Language Policy

308 Pages·2013·0.752 MB·

by  David Cassels Johnson

Research and Practice in Applied Linguistics
General Editors: Christopher N. Candlin and David R. Hall, Linguistics
Department, Macquarie University, Australia.
All books in this series are written by leading researchers and teachers in Applied
Linguistics, with broad international experience. They are designed for the MA
or PhD student in Applied Linguistics, TESOL or similar subject areas and for the
language professional keen to extend their research experience.
Titles include:
Dick Allwright and Judith Hanks
THE DEVELOPING LANGUAGE LEARNER
An Introduction to Exploratory Practice
Francesca Bargiela-Chiappini, Catherine Nickerson and Brigitte Planken
BUSINESS DISCOURSE
Christopher N. Candlin and Stephen H. Moore
EXPLORING DISCOURSE IN CONTEXT AND ACTION
David Cassels Johnson
LANGUAGE POLICY
Francesca Bargiela-Chiappini, Catherine Nickerson and Brigitte Planken
BUSINESS DISCOURSE, SECOND EDITION
Alison Ferguson and Elizabeth Armstrong
RESEARCHING COMUNICATION DISORDERS
Lynne Flowerdew
CORPORA AND LANGUAGE EDUCATION
Sandra Beatriz Hale
COMMUNITY INTERPRETING
Geoff Hall
LITERATURE IN LANGUAGE EDUCATION
Richard Kiely and Pauline Rea-Dickins
PROGRAM EVALUATION IN LANGUAGE EDUCATION
Marie-Noëlle Lamy and Regine Hampel
ONLINE COMMUNICATION IN LANGUAGE LEARNING AND TEACHING
Annamaria Pinter
CHILDREN LEARNING SECOND LANGUAGES
Virginia Samuda and Martin Bygate
TASKS IN SECOND LANGUAGE LEARNING
Norbert Schmitt
RESEARCHING VOCABULARY
A Vocabulary Research Manual
Helen Spencer-Oatey and Peter Franklin
INTERCULTURAL INTERACTION
A Multidisciplinary Approach to Intercultural Communication
Cyril J. Weir
LANGUAGE TESTING AND VALIDATION
Tony Wright
CLASSROOM MANAGEMENT IN LANGUAGE EDUCATION
Forthcoming titles:
Anne Burns and Helen de Silva Joyce
LITERACY
Sandra Gollin and David R. Hall
LANGUAGE FOR SPECIFIC PURPOSES
Marilyn Martin-Jones
BILINGUALISM
Martha Pennington
PRONUNCIATION
Research and Practice in Applied Linguistics
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Language Policy
David Cassels Johnson
Washington State University, USA
© David Cassels Johnson 2013
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For Nancy, Rebecca, and Tom
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Contents
List of figures and tables xi
General Editors’ preface xiii
Acknowledgements xv
Part I Laying the Groundwork: Definitions, Theories,
and Concepts
1 What is language policy? 3
1.1 Definitions 4
1.2 Types 9
1.3 Example language policies 12
1.3.1 A brief history of English language policies 12
1.3.2 Indigenous languages and policy 16
1.3.3 O il production and language policy in
Equatorial Guinea 20
1.4 Discussion 24
2 Theories, concepts, and frameworks: An historical
overview 26
2.1 The origin and development of early language
planning scholarship 27
2.2 Expanding frameworks and conceptualizations in
the 1970’s and 80’s 30
2.2.1 Dell Hymes’ sociolinguistics 30
2.2.2 Critical (socio)linguistics 32
2.2.3 E xpanding frameworks in language planning
and policy 33
2.3 Critical language policy (CLP) 39
2.4 Ethnography of language policy 43
2.5 Reversing language shift and linguistic imperialism 47
2.5.1 Reversing language shift 47
2.5.2 Linguistic imperialism 49
2.6 Ecology of language 51
2.7 Educational language policy 52
2.8 Discussion 55
vii
viii Contents
Part II Findings
3 Example studies 59
3.1 Marilyn Martin-Jones 60
3.2 Feliciano Chimbutane 64
3.3 Florence Bonacina 69
3.4 Angela Cincotta-Segi 75
3.5 Francis M. Hult 80
3.6 Lin Pan 82
3.7 Dafna Yitzhaki 85
3.8 Shannon Fitzsimmons-Doolan 88
3.9 Discussion 91
4 Findings 95
4.1 Appropriation vs. implementation 96
4.1.1 Finding #1: Language policy agents have power 98
4.1.2 F inding #2: Language policy power is
differentially allocated among arbiters
and implementers 100
4.2 Language policies as instruments of power 101
4.2.1 F inding #3: Governing bodies use language
policies for control 102
4.3 Language policies as instruments of empowerment 103
4.3.1 F inding #4: National multilingual language
policies can and do open spaces for
multilingual education and minority languages 103
4.3.2 F inding #5: Local multilingual language
policies can and do open spaces for
multilingual education and minority languages 105
4.4 The multiple layers of policy text, discourse,
and practice 105
4.4.1 F inding #6: Top-down and bottom-up
are relative 108
4.4.2 F inding #7: Macro multilingual language
policies are not necessarily enough 108
4.4.3 F inding #8: Local multilingual language
policies are not necessarily enough either 109
4.4.4 F inding #9: Meso-level language policies
matter 110
4.5 The nature of language policy text and discourse 111
4.5.1 F inding #10: National language policies
are not necessarily ideologically consistent 111
Contents ix
4.5.2 F inding #11: Policy intentions are especially
difficult to ascertain 113
4.5.3 F inding #12: Language policy language
constitutes its own genre 117
4.6 Conclusion 117
Part III Researching Language Policy
5 Research approaches and methods 121
5.1 Early language planning work 121
5.2 Historical-textual analysis 124
5.3 Political theory and the law 128
5.3.1 J udicial decisions and the courts 129
5.3.2 L anguage policy and political identity 132
5.3.3 N ational identity, citizenship, and
language 133
5.3.4 C onstitutional and statutory interpretation 137
5.4 Media discourse and LPP 140
5.5 Ethnography of language policy 144
5.5.1 D efinitions, benefits, and challenges 144
5.5.2 M ethod 149
5.6 Discourse analysis 152
5.6.1 C ritical discourse analysis 154
5.6.2 I ntertextuality, interdiscursivity, and
recontextualization 158
5.6.3 C riticism of CDA 164
5.6.4 L inguistic anthropology and speech
chains 166
5.7 Discussion 168
6 Educational language policy engagement and action
research (ELPEAR) 170
6.1 Action research 170
6.2 Language policy action research 174
6.2.1 T he language policy action research cycle 175
6.2.2 F eatures of language policy action research 178
6.3 ELPEAR examples 180
6.3.1 N eville Alexander and PRAESA 180
6.3.2 R ebecca Freeman 184
6.3.3 R ichard Hill and Stephen May 186
6.4 David Corson’s model for critical policymaking
in schools 188