of a developing country with a young population. The scale of such a demand is a result of the social and cultural inequalities that have historically been existent. Recent official policies and programs have addressed this gap by promoting greater opportunities for teacher education, and for the teaching of English as a foreign language. In this paper we discuss four of these programs/policies by highlighting their innovative aspects vis-à-vis traditional practices. We conclude that, despite quantitative advances, much still needs to be done to guarantee qualitative improvements in areas such as the curriculum in order to challenge the continuing influence of predominant ideologies.

The third chapter, by Heloísa Orsi Koch Delgado, “Internationalization practices in a private University in Brazil: Paving the way for major changes in the near future” aims to address the topic of private education in Brazil, its achievements and challenges, including the need to respond to an academic culture that has become largely internationalized. It describes the conceptual model of internationalization of a private university and how the institution has developed practices based on its institutional mission and values,
highlighting initiatives taken in various academic settings. To conclude, it provides the reader with some thoughts on the university mindset change to enhance education both locally and internationally.

Language politics are a set of practices against the languages of different ethnic peoples within a political authority. States intervene in language to establish national identity, increase their influence, and determine the language's social and cultural life use. The states that provide national troops determine the status of the upper-lingual statute, the area of use and the territories, which are designated as the official language. The upper tongue, the socio-cultural range of use is supported by the state, which is also widespread through communication channels, making this language prestigious. The rapid globalization of the world has caused certain higher tongues to become more prestigious, even among countries. Within the state administration, the languages of minorities with political, social, economic power, and low population enter the lower language class. States also protect the tongues of different ethnic groups within them. However, with these laws, the political authorities have more negative interventions to limit the use of minority languages throughout the country and affect their tongue in a negative way. Today, for this reason, many minority languages around the world are about to die or to the extinction limit.In this context China is, with a population of 1.3 billion people, the most populated country on earth. In the country where nearly 200 ethnic nations live, the majority of the population consists of Han Chinese. In this work, the language policies applied to other ethnic groups in China, governed by the Communist regime, will be conveyed in a timely, historical course. In the last part, the approaches and policies of the Chinese government to the Uyghur Turks, our cognates, will be discussed. Özet Dil politikaları, bir siyasî otorite içinde bulunan farklı etnik grupların dillerine karşı bilinçli bir şekilde yürütülen uygulamalardır. Devletler millî kimlik oluşturmak, nüfuzlarını artırmak, dilin sosyal ve kültürel hayattaki kullanımını belirlemek amacıyla dile müdahalede bulunurlar. Millî birliklerini sağlayan devletler, resmî dil olarak belirlenen üst dilin statüsünü, kullanım alanını ve bölgelerini belirler. Üst dilin, sosyo-kültürel alanda kullanım genişliği bu dili prestijli hale getirerek, iletişim kanallarıyla da yaygınlaşması devlet tarafından desteklenir. Dünyanın hızla küreselleşmesi, ülkeler arasında bile belli üst dillerin daha prestijli hale gelmesine sebep olmuştur. Devlet yönetimi içerisinde siyasî, sosyal, ekonomik gücü olmayan, düşük nüfusa sahip azınlıkların dilleri, alt dil sınıfına girer. Devletler içlerinde bulunan farklı etnik grupların dillerini de kanunlarla koruma altına alırlar. Ancak, siyasî otoriteler belirtilen bu kanunlarla dile daha çok olumsuz müdahalelerde bulunarak, azınlık dillerinin kullanım alanlarını ülke genelinde sınırlar ve onların dillerini olumsuz yönde etkiler. Günümüzde bu sebeplerle dünya üzerindeki pek çok azınlık dili ölmek üzeredir veya yok olma sınırına gelmiştir. Bu bağlamda, Çin, 1.3 milyar nüfusuyla2 dünyanın en kalabalık ülkesidir. 200'e yakın etnik ulusun barındığı ülkede nüfusun büyük çoğunluğunu Han Çinlileri oluşturmaktadır. Bu çalışmada Komünist rejimle yönetilen Çin'de diğer etnik unsurlara uygulanan dil politikaları, tarihten günümüze bir seyir içerisinde aktarılacaktır ve yasalarda belirtilen hükümlerle 1 Arş. Gör., Yıldırım Beyazıt Üniversitesi, gulsahbulut22@gmail.com 2

