Actas da - Xunta de Galicia

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— 116 — Concepción M. Valadez Skutnabb-Kangas, T. (1995): “Multilingualism and the Education of Minority Children”, in García O./ Baker, C. (eds.): Policy and Practice in Bilingual Education, Extending the Foundations. Clevedon, UK / Philadelphia, PA: Multilingual Matters. U.S. Census (2001): http//www.census.gov/ Valadez, C.M. (2000): “La Política Lingüística, Definición y Funciones”. Facultad de Lenguas Vivas, Instituto de Lingüística Guaraní del Paraguay (IDELGUAP). Valadez, C. M. (2001): “El Centro Escolar y la Política Lingüística: Fuentes de Apoyo y Resistencia en las Escuelas”. Memorias de Simposio Internacional sobre Bilingüismo y Educación Bilingüe. Asunción, Paraguay. Valdés, G. (2001): Learning and Not Learning English, Latino Students in American Schools. New York: Teachers College, Columbia University.
Language Policy Implementation: Constraints and Feasibility Barriers Pádraig Ó Riagáin Linguistics Institute of Ireland, Dublin Introduction Ham and Hill (1993) point out that, depending on how narrowly or broadly we understand the concept of 'policy', it may refer to a range of things: from a specific decision or action, to a course of action (including inaction), to a broad set of values and decisions around goals and how to achieve them, to simply 'a stance' which shapes or provides the context for future decision-making. There are also considerable difficulties in determining who makes policy, in any given case. Answers may range from 'the state', to groups within the state, to elite groups or ruling classes outside the state, to corporatist networks enmeshing both state agents and social partners. Thus, the implementation of language policy may be found sites such as: constitutional and other legal enactments; general legislative provisions; non-legislative interventions; government practices and measures. The emergence of language issues on to the policy agenda of many states in the late twentieth century was accompanied by a simultaneous shift to the operational procedures of planning in governmental decision-making. “Planning is an activity whereby goals are established, means are selected, and outcomes predicted in a systematic and explicit manner.. …The emphasis .... upon language as a resource promotes our consideration of how language, too, might be subject to planning'’ Rubin (1971: 218-221). However, when she returned to the topic a decade later, Rubin was questioning the planning model: 'Planning theory ten years ago was based on a model which assumed that experts (and politicians) made decisions for an entire population (called mechanically the target population). That is, planning was based on the assumption that centralised decision-making was the best way to achieve success’. Since that time, social planning has recognised ‘how important it is to include specifications and constraints on the implementation process in policy formulation’. (Rubin 1981: 330). Majone and Wildavsky also argue that the language planning model does not recognise that ‘many, perhaps most, constraints remain hidden in the planning stage, and are only discovered in the implementation process. Moreover, feasibility conditions keep changing over time: old constraints are overcome, while new ones emerge. The solution undergoes continuous transformations, shrinking in one direction, expanding in another. Consequently, the implementer’s left hand must be probing constantly — 117 —
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ACTAS DA VIII CONFERENCIA INTERNACI
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Nota dos editores Recóllense neste
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Prólogo Celso Currás Fernández C
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DIRECTORIO DA VIII CONFERENCIA INTE
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Manuel González González Secretar
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Inauguración da VIII Conferencia I
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— 20 — Viviane Reding códigos
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Manuel Fraga Iribarne Presidente da
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CONFERENCIAS PLENARIAS
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— 28 — Robert Lafont administra
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— 30 — Robert Lafont troubadour
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— 32 — Robert Lafont Aller plus
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— 34 — Robert Lafont phonologiq
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— 36 — Robert Lafont première
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Unidad del lenguaje y pluralidad de
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— 54 — Jaume Sarramona real de
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— 56 — Jaume Sarramona ha de ut
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— 58 — Jaume Sarramona Con todo
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— 60 — Jaume Sarramona Muestra
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Resultados por áreas Global (n=132
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— 64 — Jaume Sarramona MATEMÁT
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Las tecnologías del habla en lengu
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Las tecnologías del habla en lengu
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— 172 — Mª Liliana Martínez C
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Mª Liliana Martínez Calvo unha de
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Nuevas perspectivas en la enseñanz
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Trilingual Education & Language Min
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Félix Etxeberría desaparecer el m
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Félix Etxeberría ñanza secundari
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Félix Etxeberría se está llevand
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Félix Etxeberría niños y niñas
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Miguel Pérez Pereira reflexións e
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Miguel Pérez Pereira galega e cast
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Miguel Pérez Pereira O problema co
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Celia Ruiz gen, mientras brinda -po
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Celia Ruiz las familias tendían a
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Celia Ruiz cierto modo, son el equi
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Problemática do ensino bilingüe e
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SIMPOSIO PROBLEMAS DE HOXE NO ENSIN
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Pilar Buela ciais que constitúen a
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Pilar Buela • Para as xeracións
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¿Existe un modelo de fala para a c
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A formación do profesorado de ling
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Aformación de profesorado de lingu
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Política lingüística y educativa
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Josep Vicent Felip i Monlleó sin
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Josep Vicent Felip i Monlleó -Prog
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Josep Vicent Felip i Monlleó Para
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Xesús P. González Moreiras Non é
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Lluís Jou i Mirabet tivo, que se e
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Lluís Jou i Mirabet Esta ha sido l
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Joan Melià güísticas, debe enten
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Joan Melià do impulso de determina
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Joan Melià proceso de normalizaci
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Pedro Pegenaute Garde en demasiadas
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Pedro Pegenaute Garde de la políti
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Pedro Pegenaute Garde De donde se d
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MESA REDONDA POLÍTICA LINGÜÍSTIC
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Diego Corraine El 2 de mayo 2001, c
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Diego Corraine adolescentes hasta l
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Diego Corraine blemas económicos y
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Policy and the teaching of Frisian
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Policyand the teaching of Frisian a
