Gibson Ferguson Language Planning and Education Edinburgh ...

240 Language Planning and Education
‘sheltered English immersion’ teaching, 43, 46,
49, 54
Shona, 188
simplification, as a learning strategy, 157, 159
Singapore, 127
cline of varieties, 152
as outer circle, 150, 151, 169
Speak Mandarin Campaign, 33
use of Standard English, 171
Singapore Colloquial English (Singlish), 152,
155, 157, 166–7, 171
Singapore English, 152, 154, 156
leaky diglossia, 166–7
syllable-timed, 154
Singlish see Singapore Colloquial English
siSwati, 28
Skuttnab-Kangas, T., 126, 133, 151
SLA see Second Language Acquisition (SLA)
Smith, L., 164, 165
social justice, 110
US bilingual education and, 63, 64–7
social mobility, and choice of dominant language,
79–80, 107
social networks, and language revitalisation, 84,
107
social stratification
and endangerment of minority languages, 88,
89, 90, 95
and school achievement in US minority
groups, 39–41
socialisation, schools as agencies of, 33–4, 99
socio-economic inequalities
education and use of standard language, 167
global spread of English and, 126, 136, 140–3,
144, 145
sociolinguistics, and New Englishes, 152–3, 162,
177
South Africa, 5, 35, 195
Constitution (1996), 5, 10, 131–2
English-medium schools, 185
official indigenous languages, 5, 10, 28,
131–2, 188
Pan South African Language Board
(PANSALB), 5, 28, 131, 188
south-east Midlands, adoption of standard, 22
Soviet Union , 5, 10
Soyinka, Wole, 157
Spain, 17, 116
expanding circle, 150
‘normalisation’, 6
Spanish, 27, 120, 127
and Catalan, 28
and English bilingual education, 47
and Quechua in Peru, 12
in US, 38
speakers
minority language and language death, 72–3
native vs. non-native inequalities, 136–40
speaking, compared with writing in teaching
New Englishes, 173–4
special alternative instructional programs (SAIPs),
43, 48
speech repertoires
expansion of, 173
multilingual, 153
Spolsky, B., 7–8, 10, 12, 17, 110
Sri Lanka, 65, 118, 184
Sridhar, K. and S., 159
standard language
acceptance by the community, 25–6
as an ideal, 21–2
change in written form, 173
competence and literacy in indigenous
varieties, 130–1, 136–7, 140, 167
competition with minority regional languages,
71–109
defining the, 168
development of, 22–6
dissemination of the, 9, 34
dominance of, 149
identification with national language, 22
as model for teaching, 149, 161–2, 170–1
national, 18–19
nature of and the New Englishes, 168–9
prestige of, 26, 167
promotion of, 6
spoken form of, 168
written print form of English, 164, 168–9,
177
standardisation, 1, 9, 21–6
and diglossia development, 25
from below and from above, 106–7
Haugen’s definition, 21
as ideological, 22
and language maintenance, 106–7
as a long-term process, 22–3, 164
nationalism and romanticism in, 23–5
and New Englishes, 163, 167–9
role of language planning in, 22–4
standardised English reading test (SAT 9), 61
state formation, new states, 5, 10, 11, 17
status, factors in ethnolinguistic vitality, 85–6,
102
status planning, 20–1, 25
agencies in, 28
and education, 34
inability to alter sociolinguistic balance of
power, 132
Quebec example, 33
role of, 32–3