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Cantonese, 128 capital, languages as symbolic and intellectual, 122, 125, 140–3, 185 capitalism, globalisation of, 133–6 Carmichael, C., 20 Carter, R., 168, 174 Catalan, 74, 77 Statute of Autonomy (1979), 28 Catalonia, 5, 34 Caxton, William, 22 Celtic languages, 71; see also Breton; Irish; Scots Gaelic; Welsh centralism, political, 76, 106 centre-periphery thesis, 113, 120–1, 135 Cep Kilavuzu, 32 Cheshire, J., 168 Chichewa, 180, 181 child development, effects of subordination and denigration on, 40, 57 Chile, 27 China, 116, 135, 145, 150 Chinese, 120, 157 borrowings from, 156 tone-based, 154 see also Hokkien; Mandarin Civil Rights Act (US) (1964), Title VI, 42 CLT see communicative language teaching (CLT) code, and corpus planning, 20–1 code-mixing, 153 code-switching, in the classroom, 180, 193 codification, 9, 21–6 of international lingua franca norms, 144–5 and New Englishes, 160, 169–70, 175–6 of selected norm for standard, 24 cognitive development, and home language instruction, 180 cognitive-academic language proficiency (CALP), 59–62 coinages, 173 Cold War, 5, 112 Collier, V., 46, 47, 48, 58, 61 collocations, novel, 156, 173 Colombia, 27 colonial languages, as instruments of ‘elite closure’, 141, 184 colonies, settlement vs. exploitation, 127 colonisation, and spread of English, 111, 114–15, 124 commerce, Anglification of, 119 communication electronic, 187 inequalities in, 136–40 potential of a language see ‘Q value’ pronunciation in clear, 164–5 communicative language teaching (CLT), 146 Index 229 communicative language use, dimensions of, 60 communities identity and language, 78–9 imagined, 19 isolation and language death, 73, 76, 90 and language revitalisation, 84–5, 108 compensatory education, 42 competence, native-like as learning goal appropriateness questioned, 146, 172, 177 complementarity principle, language policy, 142–3, 145–6 complexification, 157 compounding, 29 comprehensibility, 164 Congo, 127 Congo-Zaire, 128 constructivism, national languages and, 18–19 consumerism, global culture, 133–6 context multilingual and New Englishes, 158–60, 161–2 in US bilingual education, 37–49 convergence, 21 Cook, V., 149 Cooper, R., 17, 30, 34 Coppieters, R., 162 Coral Way Elementary School of Dade County, Florida, 47–8 corpus planning, 20–1 differentiation, 18, 21–6 Malay, 188 Turkish example, 31–2 correctness, 22 cosmopolitanism, 135–6 Coulmas, F., 122 Cox Report (1991), 168 Crawford, J., 40, 45, 48 critical social theory, 3, 10 Croatian, 19 and Serbian, 21 Crowley, T., 168 Crystal, D., 78, 79–80, 87, 111, 151, 172, 174 cultural capital, national language as, 125 cultural diversity, 110 spread of English as a threat to, 126, 132–6 cultural imperialism, 133–6 Cummins, J., 40–1, 54, 68, 180, 191 BISC/CALP distinction, 59–62 linguistic interdependence hypothesis, 51, 58–9 thresholds hypothesis, 56–7 CUP see bilingualism, common underlying proficiency (CUP) model curriculum, 34 ‘assimilationist’ US, 40–1
230 Language Planning and Education choice of foreign/second language, 34–5 effects of curtailing use of English in, 141 innovation and medium of instruction, 194–5 DAAD (Deutscher Akademischer Austauschdienst), 116 Danish, differentiation of Norwegian from, 21, 23, 24 Davies, A., 115, 167, 168 DBE see Developmental Bilingual Education (DBE) de Swaan, A., 129–30, 132, 139, 144 global language system thesis, 119, 120–5 decolonisation, 1–3, 5, 10, 131 Defoe, Daniel, 27 democracy, ethnolinguistic, 76 democratic principles, 5, 63 democratisation, of access to English, 141–2, 145–6, 176 demographic factors change in users of English, 149 in ethnolinguistic vitality, 85–6, 90–3, 105 Denmark, 129, 151–2 developing countries, 116, 196 inequalities due to the global spread of English, 136–43, 144 inequalities in scientific publishing, 137–8 Developmental Bilingual Education (DBE), 47, 49, 52, 57, 101 devolution, 5–6 diglossia, 25 global, 129 discrimination against non-native speakers, 137 and choice of dominant language, 79–80 of minority groups in US, 39, 64, 66 diversity, 7, 11 linguistic and cultural, 37, 63–4, 77–8, 126–36 and national unity, 66–7 in New Englishes, 160, 174–5 see also linguistic diversity dominant language choice to transmit only the, 79–80 English as a global lingua franca, 110–48 institutionalisation, 76, 107 in scientific publications, 137–8 Dorian, N., 72, 73 dual language/‘two–way bilingual’ programs, 45, 47–8, 49, 64 90:10 and 50:50 models, 47 Dutch, Algemeen Nederlands, 19 EAP see English for Academic Purposes (EAP) East Africa, 128, 195 International Language Committee, 27 East African English, 156 Eastern Europe, collapse of communism, 5, 13 ecology of language, 7, 13 argument for linguistic diversity, 77–8, 126 economic development, 110, 192 economics, 12 balance of power, 135–6 in language revitalisation, 84–5, 107, 108 in use of dominant language, 119, 123, 141 Ecuador, 27 editors, gatekeeping roles, 137–8, 139 education, 23, 28, 34, 74, 107, 119, 142 access to, 2, 186 access to English-language, 117, 140–3 as an instrument for language revitalisation, 34, 107 in both English and local languages, 142–3 implementation of LP in, 33–5 language planning in, 33–5 spread of English-medium, 114–15 use of standard variety, 167 see also bilingual education; higher education; medium of instruction; primary education Education Act (1988), on Welsh-medium education, 99 Education in the Colonies, Report of the Advisory Committee on (1927), 115 education policy, and medium of instruction issue in Africa, 179–98 educational achievement and social stratification in US minority groups, 39–41 underachievement of minority groups in US, 40–1, 49, 62 underperformance in Africa, 179, 182–3, 190–1 and US bilingual education, 49–54, 64, 68 educational infrastructure, and choice of medium of instruction, 189–91 educational outcomes and social stratification in US minority groups, 39–41 and US bilingual education, 53–4 educational research, in US bilingual education, 49–62 Edwards, J., 20 EFL see English as a Foreign Language (EFL) eisteddfodau, 88 elaboration, 26–32 of function for standard, 24–5 lexical, 28–31 electronic technology, use in language revitalisation, 87 Elementary Education Act (1870), ignored
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Language Planning and Education GIB
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Edinburgh Textbooks in Applied Ling
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© Gibson Ferguson, 2006 Edinburgh
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vi Contents 5 The global spread of
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viii Series Editors’ Preface Each
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x Author’s Preface exception of C
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Acknowledgements Identifying and th
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Chapter 2 The practice of language
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