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

Spurred in part by violent conflict and natural disaster, the surge in global migration calls for renewed attention to the central role of language in everyday (in)securitization. In this brief response, I draw on my work in the Middle East and among Arabic‐speaking populations in the United States to offer some illustration of the instantiation of global, macro‐processes of (in)securitization and surveillance in the everyday micro‐practices of schooling—issues that are possible to “see” when language policy is the site of inquiry. In centring everyday communicative practice, sociolinguistics provides a distinctive entry point for examining the lived experience of this (in)securitization, by illuminating pervasive and mundane micro‐processes within the “extraordinary” and routinized social interactions of everyday schooling.

- by
- •
- Education, Sociolinguistics, Education and Conflict, Language Policy
- by Stuart Dunmore
- •
- Political Theory, Sociolinguistics, Language Planning and Policy, Language Policy

The fourteen chapters in this book are the selected proceedings of the 6th Language & Development Conference which was held in Tashkent, Uzbekistan, in 2003 with the theme 'Linguistic Challenges to National Development and International Cooperation'. The chapters discuss language policy issues in Azerbaijan, India, Kazakhstan, Tajikistan, Thailand, Uzbekistan and elsewhere.

- by Hywel Coleman
- •
- Developing Countries, Thailand, Russian Language, Central Asia

This thesis consists of three empirical studies in economics of education on the determinants and consequences of language-in-education (LiE) policies. The “Environmental settings – Inputs – Processes – Immediate outcomes – Long-term outcomes” (EIPOL) evaluation model is applied to LiE policies and programs and serves as the overall framework of this research (see Introductory Chapter). Each study then targets at least one stage of the EIPOL framework to test the validity of the “green” vs. “free-market” linguistic theories. Whereas the two first studies derive models tested empirically in the African context, the third is tested on a sample of countries from the International Adult Literacy Survey (IALS). The first study, Rationales to Language-in-Education Policies in Postcolonial Africa: Towards a Holistic Approach, considers two issues. First, it explores the factors affecting the choice of an LiE policy in 35 African countries. The results show that the countries adopting a uni...

In this chapter, we problematize language in education policies that consider a multilingual system of education against attitudes to language that can impact on the (non)success of these policies. We argue that without addressing perceptions toward the role/s of different languages across various uses, multilingual policies in education may reinforce the hegemony of the English language rather than raise the status of local languages. This can happen because of a lack of understanding of how languages work and function, particularly with respect to vertical discursiveness (Bernstein, 1996) and notions of how power is inscribed in different uses of language. Furthermore, we argue that any multilingual language policy should consider how English and other languages connect to language allocation and affiliation, which, if not considered, can lead to schooling maintaining power relations in an unequal society (Apple, 2004) rather than changing them. In addition, we consider how multilingual contexts with a strong level of English use lead to variations in language whose place must be considered where schooling is concerned. Finally, we consider these policies in terms of the Principles-Based Approach (Mahboob and Tilakaratna, 2011) to language policy. Without using the PBA as a guide, any language policy may just be created without its stakeholders fully understanding what it means. Language policies in a multilingual society that is dominated by English cannot be so simple as insisting on a multilingual system of education. Rather, various issues must be considered to insure that these policies do help toward changing society instead of just maintaining power relationships that limit the access of various sectors to different social, economic, and semantic resources.

language planning goals, examples of corpus and usage planning, linguistic diversity, diglossia, language shift, globalisation of English, critical approaches to linguistic imperialism, practice of LLP in selected regions and countries:... more

This paper analyzes the LL in the city of Bautzen / Budyšin in Germany, a town which is frequently considered the “capital” of the Slavonic minority of the Sorbs. It focuses on the societal role of Sorbian in relation to practices and ideologies of mainstream German society. The vast majority of signs in Bautzen / Budyšin are in German only. Sorbian is essentially restricted to explicitly Sorbian institutions and to local and regional administration. Interviews conducted in shops and on the streets reveal that paternalistic attitudes common to perceptions of language policies and minority languages in Germany dominate; practices maintain the common monolingual habitus in German society. Members of the majority population show little awareness of Sorbian issues, and Sorbian signage is seen as a generous gesture but considered essentially unnecessary. Only in most recent times, a reaction by the Sorbian community has challenged these practices and attitudes.

