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Language Policy PDF

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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 Series Standing Order ISBN 978–1–403–91184–1 hardcover 978–1–403–91185–8 paperback (outside North America only) You can receive future titles in this series as they are published by placing a standing order. Please contact your bookseller or, in case of diffi culty, write to us at the address below with your name and address, the title of the series and the ISBN quoted above. Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke, Hampshire RG21 6XS, England Language Policy David Cassels Johnson Washington State University, USA © David Cassels Johnson 2013 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted his right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2013 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978–0–230–25169–4 hardback ISBN 978–0–230–25170–0 paperback This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. Typeset by MPS Limited, Chennai, India. For Nancy, Rebecca, and Tom This page intentionally left blank 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

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