Language Policy and Social Reproduction: Ireland 1893-1993: Ireland, 1893-1993 (Oxford Studies in La

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Language planning is defined as deliberate, institutionally organized attempts at affecting linguistic or sociolinguistic status or development of language. EJ Language Planning as Discipline. It is suggested that students of language planning need to go beyond discourse management and the social sciences if the task is to explain that language is the fundamental institution of society because to plan language is to plan society. EJ Language Policy and Planning: Planners must consider the problems raised by "unplanned" aspects and scholars must document their effects on language planning.

Language Planning Issues for the Coming Decade. Implications for Language Planning and Political Theory. It is suggested that there is a need for the development of an explanatory model of language conflicts for viable language policies. EJ Minority Language Rights.

A nine-item annotated bibliography is included. The Linguistic Ideology of a Scholarly Tradition. Sketches the historical development of these studies, discusses ideological features present in much traditional language planning work, and raises various issues related to the background and limitations of language planning. LSP can be internal or external, overt or disguised, and related in different ways to national policy. Intent may be to increase native-language advantage in international communication, disseminate ideology, create economic ties, profit economically from language teaching, and enhance national pride.

This article suggests that language planning should promote a dialectic between inclusive theories and inclusive practices within its own projects and within its own discourse, and should deconstruct exclusive ones. Based on analysis of the LPP literature, three types of factors are identified as having been instrumental in shaping the field: The State and the Individual. April 11, Available from: The problem of educational policy for language minorities, particularly those minorities who might be considered oppressed, include the right to education in the minority language.

Rights properly considered also carry with them obligations; in this case, minority language speakers would have obligations toward the language of the majority. Two considerations in the area of minority and majority claims and counterclaims relate to economics and to the concept of "mediating structures. These evaluations affect the extent to which formally enunciated rights and obligations are honored in practice. With regard to policy, its aim should be to minimize the perceived costs of a pluralistic approach and to maximize the perceived benefits to all concerned.

Ireland 1893-1993

The second set of considerations on "mediating structures" is shown to be relevant for policies governing the education of language minorities. The controlling aim should be to enable the minority family and its children to negotiate the "megastructures" of society. The mediating structures--neighborhoods, churches, voluntary associations, and the like--would assist the families in the negotiation. ED Language and Literacy: This paper describes the results of a study conducted by the Center for Educational Research and Innovation regarding language policies and programs in five countries which belong to the Organization for Economic Cooperation and Development: Part I explains the study's focus on language diversity and how it is addressed within the educational systems of the countries studied.

It is assumed that the role ascribed to language is a key one to a better understanding of the position of various cultural groups in a society. The study methodology and content are described.

A set of simultaneous case studies were taken, each developed according to a common frame of reference. Part II discusses the distinctions drawn between each country for the purpose of analysis: In Part III, the data from all five countries are analyzed collectively in relation to three themes--organization, finance, and governance. A postscript reiterates that language and literacy policies accurately reflect social and political conditions.

A concluding section recommends areas for further study. Implementation of a language modernization process such as one occurring in the Pacific basin is as important as the policy development behind it. Three critical factors in implementation are teacher training, the development of good teaching materials, and a plan for evaluating program effectiveness. Attempts to meet the need for good language-based teaching materials illustrate the difficulties and possible solutions in a language modernization situation. Literacy materials begin to address the problem, but are often developed for adults and are not suitable for school instruction.

Vernacular literacy materials have been developed in some cases, but no complete program of study is now available. Researchers have developed guidelines for literacy material design based on recent experience with literacy curriculum. When producing content area materials, authors must first use creative processes rather than consulting existing materials to avoid duplication.

In addition, care must be taken to integrate effective but possibly alien instructional strategies with vernacular material, a process in which the skills of language planners and linguists are needed. October Available from: A discussion of the link between a nation's goals and its language education policy looks at four kinds of language education policies reflecting national goals.

The paper examines the language education systems of the Soviet Union and the Philippines for evidence of this link. The comparison reveals striking similarities between the systems, including: It is concluded that the United States should consider an official policy statement concerning English as the nation's lingua franca and second language learning as tools for internationalizing the nation, especially if the policy were linked to broader transcendent aims of national cohesion and viability within the global community.

The Role of Language Planning. May Available from: Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual interlocking immersion programs.

Such work falls into the general rubric of language education policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English.

Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning.

This process has relevance for policy formation in the United States. ED Bi literacy and Empowerment: Education for Indigenous Groups in Brazil. Chacoff, Ana Publication Date: November Available from: There are approximately indigenous languages spoken in Brazil, by a population of about , Language policy regarding these communities has not been well defined or explicit. Through several changes of constitution, only Portuguese has been considered the national and official language.

