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"Language Planning"
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Has language as resource been the basis for mother-tongue instruction in Sweden? On the evolution of policy orientations towards a uniquely enduring bilingual policy
This paper provides a comprehensive analysis of the motivations that key policy documents have put forward as justifications for Sweden’s mother-tongue instruction in immigrant and historical minority languages as a multicultural policy that has endured for nearly half a century. The diachronic development of these motivations is analysed in four periods and interpreted with the help of Ruiz’s (
1984
) orientations in language planning. The corpus consists of 26 key policy documents making up the coordinative discourse among policy actors. Based on an innovative mix of qualitative and quantitative methods, the motivations are presented in a three-tiered taxonomy consisting of motivational units, themes and language-planning orientations. The results point to both continuity and change in how mother-tongue instruction has been justified over time. Confirming previous research, the results show that the language-as-resource orientation has played a central role in justifying both the establishment and the maintenance of mother-tongue instruction in Sweden and that language as right complemented this orientation. Furthermore, the study illustrates that the language-as-problem orientation need not always be detrimental to bilingualism and minority-language maintenance. Contrary to some claims in the literature, it is argued that language as extrinsic resource is not necessarily underpinned by neoliberalism, as there are also social liberal and conservative inroads to this orientation. The paper concludes that although the language-as-resource orientation plays an indispensable role in supporting bilingualism in education, not only the language-as-right orientation but also the language-as-problem orientation should not be neglected.
Journal Article
Language and conflict in Northern Ireland and Canada : a silent war
In a unique contribution to understanding the interaction of language policy and planning in modern conflict resolution, Janet Muller provides an insider account of the search for improved status for the Irish language in Northern Ireland from the 1980s.
eBook
Micro Language Planning for Sustainable Early English Language Education: A Case Study on Chinese Educators’ Agency
In language education research, micro-level language policy and planning (LPP) primarily concerns local actors’ decision making on matters in relation to language(s) and its users. Despite a growing body of literature focusing on micro-level language planning in educational settings, there is a scarcity of research examining early childhood education settings as the micro-level LPP context for young English language learners. By adopting a qualitative case study approach and drawing on an ecological approach to LPP, the present study examined the educators’ enactment of agency in micro-planning the English language education policy (LEP) in one Chinese kindergarten and the associated factors shaping their agency. Deploying a grounded theory analytical method, this study revealed that the sustainable implementation of the kindergarten English LEP depended on the principal, native English-speaking teachers, and the Chinese assistant teachers’ different degrees of agency. Additionally, the research findings indicated an array of contextual and individual factors nested in a hierarchical structure that facilitated, guided, and constrained the educators’ agency in a role-and circumstance-dependent manner. This study contributes to the pertinent literature by casting nuanced light on the different educators’ contributions to the micro-level LPP against a national policy that does not endorse early-year English language education.
Journal Article
Re-orienting to language users: humanizing orientations in language planning as praxis
The field of language policy and planning (LPP) has increasingly expanded its focus beyond legislative measures and macro-level policies toward understanding the power of social actors and their interpretation, appropriation, and creation of language policies in societies. This article aims to advance LPP theory and research by offering a critical and decolonial lens for conceptualizing and analyzing language policy in research, education, and language planning. This critical lens expands on one of the most influential LPP models: Ruiz’s (
1984
) framework for Orientations in Language Planning. Ruiz’s framework was proposed as a “meta-model” for language planning specialists to examine and advocate for new policies. This article invites researchers of language use in society to consider an epistemological shift from defining languages with fixed orientations, such as problem, resource, and right, toward looking at the intersectional roles of the listening and speaking subjects in defining the orientation(s) to languages in various contexts. This conceptual framing situates LPP research and critical studies of language in society in the context of broader critical theories, including intersectionality, human as praxis, humanization, and decolonizing research from ownership to answerability. The goal is to forge humanizing language policy research that is responsive to issues in our immediate and broader global contexts.
Journal Article
Policy and planning for endangered languages
\"Language policy issues are imbued with a powerful symbolism that is often linked to questions of identity, with the suppression or failure to recognise and support a given endangered variety representing a refusal to grant a 'voice' to the corresponding ethno-cultural community. This wide-ranging volume, which explores linguistic scenarios from across five continents, seeks to ignite the debate as to how and whether the interface between people, politics and language can affect the fortunes of endangered varieties. With chapters written by academics working in the field of language endangerment and members of indigenous communities on the frontline of language support and maintenance, Policy and Planning for Endangered Languages is essential reading for researchers and students of language death, sociolinguistics and applied linguistics, as well as community members involved in native language maintenance\"-- Provided by publisher.
Book
What's wrong with bilingualism and becoming multilingual?
This paper employs the 'What's the problem represented to be?' (WPR) method to explore language learning and language planning policy in Alberta, Canada through the provincial government's newly published update of a document titled 'French Policy'. Through an analysis of its discourse, along with the political and pedagogical contexts in which the French Policy finds itself, the underlying belief emerges that learning in languages other than English in Alberta should only be reserved to the few who qualify for official minority education obligated by the Canadian Charter of Rights and Freedoms. The argument is made in this paper that the province would actually benefit from the opposite: that an educational turn towards promoting the learning of multiple languages would better achieve the goals of inclusion and social and economic progress for which the government is claiming to be endeavouring in the French Policy and elsewhere. En se servant de la méthode WPR (« Quel est le problème représenté ? » - « What's the problem represented to be? »), employée sur le document « French Policy » (traduite, « Politique française »), dont une mise à jour a été récemment publiée par le gouvernement provincial albertain, cette étude explore la politique d'aménagement linguistique et pédagogique en Alberta au Canada. À travers d'une analyse de discours et des contextes politiques et pédagogiques autour du document, une conviction sous-jacente ressort : en Alberta, l'apprentissage de langues autres que l'anglais doit être uniquement réservé pour le petit groupe y ayant le droit, comme l'exige la Charte canadienne des droits et libertés. Cet article présente l'argument que la province bénéficierait en fait d'une approche inverse : que la promotion de l'apprentissage de plusieurs langues à l'école atteindrait mieux les buts inclusifs, sociaux et économiques auxquels le gouvernement prétend viser dans le document « French Policy » et ailleurs.
Journal Article