- by Gülşah Kadem
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- Language Policies

Enseigner les langues, en France, est souvent synonyme d’approche singulière : une seule langue étrangère est enseignée, sans réelle mise en relation avec les autres pourtant présentes dans l’environnement scolaire. Afin de permettre le développement des compétences plurilingues prônées tant par l’Union européenne que par le Conseil de l’Europe, une expérimentation portant sur l’introduction d’approches plurielles (Candelier et al., 2003) fut mise en place en classe de collège. Neuf enseignants de langue (anglais et allemand) ont confronté leurs élèves à trois langues inconnues (néerlandais, italien et finnois), lors de neuf séances réparties tout au long de l’année scolaire 2011-2012.
Cette communication s’efforcera d’examiner la manière dont la modification du savoir présenté, de monolingue devenu plurilingue, a des effets sur les valeurs véhiculées par l’enseignement des langues. Dans un premier temps, l'examen axiologique des textes de référence européens associé à une étude des programmes français d'enseignement des langues vivantes nous permettra de définir le contexte institutionnel comme véritable paramètre de la relation didactique, en ce qu’il représente le savoir savant.
Nous serons ensuite à même d’étudier l’impact de la transposition didactique (Chevallard, 1985) sur la transmission des valeurs (Perrenoud, 1998) : nous comparerons les valeurs véhiculées par le savoir savant (concept de compétence plurilingue inscrit dans les textes de politique linguistique) aux valeurs véhiculées par le savoir enseigné lors des approches plurielles fondées sur des langues inconnues (APLI) mises en œuvre lors du cours d’anglais.
Pour ce faire, un questionnaire portant sur les valeurs fut soumis aux enseignants. Tout d’abord, nous avons cherché à connaître leur perception de l’objectif de l’enseignement de l’anglais et des valeurs qui y sont associées. Puis nous avons posé les mêmes questions concernant les APLI. Finalement, nous avons laissé la possibilité à l’enseignant de décrire un « enseignement de langue idéal » et d’indiquer les valeurs qu’il devrait véhiculer.
L’analyse tout d’abord qualitative puis quantitative de ces questionnaires nous amènera à vérifier si l’intégration d’APLI au sein du cours d’anglais modifie les représentations des enseignants concernant l’enseignement qu’ils prodiguent ou souhaitent prodiguer.

- by Rebecca Dahm
- •
- Multilingualism, Language Ideologies, Multilingual Education, Language Policies

This project is a socio-historical study exploring how linguist Robert Young's documentation of Navajo supported the federal government's political and economic agenda for the Navajo reservation during the New Deal. I examine Robert Young's papers and publications to show how his work in support of John Collier's philosophy of cultural pluralism and goal of preserving Native cultures also helped support the federal government's efforts to create a Navajo polity patterned after the US government. Young's documentation of Navajo helped to create a standardized register for use in political and educational institutions, helped to teach and model the federal government's concept of the ideal modern Navajo citizen, and attempted to create a Navajo public sphere modeled on the American public sphere.

- by Char Peery
- •
- Cognitive Science, Contact Linguistics, Language Documentation, Public Sphere

Linguistic diversity is currently a reality in Portuguese educational institutions driven by the migratory flows and student mobility in higher education. In this context, Portuguese for Specific and Academic Purposes is more than ever a necessity for university students and foreign professionals. Indeed, the importance of languages for specific purposes in the scope of foreign language teaching has been recognized since the 1960s with the advent of the English for Specific Purpose movement, based on the analysis of the learners’ needs (Munby, 1978). Therefore, the European and national guiding documents for the teaching and learning of foreign languages must include the Portuguese for Specific Purposes. The issue here is whether the language for specific purposes has due recognition today. To answer this question, this paper aims at discussing the status of Portuguese for Specific Purposes in the above-mentioned guidelines, as well as their repercussions for the teaching of Portuguese for foreigners. In fact, the analysis of these referentials suggest that the growth of the interest in the Portuguese for Specific Purposes contrasts with the insufficient investment in the development of this area, both in Portugal and in Brazil. Another aim of this research is to reveal the contributions of Linguistics to the teaching of Portuguese for Specific Purposes and the creation of linguistic materials and resources that support its learning and dissemination. Based on Lewis' lexical approach (1993), we introduce the working methodologies of Terminology and Specialized Lexicography, which are focused on specialized text and lexicon, as contributions to the design of courses and materials for Language for Specific Purposes. Finally, the work developed in a Language of Specialty course is presented, which can be applied to the construction of courses of Portuguese for Specific Purposes to heterogeneous groups of learners.