Only recently has the government begun to develop a formal policy giving justice to linguistic minorities. Bilingual education for Indians and the right to maintain native languages were ensured in Instruction in native languages was established in However, this policy has not been widely implemented. Two viewpoints emerge in the literature: There is no consensus about language choice.

The result is that in practice, bilingual education in Brazil is either transitional or mingled with the literacy process, in which both languages are used simultaneously for a brief time. Independent bilingual education projects have adopted Freirean methodology and support cultural pluralism and indigenous autonomy. There is evidence that these independent efforts, while purporting to be pluralistic, are actually assimilative in orientation. A item bibliography is included. April Available from: A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program.

The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. The fourth section discusses practical aspects of planning for language learning and emergent literacy in preschool environments, including group size and organization, adult-child relationships, choice of language, instructional materials, staffing and staff training, adult and community participation, and administration.

A brief "conclusion" and a list of almost references conclude this part of the document. Entries are listed alphabetically by country and information is provided under the following headings: October 12, Available from: A discussion of public language policy formation focuses on the situation in the Netherlands and Europe. First, a number of considerations in the formation of second language instruction policy are reviewed, including determination of content, conditions of instruction, and languages to be taught. The Dutch national program for foreign language instruction is described.

The program was designed to enhance language instruction, in response to concern about the foreign language competence and projected language competence needs of the Dutch population. Some of the program's policy recommendations are summarized, including those concerning the role of language instruction in the overall education system, how to divide language instruction within and outside the formal education system, regulatory measures, and adjustment of objectives to match language needs.

The political perspectives of two international organizations, the Council of Europe and the European Community, are also outlined. It is concluded that a policy for language instruction should be established separate from general educational policy and general language use policy, and that the role of central authorities, governmental and organizational, may vary a great deal. A brief list of references, data on Dutch children's language competence, and a policy-formation checklist are appended. The development of biliteracy programs designed for adults involves a broad range of sociolinguistic questions that can be approached from a language planning perspective.

As a problem-solving activity, language planning is the realization of language policy that a government adopts in respect to such issues as language diversity, minority language treatment, language standardization, or the national language question. Language planning stresses the social nature of language, its functions in society, and the attitudes or group needs with respect to the different languages or speech varieties. From this perspective, the development of biliteracy programs can follow a series of stages and activities initially conceived for use by developing countries.

June Available from: Treatment of some issues in a new Dutch plan for foreign language instruction is compared to treatment of similar issues in the United States.

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The Dutch plan assumes that centralized, national planning is essential, with the various segments of the foreign language instructional system being assigned interlocking roles and responsibilities. American education has resisted this degree of national policy planning for language instruction. The Dutch plan also gives a great deal of attention to decisions about which languages will be required or offered in different institution types, and to differentiating between required and optional languages.

Unlike the American system, which encourages proliferation, the Dutch decision has been to limit and make consistent the languages taught at various levels. In the Dutch plan, the level at which each language should be taught, how long it is taught, and to what students is specified, a policy option not taken in the United States. Testing standards and procedures are centralized in the Netherlands and not in the United States.

Language Planning in the Context of "Y. This paper discusses language policy and educational practice in the context of a class action law suit filed on behalf of Asian students in Philadelphia concerning their linguistic and academic needs. It addresses both macro and micro perspectives in its discussion of litigation policy, acquisition policy planning, and Asian Americans in the United States.

The analysis incorporates Rubin's and Fishman's frameworks as tools for understanding language planning processes in this particular context. In addition, orientations to language planning, the planners and actors involved in the process, and the specific curricular and personnel changes that resulted from this law suit are discussed in an effort to both understand the particular complexities of this situation as well as to evaluate the effectiveness of the relationship between litigation policy and acquisition policy planning in implementing programs for language minority students in American schools.

Box 35, , Jyvaskyla, Finland. A selection of essays on foreign language planning at the national level contains articles on the language planning process, language choice, teacher education, testing and assessment, and transnational planning. Essays include the following: Some Planning Issues" Theo J. An American Perspective" Diane W. ED Knowledge, Culture, and Power: International Perspectives on Literacy as Policy and Practice.

Of interest to students of literacy, education, planning, and policy studies and cross-cultural analysis, this book examines the cultural and political dynamics underlying literacy. Case studies focusing on the historical role of literacy and the maintenance or suppression of marginal groups are complemented in the book by reports of data on access to literacy competence for various sub-national minority groups.

Issues discussed in the book are framed by close attention to educational, policy, popular, or media accounts of literacy.

