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Language Planning in Theory and Practice
... Pour leur part, Kaplan et Baldauf (1997) proposent un modèle théorique pour le succès de l'aménagement linguistique dans le secteur éducatif. Selon ces chercheurs, une politique linguistique éducative adéquate prend en considération différents aspects d'application, à savoir (1) une politique liée au cursus scolaire ou au programme d'études (Curriculum policy), c'est-à-dire au contenu et à l'organisation de l'enseignement ; (2) une politique associée au personnel (Personnel policy), faisant référence au recrutement des enseignants, à leur formation initiale ou continue afin de maintenir un niveau élevé de compétence et à leur fournir de grandes incitations -récompenses monétaires ; (3) une politique liée aux ressources pédagogiques (Material policy), ayant trait aux méthodes d'enseignement appropriées et à l'adéquation de manuels de cours ; (4) une politique liée à la communauté (Community policy), cherchant à créer une attitude positive générale de la communauté (parents, étudiants, etc.) à l'égard de l'enseignement de la langue choisie ; (5) et une politique d'évaluation (Evaluation policy) qui permet de mesurer l'impact de la politique linguistique dans l'éducation et l'efficacité de la mise en oeuvre de la politique elle-même (Kaplan and Baldauf 1997) ...
... Pour leur part, Kaplan et Baldauf (1997) proposent un modèle théorique pour le succès de l'aménagement linguistique dans le secteur éducatif. Selon ces chercheurs, une politique linguistique éducative adéquate prend en considération différents aspects d'application, à savoir (1) une politique liée au cursus scolaire ou au programme d'études (Curriculum policy), c'est-à-dire au contenu et à l'organisation de l'enseignement ; (2) une politique associée au personnel (Personnel policy), faisant référence au recrutement des enseignants, à leur formation initiale ou continue afin de maintenir un niveau élevé de compétence et à leur fournir de grandes incitations -récompenses monétaires ; (3) une politique liée aux ressources pédagogiques (Material policy), ayant trait aux méthodes d'enseignement appropriées et à l'adéquation de manuels de cours ; (4) une politique liée à la communauté (Community policy), cherchant à créer une attitude positive générale de la communauté (parents, étudiants, etc.) à l'égard de l'enseignement de la langue choisie ; (5) et une politique d'évaluation (Evaluation policy) qui permet de mesurer l'impact de la politique linguistique dans l'éducation et l'efficacité de la mise en oeuvre de la politique elle-même (Kaplan and Baldauf 1997) ...
... Des révisions s'imposent au regard des observations et défis relevés plus haut qui relèvent d'ailleurs des politiques en matière des ressources pédagogiques, du programme d'études and du personnel (Kaplan and Baldauf 1997). Ainsi, la mise sur pied d'affordances linguistiques -un inventaire de possibilités ou d'actions concrètes -contribueraient à un programme linguistique réussi et profitable, à même de mieux outiller la population, dans une perspective de développement humain. ...
RÉSUMÉ
Le Nigeria et le Ghana sont deux pays d’Afrique de l’Ouest qui ont accordé une place privilégiée à l’apprentissage du français dans leurs programmes éducatifs respectifs, en plus de l’anglais qui y est la langue officielle et de la multiplicité de langues locales. Cet article tente de brosser le portrait de la situation actuelle de l’apprentissage du français langue étrangère, à partir d’une enquête de terrain réalisée auprès des apprenants de français au Nigeria et au Ghana. Le dépouillement des données montre un véritable intérêt pour le français. Cependant, des défis liés à la politique linguistique éducative, à l’environnement d’apprentissage et au manque de ressources pédagogiques continuent de nuire au succès du projet. L’article propose entre autres, pour conclure, la révision de la politique linguistique en matière d’apprentissage du français, ainsi que la mise en place de ressources suffisantes et adéquates afin de rehausser la qualité de l’enseignement du français.
ABSTRACT
Nigeria and Ghana are two West African countries that have given a privileged position to the learning of French in their respective educational programmes, in addition to English, which is the official language, and the multiplicity of local languages. This article attempts to portray the current situation of learning French as a foreign language, based on a field survey of learners of French in Nigeria and Ghana. Data analysis shows a genuine interest in French. However, the challenges related to language education policy, the learning environment and the lack of teaching resources continue to undermine the success of the project. The article concludes by suggesting, among other things, a review of the language policy for learning French, and the provision of sufficient and appropriate resources to improve the quality of French teaching.
... 29). Based on our review of archival records and sociohistorical analysis, we contend that SFUSD and its officials-operating at a meso-level in language policymaking (Kaplan & Baldauf, 1997)-did not act in 'good faith' to resolve the problem in Lau because it refused to implement the Master Plan developed by the Citizens' Task Force, partially comprised of San Francisco Chinese-origin community members. The Master Plan prioritized expansion of BBE programs and required hiring bilingual educators to fulfill the Ruling-both thwarted by SFUSD. ...
... To properly situate our research, we draw from prior scholarship investigating the fields of LPP (Cooper, 1989;Johnson, 2013Johnson, , 2023Kaplan & Baldauf, 1997;Wiley, 2004). Early research in language policy (see Spolsky, 2004Spolsky, , 2021 tended to focus on notions of language policy and planning (Kaplan & Baldauf, 1997), often in terms of nation-state, macro-level language policymaking. ...
... To properly situate our research, we draw from prior scholarship investigating the fields of LPP (Cooper, 1989;Johnson, 2013Johnson, , 2023Kaplan & Baldauf, 1997;Wiley, 2004). Early research in language policy (see Spolsky, 2004Spolsky, , 2021 tended to focus on notions of language policy and planning (Kaplan & Baldauf, 1997), often in terms of nation-state, macro-level language policymaking. In their seminal article describing unpeeling the metaphorical layers of an onion, Ricento and Hornberger (1996) called attention to the multiple strata and associated stakeholders involved in development and implementation of language policies in fields related to the teaching and learning of languages. ...
To commemorate Lau v. Nichols, this paper reports on findings from archival data revealing its micro- and macro-level genesis, successive activities, and that despite its historic role in language policy development and critical importance for codifying language rights, the vision for educational equity by the Cantonese-speaking, Chinese-origin activists at its center was never realized and remains elusive (Wang, 1975/1995). Our research is conceptually informed by a Critical Language Policy theoretical approach (Tollefson, 1991, 2006) that highlights the roles of power in language policymaking. Methods employed utilized Interpretive Policy Analysis (IPA) (Moore & Wiley, 2015; Yanow, 1996, 2000) to identify five key policy artifacts and three central interpretive communities. These approaches to prior scholarship regarding Language Policy and Planning (LPP), led to findings that document the hegemonic nature of language policymaking. A critical historical oversight is that in the aftermath of Lau, district leadership refused to create the bilingual programs delineated in The Master Plan for Bilingual Bicultural Education in SFUSD (1975). Although contemporaneously considered a victory for multilingual students, the real-world consequences in San Francisco for Chinese-origin students—predominantly Cantonese-speaking—reflected the majoritarian maintenance of English-only dominant power structures facilitated at the meso-level by SFUSD. We argue that despite its success in recognizing language as a qualifier for educational discrimination under Title VI of the Civil Rights Act, because the Court in Lau v. Nichols did not specify a priority program model and remedy for instruction of multilingual students, its true legacy is the historical and contemporary rejection of bilingual education and maintenance of schools as English-only, and therefore linguistically oppressive sites.
