Pub Date : 2022-02-23DOI: 10.1080/14664208.2022.2043064
Kymbat Yessenbekova
ABSTRACT In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers’ and students’ perceptions of their EMI experiences, focusing on the interplay between language management (LM), language practices (LP) and language ideology (LI) (Spolsky, 2004). Thus, a qualitative case study design was employed wherein four teachers and six undergraduate students from one Department of Natural Sciences were interviewed. Moreover, information from the official website and policy documents of the university were used for document analysis of its EMI policy. The findings revealed that participants had a positive LI towards EMI as this is helpful for language development, although many of them encountered challenges during LP due to their low mastery of English. The university’s LM system was unsuitable as administrators neglected to address the participants’ linguistic difficulties related to EMI which led to the use of the translanguaging method for comprehension purposes during LP activities. The participants also reported that continuing LP in EMI and teachers’ emotional support contributed to students’ language improvement. Ultimately, this study suggests that administrators improve the quality assurance of the EMI policy.
{"title":"English as a medium of instruction in Kazakhstani higher education: a case study","authors":"Kymbat Yessenbekova","doi":"10.1080/14664208.2022.2043064","DOIUrl":"https://doi.org/10.1080/14664208.2022.2043064","url":null,"abstract":"ABSTRACT In the era of the globalization of the English language, Kazakhstan has strategically implemented English as a Medium of Instruction (EMI) in higher education. Accordingly, the aim of this study was to explore teachers’ and students’ perceptions of their EMI experiences, focusing on the interplay between language management (LM), language practices (LP) and language ideology (LI) (Spolsky, 2004). Thus, a qualitative case study design was employed wherein four teachers and six undergraduate students from one Department of Natural Sciences were interviewed. Moreover, information from the official website and policy documents of the university were used for document analysis of its EMI policy. The findings revealed that participants had a positive LI towards EMI as this is helpful for language development, although many of them encountered challenges during LP due to their low mastery of English. The university’s LM system was unsuitable as administrators neglected to address the participants’ linguistic difficulties related to EMI which led to the use of the translanguaging method for comprehension purposes during LP activities. The participants also reported that continuing LP in EMI and teachers’ emotional support contributed to students’ language improvement. Ultimately, this study suggests that administrators improve the quality assurance of the EMI policy.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47119235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-17DOI: 10.1080/14664208.2022.2037290
Yuying Liu
ABSTRACT Despite the increasing popularity of Chinese and the recognition of the growing commodifying ideology of Chinese language in many contexts [Liu, Y., & Gao, X. (2020). Commodification of the Chinese language: Investigating language ideology in the Irish media. Current Issues in Language Planning, 21(5), 512–531. https://doi.org/10.1080/14664208.2020.1741236], the ideological orientations of the Chinese diaspora community towards the Chinese language remain under-researched. This research seeks to bridge this gap by investigating the micro-level language ideologies embedded in Chinese complementary schools in the Republic of Ireland. Informed by Ruíz’s [(1984). Orientations in language planning. NABE Journal, 8(2), 15–34. https://doi.org/10.1080/08855072.1984.10668464] metaphorical representations of language, 11 Chinese complementary schools’ websites were analysed as discursive texts that signal the language policy and ideology to prospective learners and parents. The results of the analysis suggest that a move from a portrayal of Chinese as linked to student heritage identity, to the commodification of linguistic and cultural diversity, is evident. It denotes the growing commodifying ideology among the Chinese complementary schools in the Republic of Ireland. This study contributes to wider discussions of language ideology and language planning, with regards to modern language learning and heritage language maintenance.