- by Heiko F. Marten
- •
- Sociology, German Studies, Multilingualism, Sociolinguistics

The present chapter traces the development of language acquisition planning. It begins by considering the work of Robert L. Cooper, who placed language acquisition planning alongside corpus planning and status planning as a fundamental type of language planning. While corpus planning focuses on language form and status planning on language function, acquisition planning focuses on language users and how they acquire the communicative repertoires they need for access to opportunities in society. It is thus central to the management of language teaching and learning in both formal and informal settings. Contemporary issues in language planning and policy across contexts and levels of education are addressed. Language acquisition planning, it is argued, is multifaceted, involving a continuum of issues from the psychological to the societal. Research spanning this continuum is discussed, with attention to conceptual orientations and methodological approachess.

This paper examines the relationship between policy and politics in relation to the development of public- sector primary education through Breton and Gaelic, considering closely the patterns of power through which such provision is delivered. Brittany and Scotland present many similarities as culturally distinctive territories, contained within larger state-nations, which until recently allowed very little scope for minority language education. Initiatives to develop public-sector education through Breton and Gaelic were ﬁnally launched in the 1980s and have now became signiﬁcantly institutionalised, even if they remain small in scale. The dynamics of institutionalisation have been very different in the two territories, however: parallel problems have been tackled in different ways, and issues that have proved fraught in one have presented few complications in the other. Both case studies demonstrate the importance of ‘bottom-up’ dynamics as a source of innovative energy.

Fueled by immigration and globalization, the United States has evolved into a nation of linguistically diverse residents; however, English remains the dominant language in schools. A recent language policy initiative emergent in states across the nation, the Seal of Biliteracy challenges English monolingualism by promoting the development of students’ bilingualism and biliteracy by high school graduation. Using narrative inquiry, this study explores the policy journeys that states have taken to enact the Seal of Biliteracy, as educators and stakeholders come together to engage in grassroots policy work. Findings include the collective stories of these efforts to disrupt English-dominant ideologies in schools, as well as individual states’ journeys to develop students’ bilingualism. Implications serve educators, researchers, and other stakeholders interested in influencing practice through bottom-up policy movements, particularly at this crucial moment as states embrace more flexibil...

- by Kristin Davin
- •
- Biliteracy, Language Policy, Educational Policy
- by Peter Broeder
- •
- Language Policy, Primary School, Banking finance

It is undeniable that the Cornish language has become a more evident characteristic of Cornwall, especially since 2002. There is, however, much work to do. One of the most notable weaknesses of the Dasserghians is its lack of education through the medium of Cornish in schools. Education is not only essential in language maintenance, but it is also the domain where most European have learnt a second language. This preliminary paper on the subject attempts to extend the discussion over Cornish language education by putting the spotlight on the strategies that may be applied for a successful introduction of the language in this vital domain. It uses the results of a survey in which 367 participants from Cornwall and Scilly shared their views about the language and its promotion. Moreover, it also explores the adaptation and adoption of strategies already in use in Trebiñuko Enklabea, a region in Spain, where, despite the lack of institutional support by the Castilian authorities, Basque has been successfully revived after being extinguished in the early 1800s. An appropriate use of Cornish in education may result in the necessary difference between a second language mostly used by adults and the native language of many children.

- by Siarl Ferdinand
- •
- Education, Language Education, Languages and Linguistics, Cornish Language

The present dissertation investigates the Sardinian language policy, focusing on the language beliefs and attitudes of a specific educational institution’s teaching staff. Language policy is considered to be composed of language practices, language beliefs and language management (Spolsky, 2004), and speakers’ beliefs and attitudes are thought to be capable of conditioning the success of language management provisions (Baker, 1992; Spolsky, 2009). The language planning initiatives carried out by the Sardinian authorities have been trying to promote the use of Sardinian in various public settings, especially in schools, and therefore, teachers’ language ideologies and attitudes might be particularly important for their implementation. The data – obtained from questionnaires and interviews – show that participants see Sardinian positively at a general level, because that language is part of their identity and cultural heritage. Furthermore, teachers acknowledge the importance of a plu...

