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Language Planning and Social Change
... It is crucial to assess Bamanankan's readiness and determine the necessary steps to improve its written academic standards. Language status planning is concerned with what functions are attributed to the language in the society (Cooper, 1989;Ou et al., 2022), for instance, Bamanankan being one of the official languages in society and education in Mali. Language corpus planning refers to how a society crafts and designs language for various purposes (Cooper, 1989;Petrovic & Majumdar, 2010), like the establishment and selection of a preferential academic lexicon for Bamanankan in instruction. ...
... Language status planning is concerned with what functions are attributed to the language in the society (Cooper, 1989;Ou et al., 2022), for instance, Bamanankan being one of the official languages in society and education in Mali. Language corpus planning refers to how a society crafts and designs language for various purposes (Cooper, 1989;Petrovic & Majumdar, 2010), like the establishment and selection of a preferential academic lexicon for Bamanankan in instruction. Language acquisition planning deals with ways and means to help learners achieve proficiency in LoI(s) (Cooper, 1989(Cooper, , 2019Ou et al., 2022), as the Bamanankan-French dilemma in Malian primary education. ...
... Language corpus planning refers to how a society crafts and designs language for various purposes (Cooper, 1989;Petrovic & Majumdar, 2010), like the establishment and selection of a preferential academic lexicon for Bamanankan in instruction. Language acquisition planning deals with ways and means to help learners achieve proficiency in LoI(s) (Cooper, 1989(Cooper, , 2019Ou et al., 2022), as the Bamanankan-French dilemma in Malian primary education. Design finally indicates how such plans are implemented on a classroom basis (Donley, 2022;Vogel & García, 2017). ...
In many educational contexts, people’s own language is kept out of school walls and bartered for another. This work is part of decolonization and postcolonialism dynamics, specifically through the empowerment attempt of mother tongues in education. Translanguaging, a state-of-the-art, multidisciplinary theory related to bilingualism and multilingualism, assisted in
framing this work, especially translanguaging pedagogy. Our qualitative study aimed to explore the challenges of incorporating local languages, especially Bamanankan, into primary education in Mali. To investigate the phenomenon, we conducted in-depth interviews and focus group discussions with 16 Malian primary teachers. It was found that mother-tongue- mediated instruction – as teachers perceive it – helps learners learn faster and increases their motivation and engagement. Teachers also believe that L1-driven pedagogy can guarantee quality instruction and preserve
a country’s linguistic and socio-cultural identity in education. Moreover, our study identified several factors impeding the use of African languages like Bamanankan in instruction, as synthesized from teachers’ experiences. These included society’s fear of L1 integration in education due to previous unsuccessful attempts, poorly prepared languages like Bamanankan for academic and classroom usage, blurred policy, and paucity of teachers’
training. Using translanguaging pedagogy, we developed a policy-action framework in an attempt to improve sustainably L1-mediated learning for primary graders grounded in teachers’ opinions. The identification of a robust LoI policy, availability of resources, teachers’ high-quality training, and collaborative work among key actors – as per teachers’ view – can leverage mother-tongue-based schooling and society’s culture in education.
... These policies concern language planning that Kloss (Cited in Cobarrubias, 1983, p. 42) divided into corpus planning and status planning. Corpus planning is an internal function about creating new forms, modifying old forms or selecting alternative forms of a language be it in phonology, morphology, syntax or lexis (Cooper, 1989) while status planning is an external function about authoritative decisions to maintain, extend or restrict the range of uses of a language (Cooper, 1989). Both corpus planning and status planning are intertwined as seen in Haugen's (1983) Revised Model [See Table 1]. ...
... These policies concern language planning that Kloss (Cited in Cobarrubias, 1983, p. 42) divided into corpus planning and status planning. Corpus planning is an internal function about creating new forms, modifying old forms or selecting alternative forms of a language be it in phonology, morphology, syntax or lexis (Cooper, 1989) while status planning is an external function about authoritative decisions to maintain, extend or restrict the range of uses of a language (Cooper, 1989). Both corpus planning and status planning are intertwined as seen in Haugen's (1983) Revised Model [See Table 1]. ...
... Each was used when the need was there. This Revised Model is apt for the Malaysian scenario as it proves corpus planning and status planning are linked and cannot be separated from each other as said by Cooper (1989). Besides that, Malay has received more corpus planning and status planning as it was in a low position while English was in a high position. ...
... Η θεωρητική βάση της παρούσας διατριβής δοµείται γύρω από τις γλωσσικές πολιτικές που αφορούν την προώθηση µιας γλώσσας ως γλώσσας διεθνούς επικοινωνίας, εντός του γενικότερου πλαισίου των γλωσσικών πολιτικών εκµάθησης [acquisition learning]. Η ανάλυση της λειτουργίας του ΥΕΕ έγινε µε βάση το περιγραφικό µοντέλο του Cooper (1989), ενώ ειδικότερα σε ό,τι αφορά τα µέσα που χρησιµοποιούνται στα παραρτήµατα του ΥΕΕ για τη διδασκαλία της τουρκικής λαµβάνονται παράλληλα υπόψη σύγχρονες εξελίξεις στο πεδίο της ξενοδιδακτικής, και ειδικότερα της διδασκαλίας της τουρκικής ως ξένης γλώσσας. Πιο αναλυτικά, η παρούσα εργασία διαρθρώνεται σε δύο µέρη και σε έξι κεφάλαια, ως εξής: πολιτικής και του γλωσσικού προγραµµατισµού (ΓΠΓΠ) και διασαφηνίζονται βασικές έννοιες και όροι. ...
... Πιο αναλυτικά, η παρούσα εργασία διαρθρώνεται σε δύο µέρη και σε έξι κεφάλαια, ως εξής: πολιτικής και του γλωσσικού προγραµµατισµού (ΓΠΓΠ) και διασαφηνίζονται βασικές έννοιες και όροι. Στη συνέχεια, παρουσιάζονται οι παράµετροι του γλωσσικού προγραµµατισµού, όπως περιγράφονται στο µοντέλο του Cooper (1989), το οποίο υιοθετεί η παρούσα έρευνα. Συζητώνται οι πολιτικές γλωσσικής διάδοσης, τα χαρακτηριστικά των γλωσσών διεθνούς επικοινωνίας, η λειτουργία των µορφωτικών ινστιτούτων που τις προωθούν. ...
... Στο τρίτο κεφάλαιο γίνεται αναλυτική παρουσίαση του Ινστιτούτου Yunus Emre (ΥΕΕ) ακολουθώντας τις οκτώ παραµέτρους του γλωσσικού προγραµµατισµού του µοντέλου Cooper (1989). ...
