Gibson Ferguson Language Planning and Education Edinburgh ...

use in bilingual education programs, 46, 48,
49, 57
use in education of US minority children, 42,
46, 64
versus non-native teaching models, 161–2
see also indigenous languages
homogeneity
nation state and, 74, 105
and US national unity, 66–7, 68
homogenisation, cultural, 126, 132–6, 144
Hong Kong, 35, 118, 127, 191
Educational Commission (1984), 189
extensive reading programmes, 195
Hornberger, N., 84
Humboldt, Wilhelm von, 17
Hungarian Academy, 27
Hungary, Service English Project, 116
hybridisation, 156
hybridity
of cultures and identities, 135–6
of varieties of English, 149
‘hypercentral’ languages, 120
‘hypercollective’ goods, properties of, 121–2
ICE see International Corpus of English (ICE)
idealisation
of native speaker standard, 158–60
standardisation as, 21–2, 168–9
identity
argument for linguistic diversity, 78–9
constructivist view of, 79
and language, 78–9, 125
local Breton, 93–5, 104, 106
and national language, 129
and the New Englishes, 159, 162, 163, 166–7,
172, 175
new hybrid forms of, 135–6, 144
postmodernist view of, 78
and regional accents, 173
see also national identity
identity politics, and minority language teaching,
35
ideological commitment, 77, 108
ideology
in bilingual education, 49, 63
in language planning, 10, 11
in lexical elaboration and linguistic purism,
28–32
of nationalism, 17–18, 31, 95
one nation one language ideology, 184
standard language, 22
idiolect, 102
idiomaticity, unilateral, 173
idioms, innovative, 156
immigration
Index 233
and accommodation of linguistic diversity, 68
rate of US, 38, 63–4
India, 35, 150, 152, 169, 171
Orientalist-Anglicist controversy, 114–15
private English-medium schools, 140–1
Indian English, 146, 152, 156, 169–70
compared with British and American English,
154–6
indigenisation, 29, 131, 150, 152, 154, 156
indigenised varieties of English see New Englishes
indigenous languages, 5, 10, 29–31, 111,
114–15, 127, 128, 129, 179
intellectualisation of, 130, 131, 188
loss of, 7, 10, 77–8
marginalisation of, 140–3
resistance to use in education, 131–2
revalorisation of, 130–1, 132
see also home language
indigenous peoples, accommodation to dominant
culture, 127
Indonesia, 2, 3
Bahasa Indonesia, 3, 28, 120
Centre for the Development and Preservation
of the National Language, 27
National Language Council, 27
vocabulary elaboration, 29–30
industrialisation, 23, 73, 89–90
inequalities, 40–1, 66, 121
in communication, 136–40
and spread of English, 125–6, 136–43, 144
and use of foreign languages as media of
instruction, 179, 192
see also socio-economic inequalities
innovations
discriminating from errors, 157–8, 160, 170,
172–3
in lexicon of New Englishes, 156, 167
institutional support
for dominant languages, 124
in ethnolinguistic vitality, 85–6
for Welsh, 97–9
instruction, language/medium of see medium of
instruction
intellectualisation, of indigenous languages, 130,
131, 188
intelligibility, and teaching New Englishes, 161,
163–5, 173, 174–5
interests, vested and choice of medium of
instruction, 186, 190
intergenerational transmission
endangered languages and, 72–3, 81, 82–3,
84, 95, 96, 97, 107, 108, 126
Fishman’s GIDS Scale, 81–5
and teaching regional languages, 34
International Corpus of English (ICE), 160, 170