- by Piergiorgio Mura
- •
- Sociolinguistics, Language Attitudes, Language Policy
- by Vincent J Palozzi
- •
- Linguistics, Language Policy, Regression Analysis, Language Studies

This study aims to explore the feasibility of teaching critical reading—a practice based on critical language awareness—in local English language classes where learners tend to be receptive about the contents, and to describe the pedagogical applications of the theoretical framework of critical reading to English reading classes in the settings where English serves as a lingua franca. Through the action research in my critical reading practices at a Japanese university, critical reading activities could serve as a catalyst to change learners’ passive attitudes towards texts: they did not uncritically accept the contents and value of texts from an anglophone country, but rather willingly expressed their own opinions and values towards the texts. This study concludes that critical reading could be a feasible pedagogy for English language classrooms, although some modifications to fit local settings would be required.

En aquests apunts ens concentrarem a explicar algunes característiques de l’alumnat d’origen brasiler a Catalunya i de la seva llengua de referència, el portuguès; a parlar d’algunes accions que grups locals duen a terme per donar a aquesta llengua més visibilitat en el sistema escolar; i a reflexionar sobre el seu encaix amb les polítiques lingüístiques actuals per a les llengües i les cultures d’origen en l'àmbit educatiu.

The paper presents the analysis of the linguistic situation in Canada made taking into account quantitative and qualitative characteristics that lie in the foundation of the sociolinguistic typology of languages.
The aim of the research is to determine the peculiarities of the linguistic situation in Canada and to describe it within the sociolinguistic approach.
According to the aim set the following tasks were solved: definition of the notion "linguistic situation", study of the historical dynamics of the interaction between the languages-components of the linguistic situation, consideration of the issue about the status of languages in the multiethnic society, definition of the main peculiarities of bilingualism, analysis of the language policy peculiarities of the state, determination of the typological parameters of the linguistic situation in Canada.
Nowadays to characterize linguistic situations in various regions topical research uses a common system of significant features for the sociolinguistic typology, both qualitative and quantitative. The group of quantitative features of the linguistic situation consists of the following parameters: the number of languages-components of the linguistic situation, the degree of ethnic and language variety of the linguistic situation, the demographical value and the communicative capacity of the languages-components. To the group of qualitative features belong the degree of the genetic proximity, the level of the language prestige, as well as their legal status.
The analysis of the linguistic situation in Canada considering the abovementioned features has shown the following results: the linguistic situation in Canada is characterized as multicomponent, exoglossic, demographically unbalanced, communicatively unbalanced, with a different legal status of the languages, combining closely-related and non-closely-related bilingualism.
The paper locates world and regional language formations represented on the territory of Canada. It is stated that the aspiration for self-identification of the representatives of various ethnic groups results in the situations of bilingualism, diglossia, and multilingualism. There have been determined the spheres of the official language use, their spread on the territory of the state, their de facto and de jure status, communicative capacity, the degree of the genetic proximity, peculiarities of interaction with the languages of the indigenous population and those of allophones. Special attention is drawn to the historical conditions of emergence and spread of languages on the territory of Canada, the history of the Anglo-French conflict and the making of the national identity of Canadians as a factor having a direct influence on the formation of the present linguistic situation in the country.
The research considers the topical issues of language policy and the activity of the institutions that deal with monitoring the observation of the citizens' language rights and the settlement of the interlingual conflict. The article provides statistical data that demonstrate the peculiarities of the current linguistic situation in Canada.
In conclusion it is argued that the linguistic situation in Canada is a combination of subsituations in definite provinces formed under the influence of historical, socio-demographical, cultural and political factors, which prompts a more detailed study of the local linguistic situations in the subsequent research of the author.
The results of the paper can be used in the teaching of subjects in sociolinguistics, linguocultural studies, linguistic geography, and in students' scientific research.

