Language policy:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Abschlussarbeit Buch |
| Sprache: | English |
| Veröffentlicht: |
Basingstoke [u.a.]
Palgrave Macmillan
2013
|
| Schriftenreihe: | Research and practice in applied linguistics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 291 S. Ill., graph. Darst. |
| ISBN: | 9780230251700 9780230251694 |
Internformat
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| 245 | 1 | 0 | |a Language policy |c David Cassels Johnson |
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| 490 | 0 | |a Research and practice in applied linguistics | |
| 502 | |a Literaturverz. S. 271 - 289 | ||
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Datensatz im Suchindex
| _version_ | 1804148452209197056 |
|---|---|
| adam_text | 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
Oil production and language policy in
Equatorial Guinea
20
1.4
Discussion
24
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 (sock^linguistics
32
2.2.3
Expanding 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
Partii
Findings
3
Example studies
3.1
Marilyn Martin-Jones
3.2
Feliciano Chimbutane
3.3
Florence Bonacina
3.4
Angela Cincotta-Segi
3.5
Francis
M. Huit
3.6
Lin Pan
3.7
Dafna Yitzhaki
3.8
Shannon Fitzsimmons-Doolan
3.9
Discussion
59
60
64
69
75
80
82
85
88
91
Findings
95
4.1
Appropriation vs. implementation
96
4.1.1
Finding
#1:
Language policy agents have power
98
4.1.2
Finding
#2:
Language policy power is
differentially allocated among arbiters
and implementers
100
4.2
Language policies as instruments of power
101
4.2.1
Finding
#3:
Governing bodies use language
policies for control
102
4.3
Language policies as instruments of empowerment
103
4.3.1
Finding
#4:
National multilingual language
policies can and do open spaces for
multilingual education and minority languages
103
4.3.2
Finding
#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
Finding
#6:
Top-down and bottom-up
are relative
108
4.4.2
Finding
#7:
Macro multilingual language
policies are not necessarily enough
108
4.4.3
Finding
#8:
Local multilingual language
policies are not necessarily enough either
109
4.4.4
Finding
#9:
Meso-level language policies
matter
110
4.5
The nature of language policy text and discourse 111
4.5.1
Finding
#10:
National language policies
are not necessarily ideologically consistent 111
4.5.2
Finding
#11:
Policy intentions are especially
difficult to ascertain
113
4.5.3
Finding
#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
Judicial decisions and the courts
129
5.3.2
Language policy and political identity
132
5.3.3
National identity, citizenship, and
language
133
5.3.4
Constitutional and statutory interpretation
137
5.4
Media discourse and LPP
140
5.5
Ethnography of language policy
144
5.5.1
Definitions, benefits, and challenges
144
5.5.2
Method
149
5.6
Discourse analysis
152
5.6.1
Critical discourse analysis
154
5.6.2
Intertextuality, interdiscursivity, and
recontextualization
158
5.6.3
Criticism of
CDA
164
5.6.4
Linguistic 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
The language policy action research cycle
175
6.2.2
Features of language policy action research
178
6.3
ELPEAR examples
180
6.3.1
Neville Alexander and PRAESA
180
6.3.2
Rebecca Freeman
184
6.3.3
Richard Hill and Stephen May
186
6.4
David Corson s model for critical policymaking
in schools
188
6.5
Language policy engagement: Creation
190
6.5.1
Macro-level language policy creation
192
6.5.1.1
Engaging politicians
194
6.5.1.2
Grassroots organization and
political activism
195
6.5.1.3
The courts
197
6.5.1.4
Engaging the media
198
6.5.2
Micro-level language policy creation
206
6.6
Language policy engagement: Interpretation
210
6.7
Language policy engagement: Appropriation
212
6.8
Discussion
213
7
Research directionCs)
and model projects
215
7.1
Topics and contexts
216
7.2
Access and positionality
220
7.3
Research questions and organizing data collection
224
7.3.1
Creation
224
7.3.2
Interpretation
232
7.3.3
Appropriation
236
7.4
Data collection and analysis
239
7.5
Example analyses
253
7.6
Discussion
259
PartrV
Resources
8
Further resources
263
8.1
Books
263
8.2
Journals
265
8.3
Professional organizations and conferences
267
8.4
Organizations and projects concerning language
policy and education
267
8.5
Example language policies
268
8.6
Electronic mailing lists which feature LPP
information
269
8.7
Websites
269
References
271
Index
290
|
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| indexdate | 2024-07-10T00:07:21Z |
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| isbn | 9780230251700 9780230251694 |
| language | English |
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