{"title":"Commodification of the Chinese language: investigating language ideology in the Chinese complementary schools’ online discourse","authors":"Yuying Liu","doi":"10.1080/14664208.2022.2037290","DOIUrl":"https://doi.org/10.1080/14664208.2022.2037290","url":null,"abstract":"ABSTRACT Despite the increasing popularity of Chinese and the recognition of the growing commodifying ideology of Chinese language in many contexts [Liu, Y., & Gao, X. (2020). Commodification of the Chinese language: Investigating language ideology in the Irish media. Current Issues in Language Planning, 21(5), 512–531. https://doi.org/10.1080/14664208.2020.1741236], the ideological orientations of the Chinese diaspora community towards the Chinese language remain under-researched. This research seeks to bridge this gap by investigating the micro-level language ideologies embedded in Chinese complementary schools in the Republic of Ireland. Informed by Ruíz’s [(1984). Orientations in language planning. NABE Journal, 8(2), 15–34. https://doi.org/10.1080/08855072.1984.10668464] metaphorical representations of language, 11 Chinese complementary schools’ websites were analysed as discursive texts that signal the language policy and ideology to prospective learners and parents. The results of the analysis suggest that a move from a portrayal of Chinese as linked to student heritage identity, to the commodification of linguistic and cultural diversity, is evident. It denotes the growing commodifying ideology among the Chinese complementary schools in the Republic of Ireland. This study contributes to wider discussions of language ideology and language planning, with regards to modern language learning and heritage language maintenance.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43762453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1080/14664208.2022.2037289
Kari A. B. Chew, Courtney Tennell
ABSTRACT As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educational sovereignty through policies, programs, and services to their high school students? and 2) How do Indigenous Nations navigate Oklahoma state education language-in-education policies that may support or restrict Indigenous language education in public high schools? We consider the function of Oklahoma public high school classrooms as sites of Indigenous language revitalization and reclamation. We discuss how Indigenous educational sovereignty to support language revitalization occurs in interaction with overlapping and often competing language-in-education policies imposed by the state of Oklahoma. A goal of this article is to share knowledge with Indigenous Nations, educators, and policy makers who are involved in language planning. We conclude with recommendations of ways to support culturally sustaining and revitalizing education models for Indigenous students, communities, and languages in Oklahoma.
{"title":"Sustaining and revitalizing Indigenous languages in Oklahoma public schools: educational sovereignty in language policy and planning","authors":"Kari A. B. Chew, Courtney Tennell","doi":"10.1080/14664208.2022.2037289","DOIUrl":"https://doi.org/10.1080/14664208.2022.2037289","url":null,"abstract":"ABSTRACT As Indigenous scholars committed to Indigenous education in Oklahoma, we use a decolonizing approach to consider how the 39 Indigenous Nations in Oklahoma assert educational sovereignty to sustain Indigenous high school students’ linguistic and cultural identities. Seeking to promote education models that sustain and revitalize Indigenous languages, we ask: 1) How do Indigenous Nations in Oklahoma engage in language planning and liberate educational sovereignty through policies, programs, and services to their high school students? and 2) How do Indigenous Nations navigate Oklahoma state education language-in-education policies that may support or restrict Indigenous language education in public high schools? We consider the function of Oklahoma public high school classrooms as sites of Indigenous language revitalization and reclamation. We discuss how Indigenous educational sovereignty to support language revitalization occurs in interaction with overlapping and often competing language-in-education policies imposed by the state of Oklahoma. A goal of this article is to share knowledge with Indigenous Nations, educators, and policy makers who are involved in language planning. We conclude with recommendations of ways to support culturally sustaining and revitalizing education models for Indigenous students, communities, and languages in Oklahoma.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41268638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-03DOI: 10.1080/14664208.2021.2006944
Ferney Cruz Arcila, Vanessa Solano-Cohen, Ana Cecilia Rincón, Antonio Lobato Junior, María Briceño-González
ABSTRACT In the context of an undergraduate program in modern languages that includes the learning of French, Italian, Portuguese, and German in addition to English, this paper problematizes anglonormativity; that is, the dominant discourses of English as the taken-for-granted language of development. From the particular context of Colombia, where the hegemony of English has notoriously shaped different nation-wide language policies, this study critically analyzes how languages other than English also play a significant role in socioeconomic development. As an important theoretical backdrop, this analysis follows the views of post-development to interrogate the conventional instrumental understanding of development. Based on a mixed-method study involving 407 students, in which Abric’s [1994). Practicas sociales y representaciones [Social practices and representations]] model of social representations was deployed as an analytical frame to examine the meanings students construct around the process of learning international languages. Particularly, three major narratives of social representations emerged from these diverse meanings. These served to scrutinize the essentialized and hermetic discursive construction of English as the quintessential language of progress, economic growth, and intercultural communication. The study highlights the need to deconstruct these hegemonic conceptions and make room for more intrinsically grounded social representations of both socioeconomic development and language learning.