... To better understand how school principals navigate language policy and planning, this study must consider the role of agency in language management. Agency, defined as the "intention or the capability of an individual to act, initiate, self-regulate, or make differences or changes to their situation" (Liddicoat & Taylor-Leech, 2014, p. 1), can be understood in the macro-, micro-, and meso levels of language policy planning (Ali & Hamid, 2018;Bouchard & Glasgow, 2018;Liddicoat & Taylor-Leech, 2014) within the layers of language policymaking (see Ricento & Hornberger, 1996;Kaplan & Baldauf, 1997). Actors within a policy environment have the potential to interpret and translate language policies, making dynamic choices and decisions that affect the implementation in the language context (Ball et al., 2012;Spolsky, 2009;Wright et al., 2022). ...
... Principals as policy interpreters and implementers engage in a number of contexts that consider when, where, and at which level policy change is initiated, implemented, and expanded upon (Menken & Solorza, 2015;Morita-Mullaney & Chestnut, 2022). Generally, "top-down" and "bottom-up" change processes are used in language planning research (Kaplan & Baldauf, 1997). More recently, scholars have considered the "in between" or meso levels that disrupt this topdown and bottom-up dichotomy (Kosonen & Benson, 2021). ...
This study examined how three champion principals of Asian language dual language bilingual education (DLBE) programs—Cantonese, Korean, and Mandarin—in California have navigated the oscillating language-in-education policies after the Lau decision. We explored principals' various roles through a lens of agency in a social justice leadership framework, specifically considering the opportunities and challenges for agentive leadership from three different phases: foregrounding and engaging, planning and implementing, and evaluating and sustaining. Findings demonstrate that the success of DLBE programs goes beyond the overarching language policies that supposedly enable bilingual education; rather it hinges on the bottom-up commitment, collaboration and resilience of principals, teachers, and parent communities. The blanket policies at the state level often overlooked Asian languages and the unique needs of Asian teachers and communities in DLBE schools, limiting principal agency. Within these confines, principals consistently engaged in advocacy work, such as in teacher recruitment, hiring and work distribution, and curriculum design and assessment, contributing to the growth and sustainability of their programs. By elevating these champions and their experiences and perspectives, this study reflects upon the politicized path to bilingual education 50 years after the Lau case and contributes valuable insights to inform future implementational research, practice, and policy, ensuring the continued flourishing of Asian language bilingual education for the growing constituency of Asian-identifying students.
... 190 state assessment reports. The duties assigned to the education sectors differ by nation; Kaplan and Baldauf (1997) outline the six main objectives of the sectors: ...
... To achieve linguistic reform, educators and decision-makers must also provide answers to a series of questions that ascertain the viability of certain projects. Language-in-education planning, according to Kaplan and Baldauf (1997), comprises six main requirements: ...
It is widely approved that whatever may be the drive for acquiring or learning a new language, it remains an asset. The instruction of a foreign language is resourceful for any nation as it enhances the linguistic capital among its people. In Algeria, following the discourse of languages at universities, a linguistic shift has been introduced from French as a Medium of Instruction to English as a Medium of Instruction. Nevertheless, this language reform is not free from the impact of some factors such as: political and social since language planning cannot be detached from its social and historical context. Using a mixed-method approach, this research paper attempts to examine teachers’ perceptions and expectations about the effectiveness of the integration of English. Sixty students from various faculties and levels responded to a questionnaire by the researchers. The results show that, despite their enthusiastic and supportive views toward the new language project, the respondents affirm that Saida and the Algerian university as a whole are not prepared for this sudden shift. Hence, a myriad of recommendations arises for both teachers and policy-makers in enhancing the acquisition planning for the successful implementation of EMI in higher education. Keywords: Acquisition planning; EMI; higher education; linguistic capital
... In elaborating their stance, Diallo and Liddicoat (2014) draw on the insights of Kaplan and Baldauf (1997), who propose that language planning entails future decision-making aimed at modifying language practices to address perceived linguistic issues, whereas language policy encompasses a range of instruments, including texts and practices. Essentially, Kaplan and Baldauf (1997) emphasize the close interrelation between pedagogy and LPP, positing that language planning serves both as a precursor to policy formation and a result of policy establishment. ...
... In elaborating their stance, Diallo and Liddicoat (2014) draw on the insights of Kaplan and Baldauf (1997), who propose that language planning entails future decision-making aimed at modifying language practices to address perceived linguistic issues, whereas language policy encompasses a range of instruments, including texts and practices. Essentially, Kaplan and Baldauf (1997) emphasize the close interrelation between pedagogy and LPP, positing that language planning serves both as a precursor to policy formation and a result of policy establishment. Expanding upon Kaplan and Baldauf's argument (1997), Spolsky (2004, p. 9) contends that due to the inclusion of language practices and management decisions within language policy, the demarcation between policy and planning is not always distinct. ...
This paper addresses the absence of a comprehensive framework for internationalizing education in Greek universities' intercultural language policy planning (LPP). It highlights educators' pivotal role and proposes expanding intercultural competence programs based on Chen and Starosta's (2000) model. The study, involving 90 University of Patras undergraduates, utilizes the Intercultural Sensitivity Scale (ISS) to reveal heightened intercultural sensitivity (IS). While indicating a positive foundation for intercultural competence, student feedback identifies areas for improvement, including self-esteem, perceptiveness, attentiveness, and adaptability. The study concludes by emphasizing the necessity of defining and applying intercultural sensitivity across diverse life domains and regions, advocating for further investigation. It also offers preliminary pedagogical insights for developing a language policy emphasizing intercultural sensitivity in Greek universities, contributing to broader education internationalization.
... This terminology is particularly prevalent in the examination of how educational settings and policies related to indigenous languages tend to sideline minority languages. Within the realm of education, Kaplan & Baldauf (1997) introduce the concept of "language-in-education planning", primarily concerned with the selection of languages for instructional purposes (LOI). Johnson (2013) offers a definition for "educational language policy", encompassing both formal and informal policies that influence language usage in schools. ...
... This entails considering the advantages of instruction in the L1, dispelling misconceptions, and providing support for indigenous languages within a bilingual education framework. The development of inclusive and equitable LIE policies is paramount for attaining quality education and advancing social justice in post-colonial contexts (Kaplan and Baldauf, 1997). ...
This article explores language-in-education (LIE) policies within post-colonial contexts, with a specific focus on Tanzania. It provides a systematic exploration of the multifaceted factors that shape these policies and their profound impact on academic performance and educational outcomes in the country. Specifically, the article examines the relationship between policies prioritizing students’ mother tongue or familiar language and academic performance. Additionally, it assesses the influence of policies favouring the language of the past colonizer on academic outcomes in primary and secondary education. The theoretical foundation of this study is Critical Theory, a framework which illuminates the power dynamics and social inequalities inherent in policy development and implementation. It provides insights into how dominant linguistic groups exert influence in decision-making processes and how language policies perpetuate existing social hierarchies. The study holds significant research value, as it addresses the pivotal role of LIE policies in shaping educational outcomes and socio- economic opportunities within multilingual societies. It acknowledges the contentious nature of language and education debates within the African context, especially in primary education. A key contribution of this research is its holistic approach. Unlike studies that solely focus on academic performance metrics or isolated variables, it considers a wide range of societal, historical, and political factors that intersect with language policies. This comprehensive view allows for a deeper understanding of the challenges posed by English as a third language in Tanzania’s educational system. Furthermore, the study underscores the importance of engaging multiple stakeholders, ensuring teacher readiness, and incorporating the perspectives of students to effectively implement LIE policies. It emphasizes the need for increased government commitment and public awareness to develop inclusive and equitable policies that promote quality education and social justice. In conclusion, this article offers valuable insights into the complex landscape of LIE policies in Tanzania. It calls for a nuanced approach that considers the unique context of each post-colonial nation to develop pragmatic and equitable language policies conducive to desired educational outcomes.