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Philippe Martel • Breton is the c
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Philippe Martel There are pupils. T
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Philippe Martel somewhat boorish me
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Glyn Williams claims about how the
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Glyn Williams SMEs within the Europ
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Glyn Williams connected to the high
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Glyn Williams Economy rationality i
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Glyn Williams operators could extra
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Glyn Williams the firm. It goes bey
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Glyn Williams the abstract represen
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Glyn Williams process across differ
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Glyn Williams 4. Language, the soci
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Glyn Williams Culture is universal
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Glyn Williams Haugen, E. (1959):
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COMUNICACIÓNS LIBRES
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Andrés Alonso Álvarez A actual Co
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Andrés Alonso Álvarez é prescind
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Andrés Alonso Álvarez noso caso n
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Andrés Alonso Álvarez naquelas di
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A normalización terminolóxica en
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Mª del Pilar Alvariño Alvariño e
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Carlos Arias Iglesias A idea fundam
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Carlos Arias Iglesias parte, contar
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Carlos Arias Iglesias unha análise
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M. Baña Castro / R. Mª García Su
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M. Baña Castro / R.Mª García Su
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El pluralismo cultural en los progr
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Teresa Bermúdez / Amparo Cereixo C
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Teresa Bermúdez / Amparo Cereixo m
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Teresa Bermúdez / Amparo Cereixo e
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Teresa Bermúdez / Amparo Cereixo d
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Camilo Brandín Feijoo encerra un n
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Camilo Brandín Feijoo obrigatoriam
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Camilo Brandín Feijoo 6. Resultado
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Camilo Brandín Feijoo Kroll, J. F.
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Carlos Caetano Biscaino Fernandes /
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Carlos Manuel Callón Torres (SLG)
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Carlos Manuel Callón Torres máis
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Carlos Manuel Callón Torres Seitur
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Berta Castaño Torrado / Blanca Sá
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Xosé-Henrique Costas González o s
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Xosé-Henrique Costas González col
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Xosé-Henrique Costas González Pol
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Competencia bilingüe e autotraducc
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Os lectorados de galego. Funcións
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Sonia Fernández Parrat público e
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Sonia Fernández Parrat publicaron
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Sonia Fernández Parrat Teoricament
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TRADOS 5 Alberto González Introduc
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Trados 5 configuración de proyecto
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Algunas consideraciones sobre la si
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Manuel González González et al. b
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Manuel González González et al. a
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Manuel González González et al. 2
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Manuel González González et al. e
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Manuel González González et al. W
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Margarita González González / Mó
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Marta González Louzao No ano 1999
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Marta González Louzao nómicas, de
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Marta González Louzao alumnos matr
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Vitelio Herrera 1.2. Objetivos espe
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Vitelio Herrera Sin embargo, es imp
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Xosé L. Janeiro Espiñeira Poder X
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Xosé L. Janeiro Espiñeira colisi
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Xosé L. Janeiro Espiñeira compren
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Xosé L. Janeiro Espiñeira lingua
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El uso oficial de los idiomas mayas
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Sabela Labraña Barrero non chega,
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Sabela Labraña Barrero tiveron nec
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Sabela Labraña Barrero Finalmente,
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Sabela Labraña Barrero centro pion
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Movilidad estudiantil y lengua: el
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María Sol López Martínez / Franc
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María Sol López Martínez / Franc
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A extensión da lingua galega no á
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A adquisición da competencia tradu
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Aadquisición da competencia traduc
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Cómo ensinar a lingua e a cultura
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Mónica Martínez Baleirón / Mª d
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The value of Galician and Irish on
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Importancia dos diccionarios biling
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Lengua de signos española: situaci
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Lengua de signos española: situaci
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Evaluación actual y futura de la v
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Miguel Anxo Santos Rego et al. Aná
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Miguel Anxo Santos Rego et al. Por
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La actitud y el uso lingüísticos:
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Diego Vázquez Rei Valoración da l
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Diego Vázquez Rei Outras habilidad
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Diego Vázquez Rei Precisión e cla
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Kateina Vlasáková checas e españ
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Kateina Vlasáková amplamente vert
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Kateina Vlasáková obxectivos dest
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Kateina Vlasáková motivan ós est
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Los centros de autoaprendizaje: un
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La integración del aula de autoapr
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CONCLUSIÓNS Ó longo de tres días
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ORGANIZACIÓN DA IX CONFERENCIA INT
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TÁBOA DE CONTIDOS NOTA DOS EDITORE
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XABIER AIZPURUA Política lingüís
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JOSÉ LUIS JANEIRO Cooficialidade l
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Actas da - Xunta de Galicia

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