Gibson Ferguson Language Planning and Education Edinburgh ...

Welsh, 97–9
stigmatisation
internalised, 80, 95
of minority languages, 76–7
Straits Times, 162, 1164
Strevens, P., 161
Structured English Immersion (SEI), 45, 46, 49,
50, 52, 57–8, 59, 68
style shifting, 153
subject learning, and home language instruction,
180, 194
submersion programs, 42, 45, 52
substrate languages, 157
and colloquial varieties, 155
SUP see bilingualism, separate underlying
proficiency (SUP) model
superstrate languages, 157
supranational political communities, 5, 8–9
sustainable development, 78
Swahili, 2–3, 120
as a lingua franca, 128
standardisation of, 27
Swaziland, 184
Sweden, English in, 129
Swedish, 129
Swedish Academy, 27
Swift, Jonathan, 23, 27
Switzerland, 129
economic value of English, 123
Tamil, and English, 118
Tanzania, 2–3, 35, 118, 184
Institute of Swahili Research, 27
medium of instruction, 124, 181, 182, 187,
194
private English-medium schools, 140–1, 185
Tarama Dergisi, 32
Tardy, C., 137, 138
‘target language’, 159
teacher education
code-switching as a resource in, 193
in a second language, 196
and teaching New Englishes, 170, 174–5
teachers
bilingual in US, 44
English language proficiency levels, 182–3,
194, 196
local speech of, 174
non-native and home language, 161–2
political orientation for minority group
education in US, 41
using a foreign medium, 189
teaching
in local language, 180
in minority language, 34, 35, 83
Index 241
‘sheltered English immersion’, 43, 46, 49, 54
see also English Language Teaching (ELT)
teaching models
assessing the arguments, 163–71
historical perspective, 161–3
and New Englishes, 160, 161–77
pedagogic conclusions, 171–5
team-teaching, 47
technology domain, 28
telecommunications networks, ‘external network
effects’, 121
TESOL, 113
British heresy in, 161
conference (2002, Paris), 171
tests, norm-referenced in assessing L2 proficiency,
61
textbooks
and choice of medium of instruction, 189
and New Englishes, 170, 172
readability of, 195–6
shortages of, 195
third world see developing countries
Thomas, G., 31
Thomas, W., 46, 47, 48, 58, 61
thresholds hypothesis (Cummins), 56–7
‘time-on-task’ principle, 55, 57–8, 62
Timm, L., 93
Timmis, I., 170–1, 177
Tollefson, J., 12, 140, 179
Tomlinson, J., 134, 135
tourism, 93, 96
town and country planning, 85, 108
traditions, ‘invented’, 19, 20
transfer
features in New Englishes, 159
skill in bilingual programs, 58–9
Transitional Bilingual Education (TBE), 42–3,
46–7, 49
early exit, 46, 50–1, 58
effectiveness, 50–3
late exit, 46–7, 50–1
transnational corporations, and spread of English,
124, 133, 141
transnationalism, 7
Truchot, C., 138
Trudgill, P., 168
Tsuda, Y., 133
Tsui, A., 179
Turkish
Anatolian dialects, 32
language reform, 30–2
Latin alphabet replaced Arabo-Persian, 32
in the Netherlands, 58
Ozturkçe 32
Turkish Language Congress (Kurultay), 32