... Menurut Kaplan & Baldauf Jr., (1997) (Meighan, 2023). Hal ini dikarenakan kebijakan bahasa yang ada di Indonesia masih ditujukan sebagai urusan politik strategis. ...
... Komponen berikutnya dalam perencanaan bahasa menurut Kaplan & Baldauf Jr., (1997) dan Fishman (dalam Baruadi, 2011) adalah perencanaan korpus. Perencanaan korpus adalah upaya kodifikasi bahasa meliputi standardisasi struktur dan norma bahasa sebagai dasar acuan dalam pemakaian bahasa yang benar. ...
Indonesia as a multilingual country requires careful language planning so that language can be developed in accordance with the pace of national civilisation. The study in this article is a descriptive study with a qualitative approach. The analysis is based on the data from the literature study. Based on the descriptive results of the literature study, it is found that language planning in Indonesia has fulfilled all elements of language planning starting from planning the status of Indonesian language has the status / position as the national language and state language, languages other than Indonesian and foreign languages are regional languages, and languages in Indonesia other than Indonesian and regional languages are foreign languages. Based on these facts, Indonesia is a country that has a complexity of conditions and language problems. Therefore, optimising resources and collaborating with the pentaheliks model is a must. All elements of policy makers and the community will streamline the language planning.
... Regarding modality selection, it states that when the content of the signs requires frequent updates, electronic display screens should be used as the carrier. This standard introduced by the Beijing Municipal Government represents the proactive role of governmental bodies as agents of policy (Chen et al., 2020;Kaplan & Baldauf, 1997;Skerrett, 2016), directly related to the de facto policies reflected in the LL of the Beijing Subway, a focal point of this study. ...
Public space plays a pivotal role in translating language policy into real-world practice. This study is grounded in empirical data collected through ethnographic fieldwork and semi-structured interviews from the Beijing Subway Line 1, which is typical of the normativity of a public space. The findings indicate that the linguistic landscape (LL) serves as a tangible representation of the inherent normativity within the subway space. Language policy implemented in the subway LL is achieved through hierarchical, process and result intervention. Hierarchical intervention addresses the synchronic stratification of normativity represented by the subway LL and its evolving connotation over time. Regarding process intervention, the subway LL utilizes two approaches to express normativity: the unity of semiotic features and indirect speech acts. Result intervention means that passengers perceive the normative representations of LL as knowledge and transform de facto language policies into experience. These intervention methods illuminate the intricate mechanism of language policy embedding in the normative representation of the LL within subway space. The harmonization of language policy with the LL, subway space, and passenger behavior collectively shapes the subway into a vital transportation hub. ARTICLE HISTORY
... educational institutions), and the micro level was implemented by the local communities (Liddicoat & Taylor-Leech, 2021). Additionally, we should emphasize the role of micro-level work in the language planning scholarship that emerged in the 1990s (c.f., Alexander, 1992;Kaplan & Baldauf, 1997;Liddicoat & Taylor-Leech, 2014). While micro-language planning can apply to many different areas of language planning, one of the most significant sites for such work is language-in-education planning (Stroud & Heugh, 2003; as cited in Liddicoat & Taylor-Leech, 2014, p. 237). ...
Within the last decade, Azerbaijani universities’ upward
implementation of English-medium instruction (EMI) policy has
spread among most of the country’s universities, public and
private . Studies show that EMI programs in many universities
worldwide are positioned as a language-planning tool to
promote students’ mastery of English, which would open up new
horizons and facilitate globalization. Considering that language
planning and policy is an understudied topic in the Azerbaijani
context and that there are practically no or few studies in this
vein, it is hard to appraise EMI programs as a language planning
tool in terms of this country. The paper reveals the key
tendencies of the increasing number of EMI programs in Higher
Educational Institutions in Azerbaijan. It examines the nature of
EMI-related language policy and investigates how it is enacted in
practice. We analyze EMI-related language policies and listen to
the voices of the stakeholders at three levels, illustrating how
macro (state/national), meso (university), and micro (staff) levels
translate into one another. For this, we refer to a qualitative
method of data collection that includes (1) a content analysis that
studies four state policy documents at the macro level, (2),
interviews administered to ten state representatives and
policymakers at meso levels, and sixteen university professors at
micro levels. The paper is a relevant contribution to
understanding the language policy and planning (LPP) tendencies
in the country using EMI as a key tool for globalization and
internationalization.
... Language policy and planning functions at three intersecting levels within any society: macro, meso and micro (Kaplan & Baldauf, 1997). Macro-level policy planning is operated by governments, government-appointed agencies, and supra-national bodies such as the European Union and OECD (Vidovich & Slee, 2001). ...
... Thus, LP attempts to accord importance to a certain language in legal, administrative, educational, media and judicial acts and protect it from extinction under any foreign dominance. Kaplan & Baldauf (1997) have discussed this issue and affirmed that language death is increasing. They have called it a 'phenomenon' because of its common manifestations in all communities. ...
This study aims at exploring how Amazigh speakers communicate in public service institutions. The Amazigh language identity in the Moroccan context has been at the centre of a thorny debate. Our contribution to this debate is to put in the limelight the absence of translation service in the public services institutions, based on two surveys addressed to monolingual and bilingual Amazigh speakers. The purpose of this study is to shed light on the crucial interconnection between language policy and translation policy in preservation of the Amazigh identity. For this reflection, the research methodology adopted in this study is the mixed approach where the collected data are described and analysed. Further, this study attempts to enlighten the reader on the linguistic situation of Amazigh speakers in the Moroccan context. From this debate, this study has revealed that translation policy interconnects with language policy through integrating translation service in public service institutions in order to facilitate communication and preserve linguistic rights of both monolingual and bilingual Amazigh speakers. Thus, the interconnection between translation policy and language policy needs flagging out in the roadmap for any future language planning in Morocco.
... Ngokuka Copper (1989) ukuhlela isimo kumayelana nokuba nomthelela ekwabiweni kwemisebenzi phakathi kwezilimi zesikhungo. Ukuhlela ikhophasi kubhekise kulezo zingxenye zangaphakathi kolimi njengokuqanjwa kabusha kweotografikhi yezinsiza zolimi (Kaplan & Baldauf, 1997). Ukuhlelwa kwekhophasi kungabandakanya ukulinganiswa kolimi, kanye nokwenza isimanjemanje. ...