Η παρούσα διατριβή, υιοθετώντας μια διεπιστημονική οπτική, εντάσσεται στα πεδία της γλωσσικής πολιτικής/γλωσσικού προγραμματισμού (ΓΠΓΠ) και της διδακτική της ξένης γλώσσας, αντλώντας συγχρόνως στοιχεία από τις διεθνείς σχέσεις. Aσχολείται συγκεκριμένα με τη γλωσσική πολιτική που ασκεί η Τουρκία για την προώθηση της τουρκικής ως γλώσσας διεθνούς επικοινωνίας, μέσα από τη συστηματική διδασκαλίας της ως ξένης γλώσσας σε παραρτήματα του Ινστιτούτου Yunus Emre (ΥΕΕ). Ακολουθώντας ανάλογη πρακτική άλλων χωρών, η τουρκική κυβέρνηση προχώρησε το 2007 στην ίδρυση του μορφωτικού αυτού ινστιτούτου, που κατά το τρέχον έτος αριθμεί 88 παραρτήματα σε 66 χώρες, αποδεικτικό τεκμήριο της ολοένα αυξανόμενης ζήτησης για τουρκομάθεια στην περιοχή της ΝΑ Μεσογείου αλλά και ευρύτερα. Στη διατριβή το ΥΕΕ αναλύεται ως βασικός δρων ΓΠΓΠ της Τουρκίας για τη διάδοση της τουρκικής γλώσσας στο εξωτερικό. Παράλληλα, εξετάζεται η ευρύτερη λειτουργία του ως δρώντα πολιτιστικής διπλωματίας, στο πλαίσιο των στρατηγικών ήπιας ισχύος της Τουρκίας. Πέραν της ανάλυσης του κεντρικού σχεδιασμού από πλευράς ΥΕΕ, διεξήχθη πρωτογενής ποσοτική έρευνα με δομημένα ερωτηματολόγια σε δύο φάσεις, προκειμένου να διερευνηθούν οι απόψεις των ατόμων που μαθαίνουν τα τουρκικά ως ξένη γλώσσα σε παραρτήματα του ΥΕΕ, τα κίνητρά και οι στάσεις τους απέναντι στην τουρκική γλώσσα και τη διδασκαλία της, καθώς κι απέναντι στην Τουρκία. Ως χώρες μελέτης επιλέγησαν η Βοσνία-Ερζεγοβίνη, η Αλβανία, η Αίγυπτος και ο Λίβανος.Από την ανάλυση και στατιστική επεξεργασία των δεδομένων προκύπτουν χρήσιμα συμπεράσματα σχετικά με τους λόγους που ώθησαν τους/τις ερωτώμενους/ες να παρακολουθήσουν μαθήματα τουρκικής, μέσα από τον εντοπισμό κοινών στοιχείων αλλά και διαφοροποιήσεων ανά χώρα. Σε κάθε περίπτωση, η ύπαρξη του ίδιου του ΥΕΕ αναγνωρίζεται ως σημαντικό κίνητρο για την επιλογή τους, καταδεικνύοντας έτσι τη σημαντική συμβολή του στην προώθηση της τουρκικής ως διεθνούς γλώσσας επικοινωνίας και την αύξηση της δημοφιλίας της στην περιοχή της ΝΑ Μεσογείου όπου η Τουρκία αποτελεί σημαντικό γεωπολιτικό παράγοντα. Αν και δεν είναι εύκολο να διαγνωστεί εάν αυτή καθαυτή η συνολική λειτουργία του ΥΕΕ συμβάλλει στη διαμόρφωση θετικών αντιλήψεων για την τουρκική γλώσσα, τον τουρκικό πολιτισμό και την εικόνα της Τουρκίας στο εξωτερικό, ή οι στάσεις αυτές προϋπήρχαν σε σημαντικό βαθμό της επιλογής φοίτησης στο ΥΕΕ, γεγονός παραμένει ότι μέσω της πολυεπίπεδης δράσης του Ινστιτούτου προωθούνται αποτελεσματικά στρατηγικές ήπιας ισχύος της Τουρκίας όπως η πολιτιστική διπλωματία.
... II. LITERATURE REVIEW Haugen (1959) developed the term language planning. Language planning refers to explicit attempts that target influencing the linguistic behavior of others (Cooper, 1989 acquisition planning. Acquisition planning that was created by Cooper (1989) concentrates on the expansion of the number of speakers of languages (Ferguson, 2006). ...
... Language planning refers to explicit attempts that target influencing the linguistic behavior of others (Cooper, 1989 acquisition planning. Acquisition planning that was created by Cooper (1989) concentrates on the expansion of the number of speakers of languages (Ferguson, 2006). ...
... As a result, LEP is considered a branch of language policy (Paulston & Heidemann, 2006). For example, language planning uses the educational system to introduce new languages (Cooper, 1989). As a result, acquisition planning has been renamed as LEP (Shohamy, 2006). ...
This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals.
... 'modern' society (Cooper, 1989). As knowledge and technology advance, Wolff (2000) underlines the significance of creating a lexicon for the commercial, professional, and scientific realms. ...
... The third aspect of language planning is acquisition planning. Cooper (1989) views acquisition planning as coordinated efforts of advancing language learning. It is an attempt of expanding language use through methods, like producing newspapers, utilizing news broadcasts, and creating simplified literature for second language learners. ...
... It is an attempt of expanding language use through methods, like producing newspapers, utilizing news broadcasts, and creating simplified literature for second language learners. The sociolinguistic phenomenon targets the spread of languages, expansion of their uses, and the increase in the number of their users (Cooper, 1989). ...
The present study attempted to describe lexical enrichment in one of the Highland East Cushitic languages, Hadiyyisa. Instructors from Wachemo University and Hossana College of Teachers Education took part in this study. The data was collected and analyzed using a qualitative methodology. The main tool for data gathering was document analysis, though key informant interviews and questionnaires were used in complementing the former. The findings showed that language-internal and external resources were extensively employed as strategies of lexical enrichment in Hadiyyisa. For lexical enrichment in the language, semantic transfer and compounding were the most common methods, whereas abbreviation and blending were less common. When it comes to language-external means, borrowing and loan translation were the most productive ways of enrichment in Hadiyyisa. Hadiyyisa did not have unmodified borrowing since the language borrowed terms with adaptations. Hadiyyisa relied on foreign languages such as English, Arabic, French, and Italian for source languages rather than Ethiopian languages, including related Cushitic languages. The majority of the European loanwords entered Hadiyyisa via Amharic, and the loan translations in Hadiyyisa came from English and Amharic as source languages. It is imperative that unnecessary borrowings should be avoided and native Hadiyya words should be substituted in relation to lexical expansion. Furthermore, standardization is in order for the observed concurrent use of loanwords and their native counterparts in Hadiyyisa.
... 1. Implementar programas de revitalización lingüística que integren el desarrollo de competencias comunicativas con estrategias para fomentar actitudes positivas hacia el quechua. Estos programas deberían basarse en el modelo de planificación lingüística de Cooper (1989), abordando simultáneamente la planificación de estatus, corpus y adquisición del quechua. ...
... -Estos programas deben basarse en el modelo de planificación lingüística de Cooper (1989), considerando la planificación de estatus, corpus y adquisición. ...
... The notion of language policy had already been broadly analysed by linguists and sociolinguists four decades earlier. The concept of language policy was defined inter alia by Lubaś (1975Lubaś ( , 1977, Cooper (1989), Kaplan and Baldauf (1997), Gajda (1999), Bochmann, Szépe and Derényi (1999), Pisarek (1999), Ricento (2000) and Pawłowski (2006). Lubaś defined language policy as a deliberate activity of institutions and individuals (scientists, artists, politicians) which is planned in advance in order to bring positive social effects in all areas in which human speech plays a significant communicative role (Lubaś 2009: 35-39). ...
... Lubaś defined language policy as a deliberate activity of institutions and individuals (scientists, artists, politicians) which is planned in advance in order to bring positive social effects in all areas in which human speech plays a significant communicative role (Lubaś 2009: 35-39). For Cooper (1989), language policy meant as much as traditional language planning, aimed at correct and smooth communication in a community or society. The same view was later shared by Pawłowski (2006). ...
... Trinick et al., added that since 1950s-1960s, when the field of language planning first emerged, the terms language policy and language planning have been interpreted and defined in various ways, and used "synonymously or in tandem" in a range of literature. Also, both language policy and language planning have often been referred to as the same idea in research literature (Cooper, 1989;Haarmann, 1990;Kaplan & Baldauf, 1997;Tollefson, 2016). Romaine (2021) also argued that the boundaries between language policy and language planning are also difficult to recognise, as the terms sometimes are referred to as synonymous. ...
... Social context and situation vary, and the aims and outcomes of language planning can be influenced by the diversity in ethnic, linguistic, and political situations (Ricento, 2000). Four kinds of LPP activities have been identified in research literature: corpus planning, status planning, acquisition planning, and prestige planning (e.g., Kaplan and Baldauf, 1997;Cooper, 1989). It is important to note that as corpus planning and status planning tasks are undertaken by governments, these can be politically motivated (Darquennes, 2013;Trinnick et al., 2020). ...