God's Own Language Attitudes to Irish, Then and Now - Persée

Chapters in the book are: Welch and Peter Freebody ; 2 "Literacy Strategies: Limage ; 3 "The Pen and the Sword: September 18, Available from: The key role that language and language policy play in relation to education, culture, and multiculturalism was emphasized throughout the plenary and workshop discussions of the 43rd Session of the International Conference on Education, convened by UNESCO in September, This paper reports the roundtable discussions of this meeting. The chapter by William F. Ayo Bamgbose describes policy options for language policies in basic education in Africa and argues that the need to associate language policy more closely with educational objectives is key when considering policy options.

Mary Clay uses case study examples to show the effects that some language policies have had on language learning. Children's literacy in Latin America is discussed in a chapter by Emilia Ferreiro. Official recognition of plurilingualism in the Asian region and language policy is the focus of the chapter by D. Street provides a social anthropological view of literacy and culture, describes new approaches to the study of literacy and policy implications of these approaches, and details ethnographic examples of what people actually do with literacy in their everyday lives.

Rogers, Alan Publication Date: Guidelines are presented that were produced as a result of discussions at a gathering of international scholars and practitioners at an international seminar on "Sustaining Local Literacies: During the seminar, it was felt that there is a need to redress the misleading images and representations of literacy and language work that dominate much reporting of literacy activities in Third World contexts.

These Guidelines are offered as a means of drawing attention to the importance of language issues in literacy work and as a help to those working in the area. They are not prescriptive or fixed and will be modified with experience according to the specific situations of different countries and regions. The Guidelines outline statements on principles of language and literacy respect and socio-cultural awareness; the need for a language and literacy policy in every country and what it should cover; resources for oral, written, and visual histories; and development policies for creoles, dialects, and standardized languages.

A Reader Extending the Foundations. Bilingual Education and Bilingualism 2 Series.

Introduction

This book can be used as a comprehensive introduction for instructors, researchers, and students, and as an interactive text for students. In designing the text the authors have been particularly attentive to the needs in teacher education, especially in the preparation of bilingual teachers. Thus, each of the readings is followed by questions and activities that engage students in reflection and practices that may transform their own thinking, as well as the schools, classrooms, and communities to which they will contribute.

Lyons ; "Bilingual Education: Hornberger ; "Relating Experience and Text: Faltis ; "Recasting Frames: Latino Parent Involvement" Maria E. Policies, Communities, and Schools in Luxembourg. Davis, Kathryn Anne Publication Date: A study investigated the factors that affect language choices and uses within Luxembourg, a multilingual country. Patterns of language use within and across communities are viewed in terms of the interrelationships among language policy intent, implementation, and experience.

The study involved classroom observation in elementary, secondary, and postsecondary schools, interviews with teachers and school administrators, and case studies of working, middle, and upper class families. The resulting report is presented in seven sections. The first examines Luxembourg's financial crisis of and the social change that followed, including changes in language and education policy and planning for the multilingual population. The second section looks at the interrelationships of political, socioeconomic, and language development in this context.

Sections 3 and 4 focus on how language use affects social interaction and schooling. Three family profiles are presented in the next two sections, each representing language use and language attitudes in a different socioeconomic class. Finally, language policy and planning issues in Luxembourg are discussed. Questionnaires used in the study general language use, student language, interview protocols are appended. Contains eight pages of references.

ED Indigenous Literacies in the Americas: Language Planning from the Bottom up. Contributions to the Sociology of Language, Mouton de Gruyter, Inc. This book documents goals, challenges, and prospects in contemporary efforts to develop alphabetic literacies in traditionally unwritten languages, using case study examples of indigenous language development in the Americas. An introduction and conclusion by Nancy H.

Hornberger, "Indigenous Literacies in the Americas" and "Language Planning from the Bottom up," frame the volume and discuss the themes of indigenous literacies as grassroots language planning, as a door of opportunity for the marginalized, and as cultural expression and enrichment.

McCarty ; "Literacy for What? King ; "To Guaranize: Contains references in each chapter and an index. March Available from: Recent developments in language policy and educational reform in Peru, Ecuador, and Bolivia have opened new possibilities for indigenous languages and their speakers through bilingual intercultural education.

Use of the term "intercultural" is examined in official policy documents and in short narratives about intercultural practice by indigenous and non-indigenous educators. Focus is on the paradox inherent in transforming a standardized education into a diversifying one, and constructing a national identity that is multilingual and multicultural. The discussion begins with a brief review of literature on language ideologies, multilingualism, and speech communities and of the sociolinguistic context of these three countries.

It proceeds to an analysis of the "intercultural" emphasis in the countries' policies on bilingual intercultural education. Fifty-seven narratives of students in two course on bilingual education and language planning, taught by the author in Peru and Bolivia, are then examined.