The University of the Free State Language Policy 2024 takes off from the premise that, firstly, students come from diverse linguistic backgrounds, of which the majority come from a Sesotho language background. Secondly, when our students join the university, they are confronted by English as the medium of instruction which is not their language, thus, it creates a barrier to effective learning. Thirdly, when our students join their specific disciplines, they are also confronted by unfamiliar environments of new disciplinary terminology and concepts which they are expected to learn and master in a foreign language. The language policy made a conscious commitment to develop and intellectualise Sesotho so that it becomes an academic language and a resource for supporting academic access and success for African students, in alignment with the Language Policy Framework for Higher Education 2020. This paper employs a literature-based methodological approach, focusing on a single university as a qualitative case study. Underpinned by the Language Management Theory, we argue that the African indigenous language, Sesotho, requires an effective and conscious process of intellectualisation. Strategies like terminology development are proposed to effectively support the learning of new concepts and theories across disciplines and thus reduce the burden imposed by English instruction among Sesotho speakers. The paper also argues that the intellectualisation of African languages in higher education is critical for ensuring that African students are not provided access without support in the persistent English monolingual higher education fraternity. IQOQA INqubomgomo Yolimi YeNyuvesi YaseFreyistata Yowezi-2024 isusela embonweni wokuthi, okokuqala, abafundi baphuma ezizindeni ezahlukene zezilimi, iningi labo liphuma emakhaya okukhulunywa ulimi lweSesotho. Okwesibili, uma abafundi bengena enyuvesi babhekana nesiNgisi njengolimi lokufundisa okungelona ulimi lwabo, ngaleyo ndlela, kudala isithiyo ekufundeni ngempumelelo. Okwesithathu, lapho abafundi bengena emikhakheni yabo ehlukahlukene abazikhethele yona baphinde babhekane nezimo ezingajwayelekile zamagama amasha aqondene nemikhakha yemfundo abakuyo okulindeleke ukuthi bawafunde futhi bawazi kahle ngolimi lwangaphandle. Inqubomgomo yolimi inika isibophezelo ekuthuthukiseni nasekuhlakanishisweni kweSesotho ukuze sibe ulimi lolwazimfundo kanye nensizakusebenza yokweseka abafundi abangama-Afrika ukuba bafinyelele kulwazimfundo ngempumelelo. Le nqubomgomo iyahambisana futhi noHlaka Lwenqubomgomo Yolimi Yemfundo Ephakeme wezi-2020. Ukubukwa kwalezi zinqubomgomo neminye imibhalo yocwaningo kungenye yezindlela zocwaningo ezisetshenzisiwe njengocwaningo lwesimo ngaphansi kwendlelande yocwaningo lobunjalo botho. Leli phepha elisekelwe Injulalwazi Yokulawulwa Kolimi liqakulisa ngokuthi ulimi lomdabu lwase-Afrika, iSesotho, ludinga inqubo esebenzayo neqaphelayo yobuhlakani ngokusebenzisa amasu afana nokwakhiwa kwamagama. Lokhu kusemqoka ukuze kusekele ngempumelelo ukufundwa kwemicabangonzulu nezinjulalwazi ezintsha emikhakheni yemfundo abakuyo abafundi abakhuluma ulimi lweSesotho. Okunye futhi lokhu kuzophinde kunciphise amandla athweswa isiNgisi phakathi kwabakhulumi bolimi lweSesotho. Leli phepha liphinde liphakamise ukuhlakanishiswa kwezilimi zomdabu zase-Afrika emfundweni ephakeme kubalulekile ukuze kuqinisekiswe ukuthi abafundi abangama-Afrika abanikezwa amathuba okufunda ngaphandle kokusekwa kodwa benikwa imfundo yesiNgisi ewubulimibunye.
... A related concept to language policy is 'agency'. In relation to language policy and planning (LPP), agency takes the form of strategies undertaken by actors to bring about deliberate language change in a community of speakers (Kaplan & Baldauf, 1997). At a top-down level, strategies involve campaigns, visions, and infrastructures and at a bottom-up level, strategies include practices of individuals that accommodate or contest top-down policies to varying degrees (Hopkyns, 2023). ...
... University language policies are important documents that guide and direct the course of action regarding languages and language use (Maseko and Siziba, 2023). According to Kaplan and Baldauf (1997), "a language policy is a body of ideas, laws, regulations, rules and practices intended to achieve the planned language change in the societies, group or system". It spells out how language(s) should be used within an establishment or a system. ...
Although the use of African languages as Languages of Teaching and Learning (LoTLs) at various academic levels and in various fields of knowledge has been gaining momentum, it is yet to be effectively implemented in some South African universities. Failure to implement the use of African languages as LoTLs has often been attributed to their lack of intellectualisation. Deploying Ruiz’s notion of language as a resource, this paper conducts a comparative analysis of language policies of two South African universities to establish how they enable the intellectualisation of indigenous African languages. Through a content analysis of the two universities’ recently revised language policies, the paper discusses the respective institutions’ commitment to the cause of language intellectualisation concerning African languages that have been selected for development as LoTLs. Universities that seek to implement the use of African languages as LoTLs need to come up with language policies that explicitly spell out their intellectualisation plans. The paper further argues that universities need not focus on language status planning only, but also on corpus planning to successfully implement the use of African languages as LoTLs.
... To cite just one example, Spolsky (e.g., 2004Spolsky (e.g., , 2009Spolsky (e.g., , 2021 has enlarged the scope of LP to include both language practices and language ideologies and, thus, put forward more definitional challenges for LP scholars. However, the classical understanding of LP as some 'written' regulations and rules legislated by an 'authority' (e.g., Kaplan & Baldauf, 1997;Shohamy, 2006) and which seek to manage the language behaviour of a particular community is still valid. Official language policy texts have always been and will remain a favoured province where research can engage with the problems, complexities and implications of LP. ...
This paper presents an intertextual analysis of official language policy in Morocco. The study aims to map the intertextual links between a corpus of official language policy documents and seeks to trace how particular official texts extend or modify other existing texts. Specifically, it sheds light on the accommodation, foregrounding, or backgrounding of specific language ideologies shared by these texts. Using dedicated software, a corpus comprising 16 diverse official documents was constructed. The paper employs Corpus Linguistics (CL) and Critical Discourse Analysis (CDA) techniques. The results of the study revealed compelling intertextual links within the corpus. Horizontal intertextuality analysis exposed intricate relationships with a chain of texts, highlighting manifest links related to themes such as plurilingualism, media of instruction diversification, functional use of languages, and the treatment of Tamazight. These links illuminated how embedded discourses and language ideologies serve ideological language-related agendas. Vertical intertextuality analysis showcased the entrenchment of certain beliefs and ideologies about national languages and demonstrated how it recontextualises humanist concepts such as equality and equity to align with the international discourse about education. Overall, by examining the intertextual dynamics in key official documents, this study contributes a nuanced understanding of Morocco's language policy landscape.
... this study presents how language authorities articulate these policies and which voice is chosen to present a given policy and why. the purpose of this study is to analysis the section devoted to language in moroccan constitution after constitutional amendment in 2011 to figure out voices and ideologies that might be presented by policymakers, and to examine how language policy is presented in government documents that might affect people and society. it is hoped that this study will contribute positively to the growing body of extant literature on the role of policymakers and how they can use language effectively to presents their positions since practices and regulations in language policy work to achieve language change in societies, group or system as suggested by Kaplan and Baldauf (1997). spolsky (2004) pointed out that all language practices, beliefs, and decisions can be referred to as language policy, but not all such policies are explicit. ...
