Gibson Ferguson Language Planning and Education Edinburgh ...

More documents

Recommendations

Info

Index Aasen, Ivar, 23, 24, 26 Abstand language, 18 academic domain, use of English, 150, 151–2 Académie Française, 26–7, 31 academies, language, 26–8, 31 Accademia della Crusca, 26 accents, regional and varieties, 168, 173, 174 acceptability, and teaching New Englishes, 163, 170–1, 173, 174, 177 acculturation, 156, 159 Achebe, Chinua, 131, 157 No Longer at Ease, 153 acquisition planning, 34 in US, 42–9 Welsh, 99–102 see also Second Language Acquisition (SLA) acrolect, 152–3, 173, 174 Adams, John, 27 administration, language of, 2, 22, 130 Africa decolonisation, 1–3, 5, 131 functional demarcation of languages, 127 language academies, 27 marginalisation of indigenous local languages, 143 multilingualism seen as problematic, 4 post-colonial medium of instruction issue, 179–98 proposed language policy, 145 sub-Saharan, 179–98 African Americans, 39, 64 African Englishes, 131, 156 African languages, 77 linguistic resources, 188–9 loss of, 128 rehabilitation of status of, 185, 192–7 renaissance of, 130–1 role in education, 179–98 and the role of English, 115, 130–2 Afrikaans, 131 age factors, in Second Language Acquisition (SLA), 55, 62 Agency for International Development, 113 Aitchison, J., 85, 86, 89, 93, 102 Alidou, H., 182 American English standard, 149, 154, 174 standard as teaching model, 161, 169–70, 171–5 Americanisation, 126, 132–3 Amerindian languages, 77 Ammon, U., 112, 138, 139, 144, 176 ancestral language, emotional costs of deserting, 125 Anderson, Benedict, 19, 20, 133 anglicisation, social class in Wales and, 88, 89 applied linguistics, 162–3 and medium of instruction issue, 183, 192–7 appropriation, of English, 117–18, 131, 166 Arabic, 120 army domain, use of Mandarin in Singapore, 33 Asia, 1–3, 27 Asian Americans, 38, 39, 40 Asian English, 156 Asmara Declaration (2000), 130–1, 132 Asociación de Academias de la Lengua española, 27 assimilationism, vs. pluralism in US bilingual education, 40–1, 45, 49–62, 63–8 assimilative policies, migration and, 6–7 Atatürk, Kemal, 31–2 Ausbau language, 18, 21 Australia aboriginal languages, 77, 127 as inner circle, 150 autochthonous regional languages, 71 intensification of LP for, 6 Bahasa Indonesia, 3, 28, 120 Bahasa Malaysia, 3, 124, 194 Baker, C., 48, 83, 84, 85, 86
228 Language Planning and Education Baker, K., 50, 52 Baldauf, R. Jnr, 16 Bamgbose, A., 4, 157, 160, 169, 170, 174 Barbour, S., 19 Barère, Bertrand, 74–5 basic interpersonal communicative skills (BISC), 59–62 basilect, 152–3, 166–7, 169 Basque, 5, 34, 75 Biskaia province, 25 Euskara batua, 25 Gipuzkoa, 25 ikastolas, 81 BBC World Service, 161–2 BEA see Bilingual Education Act (US) (BEA) (1968) Belgium, Vlaams, 19 bilingual education, 9, 35, 37–70, 99–102, 103–4, 142–3, 196 as an instrument of language transmission, 71 defined in transitional terms, 42–3, 48 heritage or developmental, 101 and language maintenance, 83 and medium of instruction issue, 191, 193 parameters distinguishing programs, 48–9 program evaluation, 50–62 pros and cons in US, 49–62, 63, 67–8 theories and evaluation, 53–62 types of, 45–9 Bilingual Education Act (US) (BEA) (1968), 42 reauthorisations of (1974–94), 42–3 bilingual speakers, L2 users of English, 151 bilingualism, 66, 89, 95–7, 125 additive, 46, 56, 59, 62, 68, 143 cognitive advantages of full, 49, 56, 57 as ‘cognitive burden’, 55, 56, 62 common underlying proficiency (CUP) model, 56, 58–9 creativity in, 153, 173 separate underlying proficiency (SUP) model, 56 subtractive, 46, 56 threshold hypothesis (Cummins), 56–7 BISC see basic interpersonal communicative skills (BISC) Blommaert, J., 9, 130–1, 143 borrowings, 156 from indigenous languages, 29–31 and intertranslatability, 29 and lexical elaboration, 29–31 in relexification, 72–3 resistance to English, 29–31 shift in attitudes to, 30–1 Botswana, 184 medium of instruction, 181, 183, 194 Bourdieu, Pierre, 85 Bourhis, R., 85–6, 87 Breton, 25, 74, 97, 104, 105, 106–7 compared with Welsh, 105–7 decline of, 93–7 dialects, 93, 94, 97 KEAV organisation, 104 language demography, 96 local identities, 93–5, 104, 106 native-speakers and néo-bretonnants, 104–5, 106 revitalisation efforts, 103–7 weaknesses in revitalisation, 104–5 Britain, 17, 68, 116 Foreign Office, 113 language policy, 106 Welsh in, 75, 87–93, 97–103, 105 British Council, 113, 116 British Empire, and spread of English, 110–11 British English deviations of New Englishes from, 157–8 RP-accented as model, 165, 167 standard, 149, 154 standard as teaching model, 161–2, 169–70, 171–5 stress-timed, 154 Brittany, 93–5, 103, 106; see also Breton broadcasting Anglification of, 119 minority language, 83, 104 Brutt-Griffler, J., 111, 115, 117, 119, 159 Burkino Faso, 182 Burundi, 181, 184 business, English as the language of, 128, 129, 172 California Limited English Proficient (LEP) pupils, 38, 43, 44, 45, 47 Proposition 187 (1994), 43 Proposition 203 (1998), 45 Proposition 227 (1998), 43, 44, 45, 62, 68: educational arguments around, 62; ‘how-long-does-it-take’ issue, 59–62; key principles, 55–8; and theories of bilingual education, 54–62 CALP see cognitive-academic language proficiency (CALP) Cameron, D., 133 Canada, 150 bilingual/bicultural policy on Quebec, 33 immersion model of bilingual education, 46, 52, 56, 101 time taken to reach oral proficiency, 61 Canagarajah, A., 118, 137
Page 1 and 2:
Language Planning and Education GIB
Page 3 and 4:
Edinburgh Textbooks in Applied Ling
Page 5 and 6:
© Gibson Ferguson, 2006 Edinburgh
Page 7 and 8:
vi Contents 5 The global spread of
Page 9 and 10:
viii Series Editors’ Preface Each
Page 11 and 12:
x Author’s Preface exception of C
Page 13 and 14:
Acknowledgements Identifying and th
Page 15 and 16:
2 Language Planning and Education m
Page 17 and 18:
4 Language Planning and Education c
Page 19 and 20:
6 Language Planning and Education h
Page 21 and 22:
8 Language Planning and Education t
Page 23 and 24:
10 Language Planning and Education
Page 25 and 26:
Page 27 and 28:
Page 29 and 30:
Chapter 2 The practice of language
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Chapter 5 The global spread of Engl
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190: 176 Language Planning and Education
Page 239: 226 Language Planning and Education
show all

Gibson Ferguson Language Planning and Education Edinburgh ...

Create successful ePaper yourself

Delete template?

Save as template?