Language policies are important and are imposed on minority languages around the world. Discussion about the effectiveness and morality of these policies can be found through scholarly articles and journals, and through the media. The purpose of this paper is to discuss whether it is moral to apply language policies that do not consider the linguistic diversity and linguistic rights of minority languages. In addition, this paper further explores the historical backgrounds of said policies, as well as present day policies and to analyse their virtue. Furthermore, this paper provides several recommendations to ensure linguistic diversity and that linguistic rights are preserved. The paper concludes with the argument that only ethical approaches to language planning by governments can ensure minority and Indigenous linguistic rights whilst also guaranteeing linguistic diversity in the world.
... As complex as language planning is, Cooper (1989) classified language planning into three distinct domains: acquisition planning, corpus planning and status planning. Drawing from Cooper (1989), Hornberger (2006:6) conceptualised these domains thus: status planning pertains to the distribution of functions of languages or literacies within a specific speech community; corpus planning concerns itself with the sufficiency of the form or structure of languages or literacies; and acquisition planning attempts to impact the allocation of users or the distribution of languages or literacies through the creation or enhancement of learning opportunities or incentives, or both. ...
... As complex as language planning is, Cooper (1989) classified language planning into three distinct domains: acquisition planning, corpus planning and status planning. Drawing from Cooper (1989), Hornberger (2006:6) conceptualised these domains thus: status planning pertains to the distribution of functions of languages or literacies within a specific speech community; corpus planning concerns itself with the sufficiency of the form or structure of languages or literacies; and acquisition planning attempts to impact the allocation of users or the distribution of languages or literacies through the creation or enhancement of learning opportunities or incentives, or both. Furthermore, Ndimande-Hlongwa (2010:210) defines acquisition planning as 'organised efforts to promote the learning of a language'. ...
This study aimed to investigate and propose a pragmatic approach in the adaptation of English terminologies for scientific purposes into Northern Sotho. This is necessary because of the lack of terminologies to describe and define scientific phenomena in the language. Languages are constantly evolving, and speakers drive their evolution. The study aimed to overcome the scientific terminology development challenge for Northern Sotho by analysing existing data and using corpus linguistics as a method. The Multilingual Natural Science and Technology Dictionary Grade 4–6 (2013) was used to provide illustrative examples and clarify linguistic complexities in scientific terminology. The study revealed the complexity of the linguistic adaptation of Northern Sotho and the challenges and pitfalls linked to the integration of borrowed English terminology into academic discourse, encompassing apprehensions concerning accuracy, clarity and cultural appropriateness. Furthermore, the findings indicated that the puristic term adaptation approach tends to be perplexing.Contribution: This study contributes to the intellectualisation and revitalisation of Northern Sotho by enhancing the language and equipping its speakers to engage more efficiently in scientific contexts, illuminating intricacies and potential misrepresentations inherent in the process of adaptation. Moreover, the research underscored the significance of employing adaptation strategies that are suitable for the Northern Sotho context and are consistent with linguistic patterns and semantics.
... What are the factors that either sustain the colonial model of language policy or contribute to decolonize the language policy in case of Tamazight? Elites monopolize the production of profit and its unequal distribution/ excolonial languages "symbols are created not by legislation but by history" (Cooper, 1989) Can two languages serve the same function? ...
In the last two decades, Morocco has witnessed a transition from a monolingual form of language policy to a multilingual one. The former language policy insisted on consolidating Arabic by de jure as the sole official language dominating the public sphere and being used as the main medium of instruction particularly in elementary and secondary levels of education. However, the latter allowed other languages, namely Tamazight, to gain official recognition and move from the status of a mere set of dialects into a standard language. This new situation is a clear instantiation of the apparent change characterizing language polices in Morocco in the recent years and an attempt to do away with the colonial or the European model of language policy (Ricento, 2000) employed by the state after the idendepence. This paper purports to critically analyze the official recognition of Tamazight in Morocco. It mainly tries to bring to the fore the prospects offered by the new policy and the factors leading to its adoption. In pursuance of this objective, the paper seeks to answer three focal objectives. First, does the transition in Morocco from a monolingual language policy to a multilingual one really contribute in upgrading the status and revival of Tamazight in Morocco? Second, to what extent does official status of Tamazight manage to get rid of the remnants of colonial unimodel of language policy? Third, what are the factors that either sustain the colonial model of language policy or contribute to decolonize the language policy in case of Tamazight? For answering these questions, the paper adopts a qualitative approach. The paper selects The National of Education and Training (2000), the Constitution (2011), and the Organic Law 26/16 as they are the main official language policy documents released in the period after adoption of the new policy. the focus is to see how these documents envisions the transition in Morocco from a monolingual to a multilingual language policy and how this transition is reflected either positively or negatively in the current official status of Tamazight. Among the insights drawn from this paper is the point that trends of the monolingual language policy persist a lot in case of Tamazight and that the transition of the state from a colonial model to a decolonized and more inclusive one is challenged and blocked by various factors.
... Language Policy and Planning (LPP) is among the most prominent areas of sociolinguistic research. Linguistic planning refers to deliberate efforts aimed at influencing individuals' behavior regarding the acquisition, use, or status of linguistic codes (Cooper, 1989). Fishman (1972) identifies four primary dimensions of linguistic planning: status planning (the position of a language in society), corpus planning (the structure and form of a language), language-in-education planning (teaching), and prestige planning (image). ...
This article introduces a pioneering concept in the field of language promotion: language branding. Branding mechanisms offer a novel framework for modernizing and enhancing linguistic planning efforts. Drawing on brand analysis theories from the commercial domain, this study develops a methodology to assess the brand image of languages. Addressing brand image is essential, as the construction of a language's brand can significantly influence speaker preferences. The research presents the first applied case by analyzing the brand image of the Basque language, a minority language supported by an organized revitalization movement with both institutional and grassroots backing. The study employs an innovative methodology rooted in branding literature, adapting it to the linguistic field through a combination of qualitative exploratory methods (focus groups) and quantitative brand measurement techniques (surveys). The Basque language brand is evaluated across several hierarchical dimensions: awareness, associations, attitudes, attachment, and activity. The results reveal that Basque enjoys a high level of emotional attachment among speakers. However, its brand associations remain heavily tied to a symbolic and mythical traditional imagery, which limits its perception as a practical tool for everyday communication.
... Although scholars specialising in the entwined processes of language policy and planning are often quick to point out the illusory in attempting to determine the precise boundary or the exact nature of the relationship between language policy and language planning (Hornberger, 2006, pp. 24-25;Wardhaugh & Fuller, 2015, p. 368), it suffices for the purposes of this study to consider the two from a synthesised standpoint that can be formulated from Cooper (1989) and Lo Bianco (2010) as follows: Language planning refers to any deliberate efforts or activities by society to influence language. The intended influence may be focussed on attitudes and behaviour towards language. ...
... As a result, English was adopted into education systems all over the world, including in historically monolingual nations like the Middle East, Far East, and various European countries, with the goal of offering interconnectedness in such sectors. Formal foreign language instruction based on scientific learning theories began during and after WWII, with important innovations in language teaching, and was followed by subsequent advancements in the 1970s and 1980s (Cooper, 1989;Yule, 2016). ...
... Education policy in general and language policy in particular are, thus, just one facet of the continuing struggle for power within society. One needs only ask Cooper"s question "who plans what for whom and how?" (Cooper, 1989) to start acknowledging the power struggle immanent in educational and linguistic policy. Hence, education policy is another social terrain in which opposing social actors each has some vested interest and, accordingly, seeks to control how school is defined and the goals it should aspire for. ...