This paper examined the different voices present in language policy documents in article 5 which is the section devoted to language in the Moroccan constitution of 2011 using critical discourse analysis based on three levels of language policy analysis: discourse, contextual, and textual analyses. It showed how these documents reflect the ideological interests of policymakers in Moroccan society. These levels are the analyses of co-text in article 5 of the constitution; its relationship with other texts (intertextuality); concrete situations, such as language policy in general and that in Morocco in particular. The analysis showed that there are many different voices in language articles of the Moroccan constitution, but two are the most prominent: one based on national identity and values and the other grounded in liberty and language rights. These two prominent ones based on multilingualism and linguistic pluralism and focusing on Moroccan identity, history, and unity as one nation. The former is supported by the inclusion of a new indigenous language as an official language of the country and respect for its culture and people. The latter tends to denote that despite the addition of another official language, the country remains one unified nation, and Arabic is still saved and protected by the language policy stipulated in the new constitution.
... Se identifican extractos que respondan a la pregunta establecida en el estudio: ¿Conoce las políticas educativas en materia de lenguas extranjeras en México y cómo las utiliza en su centro escolar? A través del análisis de contenido de Bardin (1992) y Kaplan & Baldauf (1997 se identificarán las posturas ideológicas de los directivos, además del conocimiento de las normatividades, el establecimiento de política públicas educativas y en la enseñanza de lenguas extranjeras desde un escenario micro, meso y macro. ...
Esta compilación de trabajos sobre la enseñanza de lenguas extranjeras en el contexto universitario de la UABC. En él se describe en este libro electrónico trabajado en colectivo titulado Explorando aspectos clave en la enseñanza de lenguas extranjeras fue coordinado por los Cuerpos Académicos (ca) adscritos a la Facultad de Idiomas denominados CA de Política Lingüística y Enseñanza de Lenguas y CA de Lingüística Aplicada, donde nueve profesores adscritos al programa educativo de Licenciatura en Enseñanza de Lenguas en los campus de Mexicali y Tijuana participaron aportando sus experiencias y formas de cómo realizar abordajes didácticos, de cómo enseñar a enseñar a profesores de lenguas extranjeras.
... Central to an understanding of language planning and policy (LPP) is a focus on the agency of those making decisions, and the context in which those decision-making processes take place (Liddicoat & Taylor-Leech, 2021). There has been much interest in recent LPP research on conceptualisations of agency, and the different ways that agency is enacted and exercised by different actors at different levels: the micro, meso, and macro (Baldauf, 2006;Bouchard & Glasgow, 2019;Kaplan & Baldauf, 2003, 1997. Furthermore, it has been argued that policy and practice need not be considered distinct concepts and that agents at all levels can enact 'practiced language policies' that draw on sometimes unarticulated or unconscious beliefs and understandings about languages and their use (Bonacina-Pugh, 2012. ...
This article reports on a national survey of complementary school providers in Scotland to gain insights into their perspectives of the abrupt transition to online learning spaces during the Covid- 19 pandemic. Data gathered from a questionnaire (n=34) and in- depth interviews (n=13) covering 19 different heritage languages are analysed through the lens of practical evaluation, projective agency, and the concept of uncertainty in education. While teacher agency has been a subject of recent study and debate, there is limited research on enacting agency in complementary school settings. The study draws light on the ways in which school leaders enacted agency on multiple levels and in complex and nuanced ways as schools adapted their diverse provision in the face of challenges triggered by Covid-19. Findings reveal that (i) closure of school sites led to further pressures for schools and for the learners, families, and communities that they support, and (ii) the creation of online spaces provided opportunities for complementary schools to explore new resources, facilitate innovative forms of learning and teaching, and extend the reach of their school. We conclude with consideration of new avenues for complementary school planning and provision, and implications for developing online learning spaces for heritage languages.
... Se trata de acciones que tienen un efecto sobre el lenguaje, independientemente de que este sea intencional o no (Telborg & García Landa, 2006). Hasta el surgimiento de las propuestas críticas, el abordaje de dichas políticas se restringió al estudio de decisiones o intervenciones con una direccionalidad top down (de arriba hacia abajo) (Kaplan & Baldauf, 1997). Es decir, se las pensaba como fenómenos lineales que generalmente consistían en la planificación e implementación de decisiones tomadas por técnicos e intervenciones promovidas, generalmente, por el estado (Zavala, Mujica, Córdova & Ardito, 2014, p. 30). ...
El presente artículo busca caracterizar el proceso de recuperación de la lengua qom que protagonizan docentes y estudiantes del profesorado intercultural bilingüe de Chaco, Argentina. Me propongo explorar las políticas del lenguaje relativas a la lengua qom que tienen como destinatarios a las y los recuperantes. Enmarcada en el abordaje de políticas del lenguaje de perspectiva crítica, esta investigación entiende a las y los docentes como agentes clave en la creación y promoción de políticas del lenguaje que impulsan la recuperación de la lengua qom. Para ello, y desde una perspectiva etnográfica, me enfoco en iniciativas de docentes de carreras de formación de profesorado intercultural bilingüe en Chaco. Específicamente, retomo dos casos de formación de docentes recuperantes en los que estas agencias construyen y organizan espacios de enseñanza de la lengua comunitaria. En suma, me propongo avanzar en la caracterización de estos procesos de recuperación y de sus vínculos con la formación de docentes que asumirán el rol de promover la recuperación que iniciaron en el nivel superior.
... However, since the 1990s, language policy and planning scholarship has taken more critical and multi-layered approaches. Researchers following these approaches assume that language policy and planning are ideologically motivated processes (Ricento, 2000;Blommaert, 2013) which occur at different layers, levels or scales of social and institutional life (Kaplan & Baldauf, 1997;Ricento & Hornberger, 1996;Hornberger & Johnson, 2007;Blommaert, 2007). ...
The intention of this introduction to this special issue is to give the context within which the three articles in the issue were born and foreground the main themes emerging from the discussions offered in each of them.
... This trend underlines the centrality of agency in LEP development, whereby agency is not limited to the initiators of language policies; every actor, agent, or arbiter could potentially shape them. This scholarly interest in agency has provided new analytical perspectives and theoretical toolkits for better understanding the intentions or capabilities of various actors in the LEP process (Bouchard & Glasgow, 2018b;Kaplan & Baldauf, 1997). ...
It is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage language education and maintenance in diasporas. Drawing on Shohamy’s and Bonacina-Pugh’s conceptualization of declared, perceived, and practiced language policies, we examine the individual agency of three groups of actors – people with power (principals), people with expertise (teachers), and people with interest (students) – in a variety of policy or planning activities within two Chinese heritage language (CHL) schools in Brussels. On the basis of collected ethnographically informed data in conjunction with the conversation analysis of audio-recorded classroom interactions, our findings illustrate how three types of agentive roles are effective in forming language policies and constructing discursive spaces within the CHL schools, with a clear orientation shift from monolingualism to multilingualism. This study contributes to research on heritage language maintenance in a highly multilingual, diasporic, and educational context by providing a portrait of how educational practitioners and learners assert their agency to explore locally appropriate language policies that maximize actors’ potential to teach and learn heritage languages.
