Gibson Ferguson Language Planning and Education Edinburgh ...

234 Language Planning and Education
international use of English, 150, 151, 161, 163
intervention, 31–2, 192–7
Ireland, 150
Gaeltacht, 84
Irish, 12, 34, 76, 78, 83, 84, 127
Jacobin project, 74–5, 95
Japanese, 120
teaching overseas, 116
Jenkins, J., 151, 154, 163, 164–6, 167, 172, 173,
175, 177
Johnson, Dr Samuel, 23, 26, 27
Jones, Mari, 83, 88, 93, 97, 102, 105, 106
Jones, R., 89, 93
Joseph, J., 18, 166
Kachru, B., 172
debate with Quirk, 161–2, 169–70
schema of three circles of English, 150–2, 163
Kedourie, E., 17
Kenya, 35, 117, 189, 192
King, K., 84, 186
Kingman Report (1989), 167, 168
Kiswahili, 28, 184, 187, 188
Kloss, H., 18, 20, 21
knowledge, loss of indigenous languages and loss
of, 77–8
Knudsen, Knud, 24
Korais, Adamantios, 18
Kymlicka, W., 65, 67, 80
L1 see home language
L2 see second language
Laitin, D., 193
Lambert, W., 56
language
as an economic commodity, 121
and culture, 78–9
and identity, 78–9, 125
nations and nationalism, 17–20
and perception, 131
‘Q value’ of, 122
language academies see academies, language
language acquisition planning see acquisition
planning
language attrition, 47, 81
language change
association with decay or corruption, 22
in obsolescence, 72–3
language death, sociological and sociolinguistic
factors in, 72–3
language decline
Breton, 93–7
Welsh, 87–93
language demography
Brittany, 96
Wales, 90–3
language education policy, medium of instruction
issue, 179–98
language endangerment, 71–7
factors in, 87
‘killer languages’, 126
language loss, 126, 128
language maintenance
and bilingual education, 83
and standardisation, 106–7
language mixing, 47
language names, as blanket labels, 4
language planning, 1–15, 16–36
changes in discipline, 9–13
criticisms of, 3–4, 10, 13
in education: policy issues, 33–5
Haugen’s model, 24–6
holistic in nature, 85, 108
ideological character, 10, 11
implementation, 16, 33–5
interdisciplinary character, 11–12
key concepts, 16–36
and language revitalisation: Welsh and Breton,
87–108
limitations of, 12–13, 123
and rehabilitation of status of African
languages, 185, 192–7
role in construction of national languages and
nations, 20–33
see also acquisition planning; corpus planning;
status planning
Language Policy, 4
language policy, 4–9, 12, 17, 41–5, 53–4, 62–7,
106, 125, 129, 138
colonial and spread of English, 114–15
complementarity principle, 142–3, 145–6
and education, 34–5
and global spread of English, 110, 144–6
imposition of a language, 117–18
limitations of, 12–13
and medium of instruction issue, 192–7
post-colonial societies, 115–17, 145–6, 192–7
use of term, 16
see also assimilative policies
‘language problems’, in the West, 9–10
language proficiency see proficiency
language promotion, in post-colonial societies, 5,
115–17
language revitalisation, 6, 9, 12, 71–80, 81–7,
102–3, 106, 107
agents in, 107–8
Breton case study, 103–7
Crystal’s factors in, 87
economic factors in, 84–5, 107, 108