In the contemporary educational milieu, the conspicuous sway of 'neoliberal reason' is unmistakable. It is undeniable that neoliberalism increasingly shapes global as well as national educational systems. Morocco, driven by legitimate economic aspirations, has not been immune to the infiltration of neoliberal ideologies into its educational discourse. Based on qualitative data, this study posits that neoliberal discourse has effectively 'colonized' Moroccan educational and linguistic policies and has succeeded to a large extent in making them align with dominant neoliberal market principles. Employing corpus-assisted critical discourse analysis (CACDA), the paper examines the interdiscursive relationships between neoliberalism and the official educational and linguistic policies in the Moroccan context. The findings showed that the neoliberal discourse in Morocco commodified education, perpetuated linguistic hierarchies favouring foreign languages, and subtly advanced a covert vocationalization policy as evident in more recent educational reforms. Based on these results, this study draws attention to the profound influence of neoliberalism in reshaping the educational agenda within the Moroccan education system and highlights some of the systemic inequalities resulting therefrom.
... Fishman (1991) introduced the Reversing Language Shift (RLS) model to analyze intergenerational language shift within multilingual environment, and applied the examples of preserving French in Quebec and Catalan in Autonomous Catalonia to highlight the critical effect of family management efforts in addressing language decline. Cooper (1989) advocated to include families in language planning research, arguing that their language management was essential for the mechanisms of language maintenance and shift. These early studies highlighted family's central role in language development, and fostered increased attention to the intricacies especially in multilingual environments. ...
Amidst the rapid processes of industrialization and globalization, the interplay between minority and majority languages has garnered increasing attention, highlighting concerns surrounding linguistic diversity and the efficacious enactment of language policies. This study delves into the intricacies of language planning within the familial domain, specifically scrutinizing Chaoshan families in the Chaoshan region as pivotal arenas for nurturing the enduring vitality of Teochew. Employing a methodological approach integrating family visits, interaction recordings, and interviews, this study probes the dynamics of family language policies and individuals’ perceptions vis-à-vis the nexus between linguistic practices and identity formation, with particular emphasis on intergenerational transmission. The results highlight that although Teochew continues to be actively used in family conversations and is closely linked to local identity formation, it is gradually losing ground among younger generations. This decline in passing down the dialect from one generation to the next is noticeable and poses a challenge to its long-term continuity. These insights indicate potential challenges to the sustained perpetuation of Teochew, warranting concerted societal and individual endeavors to safeguard its status as a cherished linguistic asset. The study underscores the importance of societal and individual efforts in preserving Teochew as a valuable linguistic resource.
... This aspect may be linked with the symbolic aspect of language, which may promote social cohesion and allow people to share (or perceive to share) a common culture and/or history (Anderson 2006). Along this vein, Cooper (1989) noted that "[l]anguage, of course, can not only be fashioned into a supreme symbol of the common destiny, it can be manipulated to help create the perception of a common destiny" (p. 86). 5 Language ideologies connect these different aspects of language into a more coherent set of beliefs, values and/or conceptualizations. ...
In 1927, the nascent Turkish Republic engaged in its first endeavor as a nation-state to systematically account for all its citizens. Included on this census were a number of different attributes the Turkish government wanted to know about its citizenry, including language. In the Turkish context, examining the language categories on the census between 1927 and 1965 and how – they changed over time – provides insight into how the new republic was imagining its citizenry (and by extension, itself). The dynamic nature of the language categories not only reflected an ambiguity that the nascent nation-state had regarding what constituted salient ethnolinguistic category for governing purposes, it also reflected the realization and subsequent politicization of minoritized populations over time. After examining the history of the development of the Turkish census, the article outlines the use of running records like censuses to provide insight into how state apparatuses were creating taxonomies to realize (or visualize) its citizenry and the value of utilizing such unobtrusive measures in Durkheimian social facts such as those who are “Us” and those who are “Other”. This article then situates the census data in its geographical context and demonstrates how the delineation of historic parts of the country that were settled by non-Turkish communities were ones that were then later demarcated into smaller administrative borders, allowing for closer government and military oversight. While this article is an exploratory case study of the Turkish census as part of its state building process, I contend that looking at how language categories were used in the 1927–1965 censuses provides insight into the nature of the Turkish government’s imaginings regarding its citizenry. In particular, the use of language data as a proxy for ethnicity was concomitant with processes of internal border demarcation that was taking place to increase government oversight in particular non-Turkish contexts, resulting in a “new” form of minoritization and marginalization in the Turkish Republic.
... Accordingly, this study hypothesizes that the dialects of Qassim and Northern regions will show a linguistic shift towards the Central Najdi dialect. This hypothesis will be tested through the assessment of social attitudes using the verbal-guise test (discussed in details below), an adaptation of the matched-guise technique initially introduced by Lambert et al. (1960) and further developed by Cooper (1975) to measure implicit language attitudes. ...
This study examines the social attitudes towards the Central Najdi dialect among speakers of other Najdi dialects, i.e., Qassimi and Northern dialect. The Central dialect, spoken in the capital city of Riyadh, which has the largest population in the kingdom, is considered representative of Saudi Arabic. Based on the gravity model (Trudgill, 1974), it is hypothesized that other Najdi dialects will gravitate towards the dialect of Central Najd. The social attitudes towards the Central dialect will be assessed using the indirect method known as the verbal-guise test. The test measures individuals' implicit attitudes towards a dialect or a language. Participants listen to authentic short speech excerpts from each of the dialects understudy and rate each speaker based on selected status and solidarity traits. Findings indicate that the Central Najdi dialect is perceived more favorably in terms of status traits such as being civilized, educated, and open-minded compared to Qassimi and Northern dialect.
... The ruling elite are the ones who are responsible for this responsibility, and as a result, it is completely influenced by the interests that they believe to be important. According to Cooper (1989), these interests may include the consolidation and perpetuation of their authority, the facilitation of the elite's access to key positions, the promotion of modernization and nation-building, and the goal to create a unified nation-state out of a variety of ethnic groupings. The purpose of this study is to investigate the ongoing debate that is taking place in Pakistan over the medium of instruction, notably in the sphere of politics, with a particular emphasis on ethnic factors. ...
Punjabi, Pashto, Sindhi, Siraiki, and Baluchi are Pakistan's main languages. Although Urdu is the national language, English is still spoken in significant areas like higher bureaucracy and the armed forces officer corps, a remnant of British colonialism. This manuscript examines Pakistan's language medium dispute regarding English-only schooling for the privileged before partition. An English-educated Anglicized elite was expected to maintain British rule in their own interests, strengthening the empire. Thus, most provinces taught the masses in Urdu, save Sind, where Sindhi was used. This method produced a cost-effective subordinate workforce. In modern Pakistan, the elite attend exclusive English-medium schools, whereas most other schools, especially in metropolitan Sind, have a large Urdu population and teach in Urdu. The indigenously educated proto-elite, mostly Urdu-trained, opposes this duality and wants Urdu as the medium of education. Their argument is that such a transition will help them rise in power, countering the current preference for English education.
... Ayon kay Cooper (1989), ang pagkatuto ay nangangailangan ng pag-unawa sa mga mahahalagang diwa na napapaloob sa bawat impormasyon upang ito'y magamit sa paglutas ng mga problema sa hinaharap. Hindi natatapos sa teorya ang pagsisiyasat, sapagkat ito'y patuloy na proseso ng pag-alam. ...
... The Constitution of the Republic of Botswana (1966) alludes to the issue of English in Article 61 which details the language requirement to be eligible for elections to the National Assembly but does not give an official status to the language. Nevertheless, according to Cooper (1989), a language can acquire the official status if it is used by the government when offering its services. In other words, the official language of a country can be defined as a working language. ...
... Scholars, such as Cooper (1989), have supported language planning concepts. Language planning can be regarded as a body of ideas and regulations, changed rules, convictions and practices aimed at changing the language use in a given community or several communities (Kaplan and Baldauf, 1997, p. 3). ...