- by Liew Kai Khiun
- •
- Popular Music, Language Policy

The introduction to the special issue takes a brief look at the history of ethnolinguistic policies in the Russian Empire, the Soviet Union and post-Soviet space. It also covers relevant key terms for understanding linguistic processes taking place after the collapse of the USSR. At the end it introduces the case studies included in this special issue.

- by Martin Ehala and +1
- •
- Sociolinguistics, Post-Soviet Regimes, Language Policy and Politics of Identity, Post-Soviet Studies

Лінгвістычная мапа Еўропы прадстаўляе сабой вялікую разнастайнасць (па дадзеных ЮНЕСКА – каля 70 моў і мікрамоў. Калі да нядаўняга часу бытавала меркаванне, што Еўропа рухаецца ў кірунку стварэння нацыянальных дзяржаў, то зараз многія... more

- by Uladzimir Koščanka
- •
- Sociolinguistics, Minority Languages, Language Policy, Official Languages
- by Anton Zykov
- •
- Hindi/Urdu, Language Policy, Narendra Modi, Hindi Urdu Language and Literature
- by Joe Pato and +1
- •
- Distributed System, Language Policy, Architectural Design, Security Policy
- by John Strassner
- •
- Network Management, Policy Analysis, Language Policy, Formal Model

This study examines the English language teaching (ELT) policies and measures taken under the United States Army Military Government in Korea (USAMGIK) from 1945 to 1948, in an attempt to illuminate their implications on the current ELT in Korea. The study analyzes data derived from documents of the Korean and the U.S. governments, literature on Korean history, and literature on Korean education and language education. During the previous decade of Japanese colonial rule, the development of ELT had been stalled due to Japan's war against the U.S. and its allies and the colonial government's consequent suppression of Anglophone elements in the colony. With the arrival of the U.S. forces in 1945, however, the climate unfavorable to ELT reversed. The U.S. military government took various educational measures to enhance ELT. It reintroduced English as a required subject in the secondary-school curriculum and as a key subject in university entrance exams. It also established a state-run English language school and provided teacher training nationwide through the school. Despite these reform measures, however, Korean ELT maintained core characteristics set earlier during Japanese colonial rule.

- by Eun Gyong (E.G.) Kim
- •
- Language Policy, Korea, English language education
- by Thomas Dorigon
- •
- Language Planning and Policy, Language Policy

Globalization has brought about a phenomenal spread of English. This spread has led to the emergence of the newborn varieties which has created serious challenges to language teaching pedagogy and language education policy. Bangbose (2003) has clearly pointed to this issue, stating "as researchers in world Englishes, we cannot consider our job done if we turn a blind eye to the problems of educational failure or unfavorable language policy outcomes" (as cited in the Council of Europe, 2007, p. 31). It seems that there is a mismatch between the advances that happened in the field of applied linguistics and language education policy. This paper focuses on language education policy in the context of global English because it is considered one of the influential factors in the gap between English lingua franca reality and English as a native language. First, it gives a brief overview of the recent situation with regard to English and shows the recent reality of multilingual English and its multifarious aspect (Rahal, 2018 & 2019). It also discusses the conceptual gap in language education policy. It points to the conceptual gap between the sociolinguistic reality of English and the language education policy that is still oriented towards English as a native language. Then, the paper points to the need for a language policy that includes linguistic diversity.

