Gibson Ferguson Language Planning and Education Edinburgh ...

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