Education is the bedrock of development economically, politically, socially and culturally. It is an eye opener via which skills are developed, guarded and utilised to better the advancement of the human socio-cultural settings. Over the years, there has been global yearning towards child education right. Although, this has been greatly addressed in the advanced polities, developing economies have faced setbacks in relation to education policy; its formation and implementation. This paper interrogates Soviet Russia's education policy; showcasing leadership relevance as actor and implication on education policy direction among developing African countries, especially Nigeria. Constructivism was adopted as the framework while the interpretive design was used. Data were sourced through primary and secondary sources. Archival materials, journal articles, books and internet materials were used. Data were subjected to content analysis. The study unraveled the significance of education policy in the Soviet Russia. Vladimir Lenin, the forerunner of the Bolshevik Revolution, saw the need for literacy amidst the vast populace of the newly formed Russia under the umbrella of the Union of Soviet Socialist Republics (USSR). To enhance overall impactful governance, policies were tailored towards making every Soviet citizen literate. Nigeria over time has embarked on various education policies. Importantly, efforts have been espoused towards making education a free possession of citizenry, particularly, every Nigerian child. As the Soviet Russia served a template for promotion of literacy amidst the divergent cultural heritages, a multicultural setting like Nigeria stands a good chance of addressing illiteracy, lending credence to the Soviet Russia education policy.
Keywords: Education Policy, Soviet Russia, Language in Education, Nigeria, literacy
... Standardised Frisian is codified in dictionaries, grammar books, and teaching materials (see Hilton et al. 2020 for more detail). 3 Much effort has been invested in acquisition planning-that is, measures to promote knowledge of the language (Cooper 1989). Fryslân's strategy to encourage intergenerational transmission is exemplified by the 'taalkado' (language gift): a box parents receive when they register their newborns, which contains practical items to promote children's Frisian acquisition alongside information to support the parents. ...
Language planners are increasingly aware of the importance of new speakers (individuals acquiring a language outside the home, typically later-on in life) for the revitalisation of minority languages. Yet, little is known about new speakers’ activation (the process by which they become active and habitual minority language users). This article presents a questionnaire-based investigation of new speakers’ (n = 264) use of West Frisian in Fryslân, Netherlands—and the role traditional speakers play in new speakers’ activation. Qualitative and quantitative data show that participants use West Frisian only rarely; and when they do use it, it is mainly in the classroom. Minority language interactions outside the classroom, with traditional speakers, consist mostly of a few tokenistic words or phrases. The findings show to what extent different behaviours by traditional speakers discourage and/or encourage new speakers’ minority language use, highlighting how the complex dynamics between the speaker groups are hindering revitalisation efforts. The article discusses the implications of these findings for language planning to promote the activation of new speakers, and thereby the revitalisation of West Frisian.
... Nevertheless, inclusive language is more socially accepted when it is backed by official guidelines and protocols (Cooper, 1989). As such, the relationship between policymaking and social change is interrelated and unidirectional (Alvanoudi, 2020). ...
Language is important in health policy development. Policy changes in Australia to increase cervical screening offers a timely case example to explore the function of inclusive language in health policy. Gender and sexuality diverse people with a cervix have been largely invisible within health promotion programs, which has led to reduced awareness of, and access to, cervical screening. Twenty-eight semi-structured interviews were conducted with 29 key informants between April and October 2022 about the role of inclusive language in cervical screening policy, promotion, and delivery in the context of a national program to promote cervical screening. Three themes were identified from what key informants believed to be the role of inclusive language: (1) the common goal of inclusive language as policy advocacy for broader inclusivity; (2) the inevitable partiality of inclusive language in policy as an opportunity to start conversation; and (3) policy as a bridge between essential but diffuse components of the health sector with multidirectional influences. Inclusive language was seen to operationalise equity in health policy within the broader aim of eliminating cervical cancer among under-screened populations.
... The above mentioned two aspects, cultural communication and language promotion, which are interconnected with each other, constitute vital sources of soft power (Iskhakova, 2021;Repnikova, 2022). Language planning, a multifaceted endeavor that includes status, corpus, education (or acquisition), and prestige planning (Haugen, 1983;Cooper, 1989;Haarmann, 1990), exerts a significant influence on both the dissemination of culture and the promotion of language. In particular, language education planning holds substantial sway in advancing a language, while language prestige planning may amplify the allure of a culture (Noack, 2022). ...
The concept of soft power has engendered lively discourse within the international community. The development of a nation’s soft power frequently hinges on cultural communication and the promotion of language. This manuscript concentrates on Japan as a case study and undertakes an investigation of the methods it has employed to cultivate its soft power. To accomplish this objective, Japan’s strategies for cultural communication and the promotion of the Japanese language are comprehensively examined. From the perspective of language planning, prestige planning of language and culture constitutes a crucial mode of cultural communication, whereas language education planning (or acquisition planning) is the primary method of language promotion. Japan has adeptly disseminated its culture overseas through cultural communication and language promotion. On one hand, it fashions a “cool culture” embodied by anime and manga to augment cultural appeal and amplify national image. On the other hand, it advances the Japanese language abroad by establishing supportive institutions, dispatching experts and volunteers, and creating online teaching materials. Building on Japan, this paper establishes a theoretical framework for the construction of soft power, employing the aforementioned two approaches as valuable guides for research on soft power.
... "Acquisition planning" concentrates on educational issues and involves the decisions made about what language or languages should be (a) the medium of education and/or (b) the subject of education in a community. Cooper (1989) is generally credited with adding "acquisition planning" as a third significant type of language planning. In his proposal, three types of "acquisition planning" are mentioned: second/foreign language teaching, language maintenance (i.e. ...
Sociolinguistic considerations about language learning and teaching
... On the other hand, "status planning" involves the social influence of a language concerning what is proper, correct, or preferred (Wiley & García, 2016). In broader terms, status planning encompasses deliberate efforts aimed at shaping the language codes and behaviors of individuals (Cooper, 1989). Thus, academic journals, by imposing their LPs, hold the authority to influence the linguistic norms and preferences of scholars. ...
Multilingualism in the context of academic publishing involves beliefs and actions manifested through publications in multiple languages. However, a systematic analysis of how academic journals practice multilingualism has been scant. Therefore, the present study analyzed how indexed journals of applied linguistics promote and practice multilingualism following their scopes and language policies (LPs). Initially, 67 journals underwent screening based on their “aims and scope,” resulting in 11 journals that actively promoted multilingualism. Employing a critical discourse analysis (CDA) framework, the main analysis focused on the assumptions embedded within the journals’ LPs. The findings indicated an incongruity between the journals’ stated commitment and their practices of multilingualism. Specifically, all the journals mandated submissions exclusively in English with implicit biases toward native speakerism. The study underscores the need for a collective effort within and beyond the applied linguistics community to address linguistic biases and for more equitable and inclusive academic publishing practices.
... Thanks to R. Cooper, a tendency has been established in the specialised literature to distinguish three types of the corpus planning -graphisation, standardisation, and modernisation (Cooper, 1996). Having analysed the language situation in Croatia after it restored its independence, A Peti-Stantić added one more type of planning to the classification -re-standardisation (repeated standardisation). ...