The narratives were one-page essays depicting an instance of intercultural interaction in an educational setting, focusing on urban-rural issues, student perceptions of cultural identity and interaction, role of cultural characteristics and sociocultural patterns, and their implications for development of a new educational ideology in the three countries. Bilingual Education and Bilingualism: A case study is provided of dual-language planning and implementation at the Oyster Bilingual School, a successful Spanish-English public elementary school program in the District of Columbia.

The first three chapters offer background information for understanding how the program interacts with the larger sociopolitical context of minority education in the United States. Chapters provide a detailed analysis of how the alternative education system at Oyster Bilingual School challenges mainstream United States educational programs and practices that discriminate against minority students. The case study demonstrates how Oyster's dual-language policy, multicultural curriculum content, student-centered organization of classroom interaction, and performance-based assessment practices function together to provide more opportunities for language minority and language majority children than are traditionally available in mainstream schools, enabling both groups to participate and achieve equally at school.

The final chapter looks beyond Oyster Bilingual school to what happens when students leave Oyster and what the program's goals are for other levels of society. ED English Unassailable but Unattainable: Alexander, Neville Publication Date: July Available from: Individual papers available online at http: This paper considers the concept of English as a global language in the context of South African educational policy.

The paper first notes that the richer a country is the more possible it is for the rulers to take the social costs of language policy into account, i. It points out that for reasons that have to do with the modalities of colonial oppression in the 19th and 20th centuries, it seemed as though every newly independent African state was doomed to take the same language policy detour by accepting in practice the primacy of the ex-colonial language. It also discusses the existence of what has been called the "ESL industry" and its marginalizing effects on the African languages and the consequent disempowerment of the speakers of those languages.

The paper then concentrates on the new language policy in education in South Africa and discusses the dilemmas and the problems to which this has given rise.

It states that the most important features of the policy in regard to language medium is its commitment to an additive bilingualism approach as the desirable norm in all South African schools. The paper discusses the implications of this policy in detail. ED Language Policy and Pedagogy: Essays in Honor of A. Chapter titles include the following: Fishman ; "The Way Ahead: Assessing Supply and Demand" Gilbert W.

Merkx ; "System III: Jorden ; "Performed Culture: Ginsberg and Laura Miller. References are found at the end of each chapter. A subject index is included. Quarterly Review of Education, v14 n1 p It is of prime importance that children begin their education in their mother tongue, as this will provide the optimum conditions for the development of the personality and will improve their social chances. Mother-tongue education is beginning to be accepted in a number of European countries.

Cummins, Jim TESL Canada Journal, v5 n2 p Mar Discusses the relationship between research, theory, and policy in language policy formulation in the context of a "conflict" paradigm. In bilingual programs in the United States and Canada, the sociological context of the debate plays a major role in determining the choice of issues to investigate.

Lickers, Keith TESL Canada Journal, v5 n2 p Mar Supports the theory of language policy formulation in a "conflict" paradigm involving value, resources, and power with a case example of the development of Ontario's Native language policy. Research and theory were applied to policy formulation when there was significant consensus regarding both societal and educational goals.

Language Policy and Social Reproduction

ESL in Quebec Schools. Further research is needed about appropriate teaching methods and appropriate ages for beginning instruction. The sociopolitical context of Quebec must be considered to assign highest priority to developing students' native languages. Language Problems and Language Planning, v12 n1 p Spr Considers the status and corpus planning aspects of three of Peru's Quechua policies in light of the language planning orientations of language-as-problem, language-as-right, and language-as-resource.

God's Own Language Attitudes to Irish, Then and Now

Spolsky, Bernard Journal of Multilingual and Multicultural Development, v10 n2 p Describes several preschool, elementary, and high school Maori immersion and bilingual programs in New Zealand, focusing on how the programs define and establish Maori space in the schools, local and tribal concerns, and the basis for the revitalization of the language. Journal of Multilingual and Multicultural Development, v10 n2 p Draws on sociolinguistic literature and on an ethnographic study of language use and bilingual education in Quechua-speaking rural communities of Puno. Considers the roles of both language planning and the schools in achieving language maintenance for Quechua.

Yau, Man-Siu Journal of Multilingual and Multicultural Development, v10 n4 p Analyzes a language plan proposed by the Hong Kong government to promote Chinese as the medium of instruction in the education system. A brief history of the past language situation is provided, and an outline of the evolution of the proposed plan is highlighted. Report wrong cover image. Describe the connection issue.

SearchWorks Catalog Stanford Libraries. Language policy and social reproduction: Clarendon Press ; New York: Oxford University Press, Physical description xi, p. His analysis is based on a series of language surveys conducted between and The book thus contributes to the development of hypotheses about the fate of linguistic minorities in the modern world This is a first glimmer of the rethinking that needs to be done.

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. Academic Skip to main content.

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