... That is, if 'policy' is all that there is in a community, how does one go about observing it specifically? Indeed, if 'policy' may be implicit or explicit (Spolsky, 2004), top-down or bottom-up (Kaplan & Baldauf, 1997), or de jure and de facto (Shohamy, 2006), or a combination thereof, how can it be practically differentiated from other sociolinguistic phenomena? ...
This article considers the role that the examination of text plays in empirical language policy research. It begins by examining the state-of-the-art in language policy , observing that a core focus on action represents a shared characteristic of the various strands of discursive and ethnographic research over the last two decades. That is, the emergence of these approaches has accompanied an implicit or explicit shift away from the once dominant conceptualization of language policy as status quo and toward a focus on the dynamic processes through which power is exercised over language use. Reflecting on the widespread use of ethnographic methods to catalogue such processes, I argue that there is a need to reconsider how policy texts are conceptualized and studied from a discursive perspective. While much of the available toolkit treats policy texts as static products, giving little consideration to how they are embedded in the dynamics of policy, I propose an expanded focus on language policy as (re)entextualization, in which text is continuously formed and reformed through time-space. This better accounts for the reality of policy, which involves cycles of writing and rewriting, as well as interpreting and re-interpreting, by different actors with different agendas, in different spaces at different times. Such a reconceptualization also offers more backing for the study of how language policy texts are agentively transformed and fragmented, and better supports the investigation of how language is instrumentalized in exercises of power in society.
... From the 1990s onwards, literature on language planning and language policy has increasingly focused on the micro and macro levels of language planning and language policy (see e.g. Davies & Ziegler, 2015;Kaplan & Baldauf, 1997;Liddicoat & Taylor-Leech, 2015;Tulloch, 2006), and several authors have drawn attention to the meso level between the two (see e.g. Davies & Ziegler, 2015;McMenamin & Walt, 2018;Nekvapil & Nekula, 2006;Skerrett, 2016). ...
This study primarily focuses on the situation of Hungarians in minority situations in relation to language varieties, i.e. it interprets the various language policy issues primarily in the context of the Hungarian-speaking community, rather than in the context of Hungary, where the place, role and relationship between standard and non-standard language dialects play a prominent role. In most cases, the preservation of Hungarian identity is equivalent to the preservation of non-standard language varieties, in relation to which several language policy and language planning issues arise. The aim of the study is twofold. On the one hand, it aims to provide an up-to-date overview of the language policy situation of the Hungarian language and the Hungarian language community, especially with regard to the Hungarian autochthonous minority of about 3 million people who live in the countries neighbouring Hungary. On the other hand, the study describes the language policy role of dialects and the related attitudes from the perspective of the entire Hungarian language community, addressing the macro-, meso- and micro-level language planning possibilities.
... Consequently, SCEIs are more susceptible to multilingual environments of language hybridity and pragmatic complexity in administrative, communicative, and educational contexts. Increased emphasis on multilingual policies and practices exemplifies the inevitability of the multilingual ecology in SCEIs, which are characterized by the interaction of multiple languages within the linguistic environment of higher education [3][4][5]. The ecological concept of multilingualism enables language policy and planning to integrate elements that appear distinct [6] (e.g., language competition, multilingual integration, language users' attitudes, and the status of English and languages other than English). ...
As preconditions and consequences of the globalization of higher education, multilingualism has reconfigured language ecology, language policy and planning, and multilingual management in the contemporary world. However, studies of multilingualism focusing on real-language scenarios in Sino-foreign cooperative education institutions (SCEIs) are rare. This study explores the multilingual ecology, language policy and planning, and language management of three leading SCEIs in China. It also investigates the attitudes of SCEIs' stakeholders toward language use and language policy in multilingual contexts. A case study was conducted by analyzing a significant number of language policy documents, semi-structured interviews with stakeholders, and partial participant observations. The research results reveal the main features of multilingual coexistence and intense competition in the three leading SCEIs by identifying the micro, meso, and macro issues of language management. The effects of language policy and planning mechanisms are also identified in SCEIs of higher education. Potential conflicts in multilingual environments are interpreted from the perspective of global cooperation. Last, recommendations are offered for the advancement of the language evolution of SCEIs in China.
... Languages of ethnic minorities are special and important resources. Kaplan (1997) and Grin (2003) regard language as an important "human resource" and an important "human capital", and language planning should be an aspect of national planning. ...
Forty years have passed since the concept of language resources was proposed. In the 1980s, Australia formulated the National Language Policy based on this concept. Since the beginning of the 21st century, China has started to put this concept into practice. National Language Resources Monitoring and Research Center was established, and projects such as the Chinese Language Audio Database Resources and the National Project of Chinese Language Resource Preservation were carried out. China has successfully held International Conference on Role of Linguistic Diversity in Building a Global Community with Shared Future in cooperation with the UNESCO and has adopted the Yuelu Proclamation. China has been outstanding in advocating the concept of language resources and implementing language protection. Research on China’s language resources is carried out on the basis of the practices of language planning. The focus of research has moved from the nature of language as resources and their classification to the understanding of the functions of language resources. This article offers a detailed historical survey of the theories and practices of China’s language resources. It classifies language resources into three categories: oral, written, and derivative resources, and analyzes three functional domains of language resources: language reservation, language information processing, and language learning. In addition, this article proposes the view of language knowledge and regards language as not only a semiotic system, but also a bank for storing human language knowledge system and cultural system.
... Ancestral or heritage languages and cultures are the main subject in these schools' curriculum. The way a language is referred to however, depends on the specific (political, social, educational, popular) contexts in which it is used (Kaplan & Baldauf, 1997). What is a national and majority language in Poland or China, becomes an immigrant, ethnic minority or community language in the Netherlands. ...
Examines integration into a foreign culture as a significant challenge faced by educational systems Emphasizes the unique cultural and political characteristics of various societies in the global world Presents the opportunities awaiting minority teachers in majoritarian educational settings This book is open access, which means that you have free and unlimited access
The chapter introduces this multi-authored edited volume whose focus is on governance, language policy and political communication in the sub-Saharan African context. As such, the centrality of language and communication in issues of governance is demonstrated, together with the inability of sub-Saharan African governments to deal with rampant challenges such as corruption, absence of the rule of law, underdevelopment and the dependency syndrome as emanating mainly from the language choices, the rationale for such linguistic choices and communication practices. Thus, the chapter argues that the missing link to effective governance and development in the sub-Saharan African region can only be found in language policies and the ideologies associated with them, with the former colonizers’ languages mostly remaining the preferred ones. The chapter outlines the structure of the book, which has three distinct Parts. Part I has four chapters dwelling on the general theoretical background, Part II has four chapters exploring the sociolinguistic situation of selected African countries and the five chapters in Part III provide a discourse analysis of selected politicians’ speeches.