Background. In Soviet Ukraine, academic discourse often acted as a means of implementing language planning, in particular as a tool for the transformation of the language corpus. All grammar textbooks published after 1933 broadcast the official knowledge: the vocative is not a full-fledged case, but rather a special form of address; morphological means of expressing address in Ukrainian are the “vocative form” and “nominative case.” In the conditions of total control over all areas of social life, Ukrainian linguists were faced with a choice of either 1) look for certain language devices, broadcasting the official theory, which would convince the addressee to believe in the talking points that did not fully comply with the language facts, and then anchor those points in their consciousness; 2) avoid aspects that disagree with the language practice or the logic of academic description; 3) word the findings of their research and observations of the language practice in a way that would not contradict the official theory.Contribution to the research field. The article is dedicated to the analysis of the communication practices used by Ukrainian linguists in the Soviet times to express their academic position, which did not agree with official knowledge. The object of comprehension was a unique for postcolonial societies situation in which the creators of both the official discourse and the alternative discourse opposed to it were the colonised themselves.Purpose. The aim of this research is to analyse ways and means of verbalisation of the alternative academic position held by linguists in the academic discourse of the totalitarian era, based on the materials representing the topics “The Case System” and “Address” in Ukrainian grammar books for higher education, published between 1933–1991.Methods. The research is based on the theoretical and methodological foundations of postcolonial studies, which involve a critical reading of texts that reflect the influence of various forms of authority on the life of subordinate communities. In particular, the theory of critical reading of J. Errimgton’s linguistic works and R. Vodaks’ methodology of discourse-historical approach, which has been adapted for academic discourse analysis, have been applied in this research.Results. Some linguists, who did not share the canonised theory of the vocative, implied their point of view in the official texts they had created (i.e. textbooks for higher education.) On the one hand, they used official terminology and theoretical concepts: they were consistent in naming the vocative case a “vocative form,” and presented two ways of expressing address. On the other hand, the lexical and grammatical structure of their statements levelled the postulates regarding the fact that “vocative is not a case”, and that “the nominative case is used to express address on par with the vocative.” Among the techniques used by the linguists, heavily euphemistic speech in combination with syntactic complication of the structure prevailed, as well as splitting nominations by verbalising the concept with variant naming and violation of logical connections between consecutive statements. Such individual practices of linguistic resistance replicated the practices of the official totalitarian discourse, but with the aim to broadcast the opposite meaning.Discussion. The peculiarity of the alternative academic discourse (in particular, the language education one) of the totalitarian era lies in the fact that it did not directly confront the official theory, but rather occurred within its boundaries. This gives a reason to consider some Ukrainian linguists of the Soviet period as creators of both colonial and anti-colonial discourses.
... Situated within the broader field of language planning and policy (e.g., Cooper, 1989;Spolsky, 2004), a school language policy can be defined as 'an action statement outlining the solutions necessary for addressing the diverse language needs of a school' (May, 1997, p. 229). While they are necessarily influenced by national, macro-level policies, they are intended to address the local, meso-level needs of a specific institution. ...
Language plays a crucial role in education; yet, while issues of language are undoubtedly relevant to all teachers, school‐level language policies, which aim to provide explicit guidance underpinned by a clear set of principles, are too often conspicuous by their absence. In a range of educational contexts around the world it has been found that where such policies do exist, they are frequently fragmented and underpinned by monolingual ideologies that do not reflect the linguistic diversity of schools today. The aim of this study, therefore, is to map the provision of school‐level policies from a representative sample of secondary schools in England (n = 998) and explore the extent to which they address (either implicitly or explicitly) the following dimensions of language: (a) English, both as the language of instruction and in relation to support for English as an additional language (EAL) learners; (b) modern languages in the curriculum; and (c) other home or community languages. Drawing on an ecologically informed approach, where these three dimensions of language are conceptualised as systems, analysis was conducted to identify areas of divergence and (potential for) intersection. Findings suggest that policies relating to languages, where they exist, are largely compartmentalised and tensions emerged between the various systems. However, we also note several promising points of intersection which indicate that there is scope for developing cohesive and holistic languages policies at a whole‐school level.
Until 2022, the names and surnames of persons of non-Lithuanian nationality in the passport of a citizen of the Republic of Lithuania were written in Lithuanian characters. The original form, written in Latin characters, including the letters x, w and q, could be retained by citizens of another state. According to a new law adopted by the Seimas of the Republic of Lithuania in 2022, in certain cases, the names and surnames of citizens of the Republic of Lithuania and their children may be written in Latin characters, including x, w and q, without diacritical marks. There were heated discussions on the so-called issue of the three letters in the media.The study aims to reveal the diversity of views on the Seimas‘ decision and clarify the arguments used to evaluate the law mentioned earlier favourably or unfavourably. The research material is 16 in-depth semi-structured interviews. Respondents are users of social networks, mostly Facebook; all of them are of Lithuanian nationality.A rhetorical communication scheme was used to conduct qualitative content analysis typical of informative argumentative texts. The argumentation research scheme presented by Frans H. van Eemeren and Robert Grootendorst was partly followed, focusing mostly on the main statements and arguments. The work was carried out by identifying logical topic. The research revealed a fairly broad assessment of the law adopted by the Seimas – from very unfavourable to highly supportive. Most of the arguments of the opposing sides are based on the same logical topic: the alphabet, the ability to read, language norms, relations with Poland, integration and self-integration of national minorities, and individual rights. The argumentation of those who disagree with the Seimas decision, in addition to the already mentioned topics common to both sides, encompass the issue of national identity and criticism of the government (attitudes towards the state language and laws).Both sides rely not only on linguistic but also on legal, social, political, geopolitical, and ideological arguments. Based on the insights of the respondents who evaluated this Seimas decision favourably, we could speak about the emotional arguments, characteristic of the opposing side, which have psychological and traumatic aspects associated with polonophobia.The research was conducted from 2020 to 2023 as part of the “Connective digital memory in borderlands: A mixed-methods study of cultural identity, heritage communication and digital curation on social networks” project.
The interplay between international relations and language policy in Morocco illustrates a complex dynamic where geopolitical ties and global influences shape linguistic decisions. Morocco's historical and ongoing relationships with countries such as France, Spain, and the Arab world, alongside its increasing integration into global networks, have significantly impacted its language planning. French and Spanish, legacies of colonial rule, remain prominent in education, business, and diplomacy, while Arabic, in both its Classical and Darija forms, and Tamazight serve as pillars of national identity. The push for English as a global lingua franca further adds to the linguistic mosaic, driven by Morocco's aspirations for broader international engagement. This analysis examines how Morocco's strategic foreign alliances and global ambitions influence its language policies, navigating a balance between preserving cultural heritage, fostering socioeconomic development, and maintaining global competitiveness.
Language officiality is best understood in relation to the specificities of the dynamic spatial-temporal context in which is it situated. While the analysis of present-day language policy can present challenges, historical sociolinguistic research is compounded by the paucity of records, obstacles in accessing key documents and, quite importantly, potential issues of researcher reflexivity. A further dimension of complexity exists given that language policy may be explicitly or implicitly formulated. Instances of ambiguity in policy documents may be potentially strategic, although difficulties exist in locating evidence as to whether such ambiguities may be considered as intentionally strategic by policy makers. With attention to the ideological and discursive dimensions of language policy, this paper investigates the ratification of the 1948 constitutional amendments in Luxembourg – following Nazi-German occupation during World War II – which involved the elimination of named languages from the constitution. This paper examines the ways that (strategic) ambiguity bears similarities to silence in that it may simultaneously constitute an absence and a presence. In historical sociolinguistic research, it is therefore imperative to be aware of the potential limitations of empirical data and to offer equal consideration to the analysis of what is and is not said.
More than one language of instruction can be discerned in the higher education system of the Kurdistan Region. In the colleges and departments of pure and applied sciences, the programmes are taught in English or a mixture of English and Kurdish. However, Kurdish is not yet fully relied on in colleges and departments of humanities and social sciences. That is, in some departments and colleges, it is still assumed that the Arabic language is dominant in the learning process. The main aim of this study is to determine the level of use of Kurdish as a medium of instruction in law departments at Kurdistan Region universities. Additionally, to understand the effects of the Kurdishization of education in the law department on the learning process and to unveil the obstacles facing the process of Kurdishization of programmes and teaching, specialised subjects in the law department at the universities of the Kurdistan Region.