- by Jose del Valle
- •
- Linguistics, Language Policy, Language Studies
- by Nadia Gergało
- •
- Ukrainian Politics, Language Policy, National Security, Language and the State

As global English expands, developing countries feel the pressure that, in order to remain globally competitive, they must increase the number of people with English proficiency. In response, many countries have significantly expanded English instruction in public schools by implementing primary English language teaching (PELT) programs. This is particularly true in countries in Southeast Asia and Latin America, where national Ministries of Education have taken a " more & earlier " approach, integrating English into the public primary curriculum. Children start learning English younger and study the language more during their basic education. The author argues that this language education policy shift toward expanding English in the public education curricula in developing countries is best understood as a shift from past models of elite English bilingualism to policies intended to support the macroacquisition, or general proficiency in English. The rationale for this policy change is framed in terms of the " modernization " and " internationalization " of a country's public education system, and hence should be understood as part of the response to align education curricula and programs with neoliberal policies. The author examines Mexico's recent national English program for public primary schools as a case study in the implementation of neoliberal language policy.

- by Peter Sayer
- •
- Language Education, Applied Linguistics, Language Policy

The article investigates explicit and implicit state language policies in Dualist Hungary (1867-1918), focusing on its eastern, Romanian, Hungarian and German-speaking parts. It presents the regulation and practices, and sets them against the benchmark of the linguistic rights set forth in the 1868 Law of Nationalities Act, the earliest modern, liberal language law on the continent. This document served as a central reference for the contemporaries, an importance also bequeathed on historiographical treatments of the era. The article is divided according to the contemporary domains of the official realm, covered section by section in the law: legislation, counties, the judiciary, church autonomy, state schools, local governments, civil society and government agencies.

- by Ágoston Berecz
- •
- Habsburg Studies, Minority Rights, Language Policy, Linguistic Human Rights

Educational institutions developed in Tucson, Arizona in the last quarter of the nineteenth century, during a critical time in cultural and political shifts of power between Anglo and Mexican elites in Southwestern United States. My qualitative analysis reconstructs language policies in the incipient educational system in Territorial Tucson. This article examines official and unofficial language policies in both public and private schools in Tucson that reflected this accommodation of power and the negotiation of a new racial hierarchy in the context of westward expansion. I argue that the private schools Mexican elites founded in this period maintained bilingual instruction and promoted biliteracy as a means of racially and linguistically distancing themselves from Anglos, Indians and Mexicans from lower socioeconomic classes in public schools.

- by Elise DuBord
- •
- Bilingual Education, Linguistics, Language Policy, Arizona History

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
- •
- Sociology, Cultural Sociology, Social Sciences, Sociology of Language
- by Suzanne Romaine
- •
- Linguistics, Language Policy, Language Studies

Language has traditionally been an important marker of Ukrainian identity which, due to a lack of independent statehood, has been ethnic rather than civic. The contradictory policies of the Soviet regime produced a large discrepancy between ethnocultural identity and language use. In independent Ukraine this discrepancy persisted, as increased identification with the Ukrainian nation was not accompanied by a commensurate increase in the use of the Ukrainian language, even though the latter was predominantly valued as a symbol of nationhood. The Euromaidan and the subsequent Russian aggression further detached language use from national identity, as many Russian speakers came to identify strongly with the inclusive Ukrainian nation without abandoning their accustomed language or even adding Ukrainian as an active part of their communicative repertoire. The post-Maidan leadership refrained from an active promotion of Ukrainian for fear of provoking alienation among Russian speakers, but this policy exacerbates the disadvantaged position of the titular language in various domains and causes discontent among those viewing it as a crucial component of national identity. This article examines a change in the relation between language and identity in Ukraine in the wake of the Euromaidan protests and the subsequent Russian intervention in the Crimea and the Donbas. Although the Ukrainian language has traditionally been an important marker of Ukrainian identity, its symbolic valorization has not been matched by its predominant use in various social domains. Since the times of its promotion by the

In 1772 the Habsburg Monarchy acquired the extensive and densely populated province of Galicia which, from the beginning, was regarded as an ‘inland colony’ by state officials. This understanding of a civilizing mission in the imperial East provided the discursive foundation for early Austrian language policy. It was one which generally favoured German over the vernacular Polish and was inherently linked to the establishment of Maria Theresa’s new school system in the multi-ethnic region. Under Joseph II, the expansion of the German language appears to be even more strongly connected to the development of elementary schools in Galicia. This interrelation, motivated by the Emperor’s desire for popular Enlightenment as well as the consolidation of power, manifested itself most forcefully within the public Jewish school system, where Germanisation was managed as a means of civilization towards Galicia’s Jewish population. The failure of these language policies was evident at latest by 1790, when the Polish nobility openly resisted the dissemination of German in the province and were able to enforce a process of Polonization over the course of the 19th century.

