Gibson Ferguson Language Planning and Education Edinburgh ...

238 Language Planning and Education
and teaching models for New Englishes, 171–5
‘transformative’, 41
in US bilingual education, 49–62
Pennycook, A., 119, 125, 129, 140
‘performance varieties’, 152
‘peripheral’ languages, 120, 125
Peru, 27
Spanish and Quechua in, 12
Philip V, 27
Phillipson, R., 8–9, 111, 113–17, 118, 119, 125,
126, 133, 137, 151
phonology, simplification and reduction in
obsolescence, 72–3
pluralism, 7, 11
vs. assimilationism in US bilingual education,
40–1, 45, 49–62, 63–8
pluricentric languages, choice of variety of norm
in teaching, 35
policy analysis, 12
political centralism, and linguistic sensitivity, 76
political factors
in choice of medium of instruction, 35,
102–3, 179, 183–6
in language planning, 4, 10, 18
in lexical elaboration, 28–31
status and corpus planning, 21
in US bilingual education, 49, 62–7
in use of English as a resource, 118
in use of standard English as a teaching model,
171
political theory, 12
Porter, R., 55
Portuguese, 120, 127
in Africa, 180
post-colonial states, 1–3, 27, 113
ineffective English-medium instruction, 126,
140
language promotion, 115–17
medium of instruction in multilingual, 35,
140, 179–98
New Englishes in, 152–7
proposed language policies, 145–6
post-modernism, on identity, 78
post-nationalism, 11
post-structuralism, 3, 10
poverty
of minority groups in US, 39, 40
pockets of, 135
power
and endangered languages, 87
influence of relations on educational
structures, 40–1
and language planning, 3, 13
social relations and minority groups in US,
40–1, 68
and spread of languages, 110, 113–19
and standardisation, 22
practicality, and teaching New Englishes, 163,
169–70
Prator, C., 161, 163, 164
prescriptivism, 18th century in English, 22–3
Price, Glanville, 93
primary education
English-medium, 141–2
timing of transition between media of
instruction, 194
primary schools
medium of instruction in African, 180–3,
189–90
print capitalism, 23
print language, 19, 164, 168, 172–4
Anglification of, 119
printing, 18
introduction to England (1476), 22
private schools
Breton-medium, 103
English-medium, 140–1
privatisation, 111
proficiency, 47, 57, 59
academic, 59, 60–1
basic interpersonal communicative skills
(BISC), 59–62
cognitive-academic language proficiency
(CALP), 59–62
conversational, 59, 60–1
cross-generational continuum of, 72, 102
in English mandatory for African university
education, 186, 191
levels between native and non-native speakers,
136–7, 176
native-like questioned, 146
nature of L2, 59–62
tests, 61
see also Limited English Proficient (LEP) pupils
pronunciation
and clear communication, 164–5
and New Englishes, 157, 165–7, 173
no standard, 168, 173
Propositions see under California
protectionism, linguistic, 125, 129, 138
Protestantism, non-conformist, 88
Psicharis, Yannis, To Taxidhi Mou, 26
psycholinguistics, 162
Pullum, G., 164, 172
purism, 6, 18, 31–2
archaising, 31
elitist, 31
xenophobic, 31
‘Q value’, of a language, 122