This study investigates the integration of Skills Competitions and Oral English Expression Abilities among Liaocheng Vocational and Technical College, Shandong, China students. The primary issue addressed is the level of integration of English skills competitions into the curriculum and its impact on students' oral English expression abilities. This research aims to evaluate the extent to which English skills competitions have been incorporated into the learning process and to explore the relationship between the level of integration and students' oral English expression abilities. The study employed a descriptive-correlational research design, utilizing a survey questionnaire to collect student data. Descriptive statistics and correlation analysis were conducted to analyze the collected data. The findings indicate that integrating English skills competitions into the curriculum can significantly enhance students' oral English expression abilities, particularly in idiomatic usage and overall communicative competence. The positive impact largely depends on careful implementation that balances competitive activities with other pedagogical methods. The study recommends that educators ensure these competitions are designed to be inclusive and are part of a broader, well-rounded approach to language learning. In this way, English skills competitions can effectively improve students' oral language abilities, provided they are balanced and aligned with comprehensive pedagogical approaches
This paper is describes the author’s personal involvement with issues of policy and implementation that were sparked by the Lau decision. Topics included are student assessment, the bilingual education wars, the role of research, the paradigm shift with the advent of standards, and California state policy in the education of English learners.
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.
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
This chapter examines language planning and policy (LPP) in Zimbabwe, past and present, focusing on the dynamics of, and approaches to, LPP. It focuses on the impact of the approaches on the languages and their speakers. This study employs the Sankofa theory in order to learn from past and present approaches to LPP and their impacts to inform a new direction. Interviews, document analysis, and observations show that LPP in Zimbabwe has been largely a top-down affair. However, it also emerged that other approaches to LLP (e.g., bottom-up) were prevalent as reactions to top-down policies, response to local needs, language problems, and requirements for language management. The prevalence of the top-down approach led to the marginalization and underdevelopment of the so-called minority languages and their speakers. It also led to the violation of their linguistic human rights, and inevitably their human rights whose exercise is largely dependent on language.
Cameroon is a multilingual country. In spite of the existence of over 286 indigenous languages spoken as mother tongues within her national territory, the country officially speaks in two exoglossic and exonormative languages. This official bilingual policy was chosen as a strategy towards achieving national integration and national unity. Bilingualism was expected to birth a unique cultural brand called Cameroonianism which would be neither wholly English nor entirely French but Cameroonian. Unfortunately, the intentions and expectations of the founding fathers have not been realized. More than 60 years after independence, only an insignificant percentage of Cameroonians are functionally competent in both English and French Ayufor (Proceedings of the 4th International Symposium on Bilingualism. Cascadilla Press, 2015). English has turned out to be a minority official language Yuka (Journal of the Linguistic Association of Nigeria, 13(1), 221–228, 2010). Today Cameroonians are divided first by the Anglophone or Francophone tag, then by membership of any of the 10 administrative Regions; thirdly along ethnic enclaves. This chapter attempts to trace the historical linguistic interactions between Cameroon and the outside world. It discusses the management of linguistic diversity during and after colonization. The linguistic choices made at independence are examined and the consequences of those choices on multicultural, multiethnic and multilingual Cameroon are interrogated. The major claim here is that the failure to institute a rational language policy in Cameroon is not wholly the source of the current linguistic conflict in the country; the quest for selfidentity and the equitable distribution of national resources have surfaced in the guise of a poorly conceived and mismanaged language policy.
This chapter briefly discusses the different models of language planning activities that have strategically targeted Rwanda’s multilingual ecology reflected in its linguistic landscape since the colonial period to the present day. It begins with literature review related to the linguistic acts and the theoretical framework upon which the topic is based; moves on to the definitions of language policy as advanced by scholars, and then describes the steps/stages adopted by the government of Rwanda in its language planning strategy. Apart from the steps/stages, it also discusses the outcome and challenges of the social actions that have been carried out based on circulating discourses formed by sociolinguistic conditions, history, and political decisions. It finally discusses how Rwanda adopted its national language policy, official language policy, and medium of instruction.
El presente estudio analiza la producción investigativa en el campo de la enseñanza y el aprendizaje de lenguas extranjeras en Quintana Roo en el periodo que va del 2012 al 2021. Para su elaboración se efectuó un riguroso trabajo de indagación documental y bibliográfica. El trabajo informa sobre las tendencias, presencias y ausencias en los objetos de estudio y los referentes teóricos y metodológicos utilizados para hacer investigación. Se seleccionaron 62 trabajos producidos por 52 autores. Entre los productos se encuentran principalmente artículos de revistas y capítulos de libros, seguidos, en mucho menor medida, de tesis de maestría, libros, memorias publicadas y tesis de doctorado. La línea temática más estudiada fue, por mucho, la de aprendizaje y en segundo lugar la de formación docente. En estos trabajos convergen estudios de corte didáctico sobre diferencias individua- les, de tecnología educativa, sobre el Programa Nacional de Inglés en Educación Básica, acerca del quehacer investigativo en el área de las lenguas extranjeras y en estudios de corte contextual y cultural. La perspectiva metodológica más utilizada fue la cualitativa y, en un porcentaje muy cercano, cuantitativa; los trabajos de tipo mixto fueron escasos. Los estudiantes de licenciatura son los sujetos y el nivel educativo más investigados. Los constructos teóricos-conceptuales más utilizados son propios del área de la enseñanza-aprendizaje de lenguas extranjeras. Se concluye que, en 10 años, aumentó significativamente la calidad de la investigación que se realiza en el área de la enseñanza-aprendizaje de las lenguas extranjeras en el estado.
Trong vài thập kỷ vừa qua, ở các quốc gia mà tiếng Anh không phải ngôn ngữ mẹ đẻ, các cơ sở giáo dục đại học đã rất nỗ lực trong việc quốc tế hóa hình ảnh và nâng cao vị thế cạnh tranh bằng việc phát triển các chương trình đào tạo sử dụng tiếng Anh như một phương tiện giảng dạy (EMI- English as a Medium of Instruction) trong nhiều lĩnh vực môn học. Tuy nhiên, nghiên cứu về tương tác trong lớp học EMI cũng như quan điểm và đánh giá của người học với tương tác trên lớp chưa được đầy đủ và rõ ràng. Bằng việc sử dụng phương pháp nghiên cứu dựa trên lý thuyết nền kiến tạo của Charmaz (2006), nghiên cứu này nhằm mục đích tìm hiểu nhận thức của sinh viên về những hoạt động tương tác thường thấy trong các lớp học chuyên ngành bằng tiếng Anh tại một trường đại học kỹ thuật tại Việt Nam. Kết quả nghiên cứu từ số liệu thu thập qua dự giờ các lớp học EMI và phỏng vấn sâu cá nhân với 6 giảng viên và 35 sinh viên EMI đã cho thấy cách giảng viên và sinh viên tương tác trong các lớp học EMI, cũng như những nhận thức và đánh giá của sinh viên đối với các tương tác này. Cuối cùng, nghiên cứu đưa ra các khuyến nghị nhằm cải thiện tương tác lớp học chuyên ngành bằng tiếng Anh tại các trường đại học ở Việt Nam.
Worldwide language planning and policy (LPP) research has demonstrated a paradigm shift from a traditional approach to the ethnography of LPP. The traditional approach acknowledges the LPP as a formally authorized document, while the ethnography of the LPP underscores manifold conceptualizations, including documented or undocumented de facto policy. The research priority has also changed from midterm evaluation to multilayered analysis of policy processes. The Nepalese literature shows that a considerable number of LPP studies have been conducted in Nepal. However, there is a dearth of research that provides a clear understanding of the historical route and current status of Nepalese LPP research in the global LPP landscape. Detecting positions in LPP research is crucial for effective practices and recognizing the role of actors in policy processes. Therefore, this study aimed to determine the current position of Nepal in terms of global trends in LPP research. Through a comprehensive review of the international trajectory of LPP research, along with an examination of its trends and a detailed exploration of the Nepalese LPP, this study attempted to achieve this objective. The study shows that Nepal’s LPP is rooted in traditional conceptualizations, diverging from the evolving global understanding of the LPP. It has predominantly been roaming corpus-status planning along with a recent surge, albeit within limited numbers, in adopting critical and ethnographic perspectives. Its implication lies in the necessity of aligning the Nepalese LPP with the changing global emerging LPP landscape to contribute to more informed LPP development in Nepal.