- by Benedikt Stimmer
- •
- German Language, Language Policy, Civilizing Mission, Galicia

South Africa's new Language in Education Policy (LiEP) has been described as one of the most progressive in the world but few schools have implemented it. This article describes research that investigates the gap between the policy goals and what is actually happening in schools in four districts in the Eastern Cape. The research attempts to make explicit community and

- by Liz Botha
- •
- Education Policy, Language Policy
- by Concepcion Valadez
- •
- Language Policy, Education System

Parents' assessment of children's development in the first and the second language is an essential part of their family language policy (FLP) and an important component of parent–child communication. This paper presents a pilot study focused on Russian-speaking immigrant parents' assessment of their children's language knowledge in Russian as a first language and Hebrew as the second language in the context of their FLP. The research questions were as follows: How is parents' assessment of their children's bilingual language development linked to their choice of bilingual versus monolingual preschool education? To what degree are parents' reports of their children's language knowledge similar or different to their children's actual language knowledge? Which domains of language knowledge do parents relate to or ignore when assessing their children's language development? The sample consisted of 27 children (14 from bilingual and 13 from monolingual kindergartens), and their parents. Two sets of measurements were used, one to obtain parents' reports on child's knowledge of Russian and Hebrew and the other to assess children. The finding points out parents' insensitiveness to the length of the children's utterances and their tendency to rationalise FLP by overestimating their children's general language knowledge.

- by Gleb Toropchin
- •
- Languages, History, Modern History, Languages and Linguistics
- by Stacy Denny
- •
- Language Policy, Bidialectalism, Vernacular Education

This article deals with the history and word formation of the Icelandic word for ‘police’, i.e. lögregla. The word constitutes an interesting case of word formation in that said lexeme is a dvandva compound whose creation is related to the expression að halda uppi lögum og reglu ‘to maintain law and order’. Moreover, it is argued that the word has arisen in the wake of the Icelandic purist movement in the first half of the 19th century, and that its creator is Konráð Gíslason, who was at the time a
member of the Icelandic Literary Society (Hið íslenzka bókmenntafélag) and editor of the journal Fjölnir. According to the sources, the word, lögregla, cannot have been formed as an independent lexical item. In fact, the word appears first in a compound with maður ‘man’, meaning ‘policeman’ or, more precisely, ‘a man who is in charge of maintaining
law and order’. It is argued that lögregla has in fact been created in order to gradually substitute the Danish loanword pólití, first in compounds such as pólitímaður and pólitíþjónn ‘policeman’, and then as a single lexeme. The Danish loanword pólití had a twofold meaning: ‘policeman’ and ‘police’. Moreover, it is argued that lögregla, as an unbound lexeme, was initially a shortened form for lögreglumaður, and later assumed
the general meaning ‘police force’ by means of synecdoche (pars pro toto).

- by Matteo Tarsi
- •
- Philology, Languages and Linguistics, Lexicology, Etymology
- by James Hawkey
- •
- Cognitive Science, Sociolinguistics, Linguistics, Language Policy

A study of the limits of multilingual literary expression in print culture. Beginning with the insight that multilingual literature defies simple translation, Brian Lennon examines the resistance multilingual literature offers to book publication. Looking closely at the limit of multilingual literary expression and the literary journalism, criticism, and scholarship that comments on multilingual work, In Babel’s Shadow presents a critical reflection on the fate of literature in a world gripped by the crisis of globalization.

- by Brian Lennon
- •
- Critical Theory, Languages, Modern Languages, History Of Computing
- by Carlos J Ovando
- •
- Immigration, Ideology, Bilingual Education, Language Policy