Gibson Ferguson Language Planning and Education Edinburgh ...

More documents

Recommendations

Info

education as an instrument for, 34, 90, 99–102, 103–4, 107, 108 ethnolinguistic vitality and, 85–7 language planning and, 87–108 theory and practice, 77–87 Welsh case study, 97–103 language rights minority, 7, 9, 11, 12, 64, 65, 82, 108, 130–1 normative theories, 6 language shift, 72 and assimilative policies, 7 at macro-level, 119–25 towards indigenous languages, 128 language of wider communication (LWC), 2, 193 language-as-resource perspective, 57 language-in-education planning, Laitin’s rationalisation formula, 193 languages as ‘hypercollective’ goods, 121–2 intrinsic value of, 79 as political constructions, 4 Latin America, language academies, 27 Latinos, 38, 39, 66–7 learning centripetal upward tendency in language, 120 goal of native-speaker competence questioned, 146, 172, 177 and New Englishes, 157–8 passive environment in bilingual programs, 51 learning materials and choice of medium of instruction, 189 quantity and readability, 195–6 Lee Kuan Yew, 33, 171 Leech, G., 174 legislation, on minority languages, 6 LEP see Limited English Proficient (LEP) Lewis, G., 32 lexication, 29, 30 lexicon, and New Englishes, 156–7, 173–4 LFC see Lingua Franca Core (LFC) life-worlds, and values, 134, 136 Limited English Proficient (LEP) pupils and code-switching, 180 enrolments in US, 38, 41, 44 segregation or integration, 48–9 lingua franca, 117, 127, 128, 175–7, 187 codification of international norms, 144–5 English as a European, 8–9, 128–30, 139–40 English as a global, 110–48, 144 phonological core, 165–6 Swahili as a, 2–3 see also English as a Lingua Franca (ELF) Lingua Franca Core (LFC), 165–6, 173 linguistic diversity, 7, 8, 9, 12, 110, 123 arguments for the preservation of, 77–81 Index 235 changing attitudes to, 10–11, 13 ecology of language arguments, 77–8 identity arguments, 78–9 as a ‘public good’, 79–80, 108 spread of English as a threat to, 113–19, 126–32 linguistic imperialism, critique of thesis, 113–19 linguistic interdependence hypothesis (Cummins), 51, 58–9 linguistic minority pupils deficit view of proficiency, 60 diversity in US, 39–41 US educational programs for, 37–70 linguistic resources, and choice of medium of instruction, 188–9 literacy, 88 and endangered languages, 87 and mastery of standard language, 34, 140 in minority languages, 73, 81–2, 185 use of L1 in introducing, 49, 58–9, 142 literary production language of, 22 New Englishes and, 157 and prestige of a standard language, 26 loan translation, 29 local factors, and global factors, 11 Lowth, Bishop Richard, 23 LP see language planning LWC see language of wider communication (LWC) Macaulay, T. B., Minute (1835), 114 McDonald, M., 75, 76, 96 ‘McDonaldization’, 126, 133, 134 Machin, D., 134, 136 ‘macroacquisition’, 111, 159–60 maintenance bilingual education see Developmental Bilingual Education (DBE) Makerere Conference (1961), 115 Malay, 3, 120, 128, 153, 156, 157, 188 Malaysia, 2, 3, 35, 127, 128 Bahasa Malaysia campaign, 124 Dewan Bahasa dan Pustaka, 27 English in, 152, 191 extensive reading programmes, 195 transition between media of instruction, 194 Mandarin, 33, 120 marginalised languages according official status in South Africa, 28 and English dominance, 140–3 market liberalisation, 111 Marxism, 3, 10 mass media development of, 23 effect on minority languages, 90
236 Language Planning and Education global corporations, 133, 135–6 use of minority languages in, 82, 104 May, S., 65, 66, 67, 74, 75, 76, 79 Mazrui, Alamin, 130, 190 media domain cultural imperialism in, 133–4 and Mandarin campaign in Singapore, 33 use of minority languages in, 83, 104 medium of instruction, 2, 40, 90, 99–102, 180–3, 183–92, 194 attractiveness of English, 185–6 choice at different levels of instruction, 34 economic and practical constraints, 187–92 English as a, 114–15, 140, 180–3, 192 English as an academic, 151–2 indigenous language as, 47, 130–1, 141, 180–3, 192 language education policy, 179–98 mitigation of effects of foreign language, 192–7 in multilingual post-colonial states, 35, 140, 179–98 resistance to indigenous languages as, 131–2, 141 and role of the applied linguist, 192–7 socio-political constraints on policy, 183–6 Mexican Americans, 38, 39, 40 middle class identities and English competence, 140–3 and language revitalisation, 104–5 migration, 9, 13, 111, 135 and assimilative policies, 6–7 demographic pressures of European in-, 127 demographics of US minority groups and, 38 and globalisation, 37 and language death, 96 military conscription, 23, 74, 95 Milroy, J. and L., 22 ministries of education sub-Saharan Africa, 190 support for dominant languages, 124 minority cultures, and nation state, 37, 63–4 minority groups, 37–70, 40 autochthonous regional, 71–109 autonomous, caste-like and immigrant in US, 39 demographics of US, 38 voluntary and involuntary in US, 39 see also linguistic minority pupils minority language rights, 7, 9, 11, 12, 64, 65, 82, 108, 130–1 minority languages, 6, 34, 35, 65, 66, 83 advantages of literacy in, 81–2 and language revitalisation, 71–109 perceptions of and language death, 73 role of nation state in decline of, 73–7 stigmatisation of, 76–7 see also regional languages Mitterand, François, 75, 106 modernisation, 21, 25, 28, 83, 105 English and, 118 of indigenous languages, 188 and language death, 73, 107 monolingualism, European nation state bias towards, 75 Morgan, William, translation of Bible into Welsh (1588), 26, 88 mother tongue see home language Mozambique, 180, 185, 189 primary bilingual education project, 190, 193 Mphahlele, E., 131 Mufwene, S., 126–7, 128 multiculturalism, 13, 35, 68, 135–6 ideology of, 7 multilingualism, 4, 10, 28, 35, 66, 68, 153 and ethnic conflict, 66 ideal of institutional equality between languages, 130–1 practices in education, 142–3 multinational corporations, 111 Nadkarni, K., 188 Namibia, 5, 182 nation state, 11, 73 as a European concept, 3–4 and globalisation, 5, 11, 124 as a homogenising institution, 66, 74–5, 105 and minority cultures, 37, 105 role in minority language decline, 73–7, 107 and state nation, 17 nation-building, 5, 31 and language planning, 1–3, 11, 17–20 and official language, 183–4 National Curriculum (England and Wales), 168 national identity challenges to, 7, 63 challenges to US, 63, 67–8 construction, 5, 13, 20, 67 formation and language planning, 1–3 formation and standardisation, 23–5 Welsh, 102–3, 106 national language, 2, 22, 125 as a construct, 18–19 identity and, 129 and language academies, 28 protectionism and, 125, 129 role of language planning in construction of, 20–33 standard, 18–19, 34 National Research Council, findings on US
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:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198: 184 Language Planning and Education
Page 247: 234 Language Planning and Education
show all

Gibson Ferguson Language Planning and Education Edinburgh ...

Create successful ePaper yourself

Delete template?

Save as template?