- by Susana Duarte Martins
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- Language Policies

Cédille, revista de estudios franceses. Monografías 4, otoño 2014.
This contribution explores the importance of the interpreter as a vector of distinction between linguistic rights and rights of access to public services in the Canadian context. For the former, the specific case of the language used during legal proceedings and the recognition of the national official languages are analyzed. For the latter, the fact that access to any kind of essential public services must be accomplished by means of an interpreter is underlined. In order to illustrate this distinction, both the Canadian jurisprudence on language used during the trials and the mode of functioning of interpreter lists in Quebec are examined.

Gegen Ende des 18. und zu Beginn des 19. Jahrhunderts bildete sich die Meinung heraus, dass jede Sprache das Denken nicht nur widerspiegelt, sondern es auch beeinflusst. U.a. wurden somit Johann Gottfried Herder, Johann Gottlieb Fichte und Wilhelm von Humboldt Wegbereiter des Sprachrelativismus Edward Sapirs und Benjamin Lee Whorfs: Der Hypothese, dass jede Sprache eine Vorstellung der Welt bestimme. Diese Auffassung wurde schon oft kritisiert, sowohl theoretisch, als idealistische und vereinfachende Einstellung, als auch praktisch, da sowohl die Übersetzertätigkeit und die Lexikografie als auch das Lehren und Lernen fremder Sprachen beweisen, dass die wirklich existierenden Sprachstrukturunterschiede größtenteils mit Umschreibungen, Erklärungen oder analogen Ausdrücken überwunden werden können, ganz davon abgesehen, dass die Bedeutung der Aussagen nicht die Summe der isolierten Wortbedeutungen ist. Natürlich stimmt es, dass die Lebensbedingungen (von Binnen- oder Küstenvölkern usw.) die Entwicklung des Wortschatzes beeinflussen, obschon heutzutage die weltweite wirtschaftliche, kulturelle und kommunikative Verflechtung sowie die ständig zunehmende Urbanisierung der Bevölkerung diese Unterschiede teilweise neutralisiert hat. In den letzten Jahrzehnten erfreut sich jedoch der Sprachrelativismus wieder einer gewissen Beliebtheit, vor allem unter den Verfechtern einer Richtung des ökologischen Diskurses in der Soziolinguistik, die die Folgen des Untergangs von Sprachen denen des Aussterbens von Tierarten gleichsetzt: Sie warnt vor dem Aussterben bedrohter Sprachen, u.a. weil der Menschheit dadurch das nur von dieser Sprache darstellbare Weltbild verloren ginge. In diesem Beitrag will ich diskutieren, in wieweit dieser Ansatz der Wahrheit entspricht und auf welchen Vorstellungen von Sprache er beruht; ferner will ich daraus sprachpolitische und pädagogische Folgen ziehen.

- by Roberto Bein
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- Language Policies

Seleccionar idioma ▼ Translator disclaimer

This study reports part of the initial findings of my PhD research project, the primary objective of which is to explore lecturers' and students' perceptions towards their English abilities and practices in English-medium instruction universities located in two provinces of Turkey. This paper only reports the perceptions obtained from the lecturers based on the following themes: their personal and language background, views on their own and students' English proficiency, and finally on their language use particularly in academic contexts. The participants include a small number of lecturers based in the following universities: Boğaziçi, Fatih and Middle East Technical Universities. The participants are from the faculties of Economic and Administrative Sciences, and Engineering. The data were collected through online questionnaires. The findings revealed that overall they held a positive view of their English skills, and attached more importance to being intelligible users, though their goals slightly differed for speaking and writing. 120 good pronunciation, more than half of them labelled their accent as foreign-accented (69%), yet virtually none, with one exception, concurred that their English was unintelligible to their interlocutors (97%).