The establishment of a separate Egyptian Wikipedia edition was a development whose consequences shall reverberate through history, drastically changing the language/dialect perceptions in Egypt and the Arab World. Wikipedia Maṣrī, also known as Wikipedia Masry or Egyptian Arabic Wikipedia, was established
in 2008. It was the first edition of the free online encyclopedia in one of the many non-standard varieties of Arabic.
Wikipedia Maṣrī was to become a platform for disseminating anti-Arabist ideology and promoting ethnic Egyptian separatism. The editors of Wikipedia Maṣrī disseminate the view that the Egyptian identity is unique and independent of the larger Arab community. Even more importantly, they insist that Egyptian Arabic should finally gain legal recognition as the Modern Egyptian language.
This work aims to analyze Wikipedia Maṣrī from as many perspectives as possible: historical and ideological, social, cultural, and religious, as well as purely linguistic, which is concerned with grammar, syntax, and vocabulary.
Using bibliometric and data mining tools, this chapter gives an empirical analysis of the evolution of Applied Linguistics (AL) research. CiteSpace was utilized to conduct a co-citation analysis on the bibliographic information of 23,790 research articles from the most representative AL journals indexed in the Web of Science (Clarivate. Web of Science Core Collection: Search Tips, 2022. https://clarivate.libguides.com/woscc/searchtips. Accessed 16 Nov 2022) database since the launch of the journals. After categorizing the articles into 12 key research areas, they were critically assessed in terms of their respective paradigms. The results show the evolution of paradigms in AL research, with positivism being the dominant paradigm. Additionally, three other paradigms, namely, constructivism, critical theory, and post-positivism, were found to coexist in the field, although to varying degrees. The authors of this study employed a dictionary model to mine the dataset. This is the first study to combine data mining techniques and bibliometric methodology to explore paradigms in AL research, providing new insights into the field and contributing to scientometrics.
Connecting with culturally diverse individuals require in-depth understanding and knowledge of intercultural competence. This paper focuses on the Malaysian students’ intercultural competence in the Malaysian campus to gain insights into their social interaction. Specifically, we highlight the Malaysian students’ reflection of intercultural competence based on their encounters with the international students in the Malaysian university environment. Using a qualitative approach, we collect data from in-depth interviews with the selected Malaysian undergraduate students from three universities in Northern Malaysia. The findings draw attention to two emerging themes: self-other awareness and interlingual communication strategies. The paper contributes to enhancing awareness of self and other, and language-related accommodation strategies in embracing intercultural communication.
This research study focuses on the Chinese language acquisition planning of a case-study school developing an initial International Baccalaureate Diploma Programme (IBDP) Chinese program stage. We would like to identify the thoughts and decision-making process regarding Chinese language acquisition planning at international schools and then provide practical suggestions for the schools that plan to develop an IBDP Chinese program.
Regarding methodology, we applied multi-sited ethnography (Heller and Pujolar, 2009; Marcus, 1995). Data sources were mainly interviews, school documents, and surveys. Participants included one IBDP Chinese teacher, two school language policy makers, and 15 students studying IBDP Chinese. We are especially interested in acquiring more insight into how students view their IBDP Chinese program and the challenges that they face during their studies.
Several research results were found:
The IBDP Chinese is considered as a norm for the internationalization of an educational institute.
The IBDP Chinese program is developed through school-based language acquisition planning that recognizes students’ diversity in students’ learning rights and linguistic resources.
To respond to mixed-level classes, and to help students integrate smoothly into the IBDP, the case-study school has planned to extend Chinese language acquisition planning down to the lower grades and provide more learning support.
This research describes the origin, development, and implementation of a Chinese language program in an international school. We expect that it can provide international school language planners, Chinese language teachers, and parents whose children attending international schools around the world with a broader perspective to understand the ecology of the Chinese language program in the Chinese-speaking regions.
The Malaysian experience of decentralisation is one of the Asian cases of shift from a strong ‘centripetal’ political system towards power-sharing amongst concentric tiers of government. In this regard, the constitutional framework is still dealing with such changes, and it may be a facilitator or an obstacle for further measures aiming at the implementation of effective local governance. Moving from the previous assumptions, in order of highlighting the question of whether the colonial legacy has to be considered a form of ‘traditional paradigm’, the chapter provides a brief outline of modern Malaysia and its political system, a focus on the constitutional provisions related to the local-centre relations/connections, and an analysis of the Local Government Act of 1976.
Penelitian ini bertujuan untuk mendeskripsikan penguatan karakter mahasiswa pada pendidikan bahasa Indonesia terntegrasi meliputi tahap perencanaan, pelaksanaan. Metode yang digunakan dalam penelitian ini adalah metode Systematic Literature Review (SLR) bertujuan untuk mengidentifikasi, mengkaji, mengevaluasi, dan menafsirkan semua kajian dan penelitian yang relevan dengan fenomena yang menarik dengan pertanyaan penelitian yang relevan. Hasil penelitian menunjukkan bahwa pembelajaran bahasa Indonesia secara menyeluruh telah mengimplementasikan nilai-nilai karakter berdasarkan RPS yang dibuat dengan bahasa Indonesia meliputi penilaian afektif, kognitif, dan psikomotorik. Faktor pendukung untuk integrasi penguatan karakter pembelajaran bahasa Indonesia yaitu dengan lingkungan kampus, interaksi antar mahasiswa, pihak kampus membuat poster-poster terkait dimensi-dimensi karakter dan pihak pengajar bisa menjadi tauladan dan menjelaskan maksud dari poster-poster tersebut.
The establishment of the Kurdistan regional government (KRG) in southern Kurdistan (Iraqi Kurdistan) in 1992, has created a free environment for development of the Kurdish language. After three decades of Kurdish self-rule, however the language made a great progress but since then the KRG has not had a clear language policy and planning (LPP) to manage the language (languages) in the region. In 2005 a new Iraqi constitution was drafted, which guarantees the linguistic rights for all Iraqi components and stipulates that the Kurdish language is equal to the Arabic language in all domains. Despite this constitutional right, the language due to absence of (LPP) faces a number of challenges and linguistic problems; such as the lack of a common Kurdish language for education and lack of an official language for the KRG; on the other hand, due to increasing number of private schools where most topics are taught in English, English now dominates the region and has a huge influence on Kurdish and minority languages (Syriac and Turkmen), despite the fact that education in these languages is dwindling. Furthermore, the Kurdish has been ignored in the field of science, English being used as a substitute; the Kurdish also lack a unified orthography for writing and publishing; disorder in the coinage of scientific terms; and practicing extreme linguistic purism, i.e., purging foreign loan words, particularly Arabic words, from Kurdish. This study addresses these linguistic issues academically and according to the theories of (LPP), and also possible solutions have been provided.
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