{"title":"Second language learning and socioeconomic development: interrogating anglonormativity from the perspective of pre-service modern language professionals","authors":"Ferney Cruz Arcila, Vanessa Solano-Cohen, Ana Cecilia Rincón, Antonio Lobato Junior, María Briceño-González","doi":"10.1080/14664208.2021.2006944","DOIUrl":"https://doi.org/10.1080/14664208.2021.2006944","url":null,"abstract":"ABSTRACT In the context of an undergraduate program in modern languages that includes the learning of French, Italian, Portuguese, and German in addition to English, this paper problematizes anglonormativity; that is, the dominant discourses of English as the taken-for-granted language of development. From the particular context of Colombia, where the hegemony of English has notoriously shaped different nation-wide language policies, this study critically analyzes how languages other than English also play a significant role in socioeconomic development. As an important theoretical backdrop, this analysis follows the views of post-development to interrogate the conventional instrumental understanding of development. Based on a mixed-method study involving 407 students, in which Abric’s [1994). Practicas sociales y representaciones [Social practices and representations]] model of social representations was deployed as an analytical frame to examine the meanings students construct around the process of learning international languages. Particularly, three major narratives of social representations emerged from these diverse meanings. These served to scrutinize the essentialized and hermetic discursive construction of English as the quintessential language of progress, economic growth, and intercultural communication. The study highlights the need to deconstruct these hegemonic conceptions and make room for more intrinsically grounded social representations of both socioeconomic development and language learning.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47190585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1080/14664208.2021.2013063
Prem Prasad Poudel, T. Choi
ABSTRACT Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further complexifying the landscape. A few studies have paid attention to teaching and learning of the lesser taught ethnic/indigenous and foreign languages; however, what discursive orientations have contributed towards enabling (or constraining) the use of such languages in education and how have yet to receive scholarly attention. Framed by the perspectives of the intersectionality of discourses, and drawing on in-depth interviews with policymakers, headteachers, teachers, students, and their parents of five schools of Nepal, this paper concludes that the interplay between broader discourses such as globalisation, neoliberal marketisation and nationalism has played a significant role in shaping language policy decisions and localised practice of language(s). It also reveals that the spaces for ethnic/indigenous languages in education are delimited, in preference of English, Nepali, and other emerging foreign languages, leading to their further marginalisation. Such trends diminish the potential use of lesser taught languages, threatening Nepal’s multilingual education policy towards sustaining existing linguistic diversity.
{"title":"Discourses shaping the language-in-education policy and foreign language education in Nepal: an intersectional perspective","authors":"Prem Prasad Poudel, T. Choi","doi":"10.1080/14664208.2021.2013063","DOIUrl":"https://doi.org/10.1080/14664208.2021.2013063","url":null,"abstract":"ABSTRACT Language policy and planning in Nepal has been contested due to the co-existence of multiple contradictory discourses concerning teaching and learning of local, national, foreign, and international languages. Recently a multilingual policy was issued to create space for the once-banned ethnic/indigenous languages in public schooling, further complexifying the landscape. A few studies have paid attention to teaching and learning of the lesser taught ethnic/indigenous and foreign languages; however, what discursive orientations have contributed towards enabling (or constraining) the use of such languages in education and how have yet to receive scholarly attention. Framed by the perspectives of the intersectionality of discourses, and drawing on in-depth interviews with policymakers, headteachers, teachers, students, and their parents of five schools of Nepal, this paper concludes that the interplay between broader discourses such as globalisation, neoliberal marketisation and nationalism has played a significant role in shaping language policy decisions and localised practice of language(s). It also reveals that the spaces for ethnic/indigenous languages in education are delimited, in preference of English, Nepali, and other emerging foreign languages, leading to their further marginalisation. Such trends diminish the potential use of lesser taught languages, threatening Nepal’s multilingual education policy towards sustaining existing linguistic diversity.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49398046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-16DOI: 10.1080/14664208.2021.2006945
Kristof Savski
ABSTRACT One of the products of globalization in sociolinguistics is the emergence of transnational regimes in language policy, in which power is exercised across boundaries of traditional nation states. This paper engages with audit culture, a transnational policy mechanism which involves the continuous evaluation of nation states’ performance through the use of purportedly neutral, typically quantitative instruments. As achieving broader visibility in public discourse is a key part of how such evaluations enforce language policy regimes, the paper presents an analysis of how an audit instrument, the Education First English Proficiency Index, was recontextualized in media discourse in Thailand over a 6-year period. The findings highlight an apparent discontinuity, as much of the neoliberal rhetoric in the audit instrument was not taken up in Thai media. Rather, the recontextualization was selective, with elements of the audit texts being integrated into an already established language policy regime in Thailand, built on nationalism and developmentalism. These findings point to the need to consider how language policy mechanisms like audit culture can facilitate synergies between hegemonic ideologies, particularly when they are recontextualized across different scales.