The primary goal of this research is to shed light on the complex terrain of language perspectives and the factors that contribute to the marginalization of Punjabi in Pakistan, a language that is numerically prevalent. This study applied a mixed-methods approach. Used 30 semi-structured interviews, current national census data, and surveys like MICS6. Utilized frameworks of curricularizing language (Valdés, 2019) and racialized language (Rosa, 2019). The research critically investigated Punjabi marginalization and promotion in Pakistan using curricularizing and racializing language theories. Based on 2017-2020 MICS6 statistics, Punjabi is Pakistan's most spoken language since 49% of the population speaks it first. Punjabi dominates daily life but is marginalised in formal and public discourse, raising problems concerning Punjabi speakers' access, social engagement, and marginalization. After rising from 57.08% in 1951 to 38.78% in 2017, Punjabi speakers decreased, emphasizing the need to understand the numerous issues that influence language choices and social views. The poll found socioeconomic inequality, language biases, and inadequate access to high-quality Punjabi-medium education. It revises language regulations, promotes Punjabi in education, media, and public places, and tackles socioeconomic inequities to end Punjabi marginalization and increase Pakistan's linguistic variety. In addition, it highlighted the need to promote Punjabi in public places and media to counteract misconceptions and encourage ethnic pride. The study promotes infrastructure, digital language, and Punjabi education. To dispel prejudices and promote ethnic pride, it emphasizes the necessity of promoting Punjabi in public and in the media. Punjabi culture and language, which this research emphasizes as part of Pakistan's linguistic dynamics, might help create a more welcoming society.
This chapter provides a brief introduction to some key concepts of public policy analysis and adapts them to the study of language policy and planning. The chapter presents language policy as a particular form of public policy that can be studied through the policy cycle model. It focuses on the phases of policy design, implementation and evaluation. Some central components of planning such as programme theory, language policy instruments and indicators are illustrated with examples. The chapter is aimed at both scholars in language policy and planning and decision-makers, and it aims to promote a results-oriented approach to language planning. Questo capitolo fornisce una breve introduzione ad alcuni concetti chiave dell'analisi delle politiche pubbliche e li adatta allo studio della politica e pianificazione linguistica. Il capitolo presenta la politica linguistica come una forma particolare di politica pubblica che può essere studiata attraverso il modello del ciclo delle politiche pubbliche. Si sofferma sulle fasi della programmazione, attuazione e valutazione. Alcune componenti centrali della programmazione come la teoria del programma, gli strumenti di politica linguistica e gli indicatori sono illustrate con degli esempi. Il capitolo è rivolto sia agli studiosi delle politiche linguistiche che ai decisori pubblici, e mira a promuovere un approccio alla pianificazione linguistica orientato ai risultati. Ce chapitre fournit une brève introduction à quelques notions-clés dans le domaine de l'analyse des politiques publiques et les adapte à l'étude de la politique et de l'aménagement linguistiques. On y présente la politique linguistique comme une forme particulière de politique publique qui peut être étudiée à travers le modèle du policy cycle. Il se focalise sur les phases de la programmation, de la mise en oeuvre et de l'évaluation. Quelques composantes centrales dans la programmation comme la théorie du programme, les outils de politique linguistique ainsi que les indicateurs sont présentées à l'aide d'exemples. Le chapitre s'adresse aussi bien aux spécialistes des politiques linguistiques qu'aux décideurs publics, et vise à promouvoir une approche à l'aménagement linguistique orienté vers les résultats.
Di rewşa sosyopolîtîk a Tirkîyeyê de kurd, wek kêmara herî mezin cih digirin û kurdî jî zimanê duyem ê herî berbelav e. Lê plansazîya zimên a madî/gewdeyî û ya statûye li Tirkîyeyê tenê ji bo tirkî hatine meşandin. Di vê konjonktura sîyasî û civakî de kurdî wek zimanekî standart bi pêşve neçûye, heta di gelek qadên jîyanê de kurdî hatîye qedexekirin û astengkirin. Di vî warî de rewşenbîrên kurd, ji bo bilindkirina prestîja zimên û berbelavkirina zimên hewl dane, sazî ava kirine. Ji wan sazîyan yek jê Enstîtuya Kurdî ya Stenbolê ye. Enstîtu, bi xebatên xwe yên wekî; amadekirina ferhengan, amadekirina pirtûkên rêzimana kurdî, lidarxistina kursên xwendin-nivîsîna bi kurdî, çalakîyên parêzvanîya mafên zimanê kurdî derdikeve pêşberî civaka kurd. Lewma me bi vê xebatê xwest ku Enstîtuya Kurdî ya Stenbolê ji alîyê xebatên xwe yên plansazîya zimên a madî, statû û plansazîya wergirtinê binirxînin.
0000-0002-5165-9409 Said Fathi LALITRA Lab, Hassan II in Mohammedia, Morocco Post-modern research has shifted attention in language policy and planning from central decision-making to lower-scale agency. However, there is a paucity of studies assessing the nature and quality of papers about agency in language policy and planning ecology. Considering Preferred Reporting Items for Systematic Reviews and Meta-Analysis, this study examines how language policy scholars approached the agentive roles of local arbiters. All research papers published about agency in language policy and planning across three databases in the last five years were considered for this review. The results indicate that the conceptualization, design, and execution of agency-oriented research are not yet woven into a fully-fledged theoretical fabric.
This article explores the linguistic and sociocultural situation of the Terek Kumyk linguistic community. Data for the study was collected in the fieldwork expedition in August 2023 in the village of Predgornoye (Mozdok district, North Ossetia - Alania). Vitality of Terek Kumyk is assessed through the age dynamics of Kumyk-Russian bilingualism. For seven age groups, their bilingual and sociocultural profiles have been identified. Linguistic generalizations were supplemented by the ethnological evidence demonstrating the role of Kumyk in establishing ethnic identity of the community. The study has demonstrated a relatively high status of Kumyk, with intergenerational transmission being full retained.
Drawing on the methodological framework of nexus analysis and theoretical foundations regarding the reentextualization of language ideologies, this dissertation examines one US university writing center’s language statement as it seeks to decenter English-dominant standard language ideologies and to promote inclusive language practices in the center. In particular, this study highlights how four writing center consultants interpreted and appropriated the statement in diverse ways. Data sources included documents related to onboarding and training, extended semi-structured interviews about consultants’ prior experiences with language difference and consulting practices, audio-recorded observations and field notes of hour-long writing consultations, participant journals, and post-observation reflection interviews. A poststructural, multi-scalar discourse analysis revealed tensions between policy and practice, as well as several profiles of ideological negotiation within the consultants. Discourses valuing competition, excellence, and expertise at the university level came into tension with discourses of relationality and collaboration within the writing center. In response to requests to correct clients’ grammar, consultants developed and revised practices that reentextualized their past experiences with language diversity as well as the center’s policies about
language.
Purpose: The new European school curriculum focuses on innovation, competency-based learning and the integration of technology as ways to increase the quality of education and better prepare students for the challenges of the 21st century. This study investigates the effects of implementation of this curriculum, highlighting its benefits and potential challenges, especially in relation to the standard language. Theoretical Framework: The new European pre-university curriculum is explored in interdisciplinary approach, integrating the latest theories in teaching methodology with language planning and technology. Synthesizing the existing literature serves as a prerequisite for the analysis performed on the empirical research. Methodology: The impact of the implementation of the competence-based curriculum in Albanian school education are analyzed theoretically and empirically, emphasizing the advantages and shortcomings compared to the previous curriculum. Findings: The increase in the quality of school education is evident with the implementation of the new European curriculum, which prioritizes student-centered learning by incorporating technology into different learning scenarios. As shown by international evaluations such as Pisa, slow steps have been made in the national curriculum, which calls for further reforms by the educational authorities. Research Practical and Social Implication: The new national curriculum improves student outcomes and aligns with wider educational goals within the EU, influencing national identity and global social cohesion, which are important research areas. Originality/Value: This study values the competency-based curriculum as a necessity for preparing European students for a globally competitive world, pointing out some areas for improvements.