This article reports the results of a study whose purpose was to trace the configuration of professional subjectivities by analyzing the narratives of four Colombian non-native English speaking teachers in the framework of language policies. In this qualitative-narrative study we used written narratives and narrative interviews as instruments to collect data from the participants who work in different universities and schools in Colombia. Their stories were analyzed using short story analysis, and the results allowed us to identify a core category: Recreating the self: An entangled, changeable and endless process which shows that the subjectivities are influenced by others, teachers go through processes of acceptance or rejection when configuring them, and knowledge and reflection play an important role.

- by PROFILE Journal and +1
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- Language Policies, Native Speaker/non-Native Speaker Teachers of English

Because of Germany’s short colonial history and the 'universal’ role of English, German language policies have been largely disregarded in post-colonial discussions and critical evaluations. In comparison with aspects of the distribution of English and French, this article hopes to provide a critical-historical insight into the nexus of colonial/neo-colonial dispositions and the export of German as a foreign language. It is based on a concept of colonialism as intellectual activities within structures of dominance and power asymmetry. The author hopes to contribute to the politicisation of DaF and Auslandsgermanistik and their problematic intercultural foundation.

Resumen El presente artículo describe cómo el paisaje lingüístico (PL) es un sistema representacional (Hall 1997) que sintetiza-en el plano visual y comunicativo-políticas lingüísticas, regulaciones culturales, patrones de consumo y procesos de reivindicación étnica. En específico, el interés es comenzar a observar las diferentes maneras en las que se genera el PL en lenguas indígenas latinoa-mericanas. Estas propuestas emanan tanto de la perspectiva gubernamental, o "desde arriba", como desde el ámbito local, o "desde abajo", lo cual motiva una circulación y consumo diversificado por parte de los hablantes de lenguas indígenas para materializar sus derechos lingüísticos, delimitar el territorio que habitan y, sobre todo, revertir el desplazamiento de estas lenguas. Abstract This paper describes how linguistic landscape (LP) is a representational system (Hall 1997) that synthesises, in the visual and communicative plane, language policies, culture regulations, consumption patterns, and processes of the ethnic claim. Mainly, the interest is to begin to observe the different ways of produce LP in Latin American indigenous languages. LP proposals emanate both from the state perspective, or "up-down approach", as well as from the local level, or "from the bottom-up", which motivates a diversified circulation and consumption on the part of speakers to materialize their language rights, delimit the territory they inhabit, and to reverse primarly the loss of these languages. Palabras clave paisaje lingüístico sistema representacional políticas lingüísticas reivindicación étnica lenguas en riesgo de desaparición Keywords Linguistic Landscape representational system language policies ethnic claim endangered languages

- by Miryam Yataco and +1
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- Language Policies, Sociolingüística, Lenguas indígenas, Paisaje Lingüístico

The main topic of this paper is concerned with the incorporation of culture into the teaching of English as a foreign language (EFL) within the context of Colombia Bilingüe. More specifically, some consideration will be given to what culture is, how it can be taught, and what Colombian authors have pointed out in terms of the difficulties and complexities of working with culture in the EFL classroom. It will be suggested that teaching culture is not synonymous with promoting English sociocultural domination or adapting ethnocentric practices, but mainly approaching and reflecting upon one’s and others’ beliefs, attitudes, and behaviors which are intertwined with language itself. The main premise of the paper is that effective teaching of culture can be achieved if the Colombian EFL community strives to construct a coherent discourse that allows developing teaching models and learning experiences within the theoretical framework of the postmethod condition, world Englishes, and critical multiculturalism. Ultimately, such discourse can encourage Colombian EFL teachers to explore and implement five teaching strategies to engage learners in experiences designed to help them interact successfully with people with different cultural backgrounds.

- by Yamith J . Fandiño Parra
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- Bilingual Education, Language Policies

The main purpose of this paper is to discuss new forms of creating and
observing linguistic norms in Spanish which abandon the idea of a central
institutionally-defined normative discourse. Instead of accepting the linguistic
instruments designed by the Royal Spanish Academy (Real Academia Española, RAE)
as an ineludible reference against which every text written in Spanish should be
measured, we will observe several heteroglossic loci of production of normative
discourse on language in a corpus of threads expressing normative doubts in the
WordReference Internet forums. In sum, we will argue that speakers decenter the RAE
norm, locating it among many different sources of normative discourse but, at the same
time, they claim a similar authoritative and central place for the norm they produce.

- by Juan Eduardo Bonnin
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- Discourse Analysis, Spanish, Globalization, Internet Studies