La perspectiva comparada de l’estandardologia ha estat considerada inherent al
seu naixement i desenvolupament. En aquest context el grup Estandarología
Comparada de las Lenguas de España fa una recerca de l’estandardització del
basc, el català, el gallec i l’espanyol. Aquest article aplica l’objectiu del grup, comparant la definició de estàndard que les acadèmies oficials del català i de l’espanyol
donen en les seves lexicografies i terminografies: serà el motiu de plantejar si les
definicions dels diccionaris oficials constitueixen el concepte amb el qual treballen les acadèmies i quins criteris de comparació sorgeixen del seu acarament.
El primer constatatable és que hi ha una oposició diametral en l’explicitesa
en la definició: la RAE/ASALE no dona cap definició explícita de estàndard.
Pel que fa als criteris de comparació, hem confirmat la hipòtesi que el criteri
més important són els marcs teòrics i metodològics en què es poden inscriure.
La distinció entre centres “inicials· i “posteriors· de codificació acaba no essent
rellevant, ja que tots treballen actualment i tenen moltes interrelacions entre ells.
La comparació de les definicions i els usos d’aquestes acadèmies en els seus “paratextos” (pròlegs, introduccions i documents diversos) en totes dues tradicions
són objecte d’anàlisi a Costa Carreras (en avaluació).
تعتبر اللغة المهرية من اللغات التي بقيت تصارع الزمن مع أخواتها الخمس من اللغات العربية الجنوبية الحديثة او ما يعرف بالإنجليزية Modern South Arabian Languages (MSAL) (وهي السقطرية والجبالية او"الشحرية" والهوبيوتية والحرسوسية والبطحرية)، والمنحدرة أصلا من عائلة اللغات السامية المتفرعة عن عائلة اللغات الإفرو-آسيوية الكبيرة، وهذه اللغات يتحدث بها اقوام في جنوب شبه الجزيرة العربية، لكنها جميعها تصارع من أجل البقاء. وتعتبر اللغة المهرية، وهي كبرى هذه اللغات من حيث رقعة انتشارها وعدد متحدثيها، من أعرق اللغات وأقدمها، حيث تنتشر على رقعة واسعة في شرق اليمن(المهرة) وغرب عمان(ظفار) وجنوب السعودية (جنوب صحراء الربع الخالي).
تواجه اللغة المهرية خطر الفناء بنهاية القرن الحالي، وذلك لعدة أسباب شأنها شأن 50% من لغات العالم البالغ عددها سبعة آلاف لغة وفق أطلس لغات العالم المهددة بالفناء الصادر عن اليونسكو (موسيلي 2010). يعتبر توثيق لغات العالم المهددة بالفناء، ومنها المهرية بالطبع، من المهام الاساسية للحفاظ على هذه اللغات من الانقراض بل إنه تحد كبير ضمن مهام انقاذها والابقاء عليها حية. حيث يعود الفضل في بدايات التوثيق للغة المهرية واخواتها الى جهود الاوربيين وأولهم هو الضابط البريطاني في البحرية، جيمس ويلستد عام 1834 م، ثم تلته بعد مدة طويلة البعثات العلمية اللغوية الاوروبية الى الجنوب العربي، وكانت أولها تلك البعثة النمساوية في العام 1889 م، والمكونة من ثلاثة من اللغويين المتخصصين، والتي تعد نقطة تحول في دراسات اللغات العربية الجنوبية الحديثة. ثم تلاحقت الدراسات كدراسات جونستون 1975 م وما بعدها، وتركيزه على المهرية بالذات. تلت ذلك دراسات سيمون-سنيل ورفاقها الفرنسيين للمهرية مع بدايات الثمانينيات من القرن المنصرم، وغيرها من الاعمال حتى وقتنا هذا.
يسلط البحث الضوء على أهمية الحفاظ على المهرية من خلال التركيز على تكاتف الجهود الرسمية وغير الرسمية ،ومنها اللغوية والاجتماعية وغيرها، فيما يعرف في علم اللغة وعلم اللغة الاجتماعي تحديدا بالتخطيط اللغوي والسياسة اللغوية للمحافظة على اللغة المهرية من الاندثار، حيث يتم من خلال دعم المختصين في علم اللغة وعلم اللغة الاجتماعي وغيرها من العلوم ذات الصلة لوضع آليات علمية للحفاظ على المهرية من خلال تعزيز دورها في حياة المجتمع اللغوي هذا، وحتى في مناهج تعليمها للأجيال وتخصيص حصص لتدريسها لأبناء المهرة في المدارس الابتدائية وغيرها من الاجراءات الرسمية، وضمان تناقلها بين الاجيال القادمة بما يحفظ وجودها كلغة حية مزدهرة بين لغات العالم.
It is possible to observe the emergence of various language forms in response to contemporary social communication needs. The process of standardizing one form of language practice can be discerned through an examination of the social history of the language. Although it cannot be explicitly stated, it is evident that there was a diffusion of 'Siyabasa' intertwined with local mother tongues. This can be substantiated by analyzing the language usage in modern prose works, which indicates a trend toward the standardization of Tamil language usage. During a period when the Tad language form was considered a 'popular' expression and a societal norm, Sidatsangara stands out as a noteworthy instance in which the applied grammatical rules of the Sinhala language were influenced by the standardization of 'Jheka Pryoga' and 'Vyavaharashra.' This influence can be traced back to the poetic works originating from 'Siyabasa.' According to the content of relevant texts, such as the Sidathasagarava compiled by Pathiraja Piruwanpati Thero it offers insights into the scope of the grammar rules and special usages, drawing from secondary sources.
Language plays a critical role in society. In the Soviet Union, Russian language was leveraged as a key strategy to unify the fifteen Soviet Socialist Republics, while also minimizing the function and significance of the titular and indigenous languages. This interdisciplinary study explores changes to the role of Russian language over time in the Kazakh context. Semi-structured interviews with interviewees (N = 9) were conducted investigating three periods: the Soviet era (1940s–1980s), newly-independent (1990s–2000s), present day (2010–2021). Interview data was analysed using qualitative content analysis in the light of Post-Colonial Studies and the notion of Linguistic Imperialism. The results highlight intensive policy measures to enforce Russian during the Soviet Union, resulting in its dominant use and status across society. The interviewees shared views regarding challenges to embed Kazakh language in society in the early post-independence period, citing intentionally passive policies, low-quality pedagogy and perpetuating Russian culture as hindrances to the use of Kazakh, characteristic of post-colonial scenarios. At present (2021), in parallel to the introduction of Kazakhstan’s trilingual (Kazakh, Russian and English) policy, the attitudes towards Kazakh are more favourable. This current trend reflects greater national pride in being Kazakh. Kazakhstan is facing a new era of language use: colonial ties are giving way to globalization which brings increasing emphasis on English. The extent to which Kazakh may claim the status of lingua franca relies on the effective implementation of the trilingual policy and improvements in the education system.
This paper contributes to the recently increasing literature on the role of English as the Academic Lingua Franca (ELFA) in international research publications, and the potential pros and cons this may entail for non-Anglophone scholars in different contexts. While exploring Turkish and Iraqi scholars’ attitudes to English for research publication purposes (ERPP), their research writing challenges, and the strategies they use for successful publication, which are areas still lagging far behind in the current state of research, will be the main focus. Therefore, an online questionnaire was designed in this context to investigate the experience of academicians of different academic ranks across university disciplines in both Turkey and Iraq to address such a research gap. Findings are expected to enrich the field with respect to the presumed relationship between ELFA and ‘linguistic injustice/hegemony’, problems encountered by non-Anglophone scholars in different contexts, and their strategies for successful publication through English.
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