社会语言学全球化的产物之一是语言政策的跨国制度的出现，在这种制度下，权力的行使跨越了传统民族国家的边界。本文涉及审计文化，这是一种跨国政策机制，通过使用据称中立的、典型的定量工具，对民族国家的绩效进行持续评估。由于在公共话语中获得更广泛的知名度是此类评估如何执行语言政策制度的关键部分，因此，本文分析了在泰国6年的时间里，教育第一英语水平指数(Education First English Proficiency Index)这一审计工具是如何在媒体话语中重新定位的。调查结果突出了一种明显的不连续性，因为泰国媒体没有采用审计工具中的许多新自由主义言论。相反，重新纳入背景是有选择性的，审计案文的内容被纳入泰国已经建立的以民族主义和发展主义为基础的语言政策制度。这些发现表明，有必要考虑审计文化等语言政策机制如何促进霸权意识形态之间的协同作用，特别是当它们在不同尺度上被重新语境化时。
{"title":"Negotiating hegemonies in language policy: ideological synergies in media recontextualizations of audit culture","authors":"Kristof Savski","doi":"10.1080/14664208.2021.2006945","DOIUrl":"https://doi.org/10.1080/14664208.2021.2006945","url":null,"abstract":"ABSTRACT One of the products of globalization in sociolinguistics is the emergence of transnational regimes in language policy, in which power is exercised across boundaries of traditional nation states. This paper engages with audit culture, a transnational policy mechanism which involves the continuous evaluation of nation states’ performance through the use of purportedly neutral, typically quantitative instruments. As achieving broader visibility in public discourse is a key part of how such evaluations enforce language policy regimes, the paper presents an analysis of how an audit instrument, the Education First English Proficiency Index, was recontextualized in media discourse in Thailand over a 6-year period. The findings highlight an apparent discontinuity, as much of the neoliberal rhetoric in the audit instrument was not taken up in Thai media. Rather, the recontextualization was selective, with elements of the audit texts being integrated into an already established language policy regime in Thailand, built on nationalism and developmentalism. These findings point to the need to consider how language policy mechanisms like audit culture can facilitate synergies between hegemonic ideologies, particularly when they are recontextualized across different scales.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44358377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/14664208.2021.2013061
L. Holmes
ABSTRACT Drawing on the ethico-political framework of hospitality, this paper investigates the communicative practices of three administrative support staff as they attempt to manage the twin challenges of working in adherence to state and institutional language policies while communicating ethically in an internationalising workplace. Academic administrative staff rarely feature in studies on internationalisation yet are crucial to understanding the complex day-to-day realities of contemporary university life. Empirically, this study reports on 18 months of ethnographic fieldwork, including observations, interviews, and email records. The data demonstrate language work being carried out on an ethical basis, before the consideration of any particular languages, beyond the participants’ political obligations, and in excess of institutional support. The current national and institutional responses to the multilingual realities of Swedish university life, I argue, are failing to do justice to and facilitate the ethically grounded, bottom-up language policy-making as practised by this study’s participants. This paper thus promises to open up debate on hospitality within language policy and planning for internationalising Higher Education, and, in its re-evaluation of the ethical and political dimensions of hospitality, it emphasises the framework’s critical potential within sociolinguistic research, more generally.
{"title":"Language, hospitality, and internationalisation: exploring university life with the ethical and political acts of university administrators","authors":"L. Holmes","doi":"10.1080/14664208.2021.2013061","DOIUrl":"https://doi.org/10.1080/14664208.2021.2013061","url":null,"abstract":"ABSTRACT Drawing on the ethico-political framework of hospitality, this paper investigates the communicative practices of three administrative support staff as they attempt to manage the twin challenges of working in adherence to state and institutional language policies while communicating ethically in an internationalising workplace. Academic administrative staff rarely feature in studies on internationalisation yet are crucial to understanding the complex day-to-day realities of contemporary university life. Empirically, this study reports on 18 months of ethnographic fieldwork, including observations, interviews, and email records. The data demonstrate language work being carried out on an ethical basis, before the consideration of any particular languages, beyond the participants’ political obligations, and in excess of institutional support. The current national and institutional responses to the multilingual realities of Swedish university life, I argue, are failing to do justice to and facilitate the ethically grounded, bottom-up language policy-making as practised by this study’s participants. This paper thus promises to open up debate on hospitality within language policy and planning for internationalising Higher Education, and, in its re-evaluation of the ethical and political dimensions of hospitality, it emphasises the framework’s critical potential within sociolinguistic research, more generally.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1080/14664208.2021.2013060
J. Ball, Mariam Smith
ABSTRACT Multilingual education (MLE) is increasingly recognized as a means to ensure equitable access to education for children with a nondominant first language and to retain endangered languages. UNESCO has championed MLE and identified 10 essential components in planning implementation of MLE implementation. This article examines these 10 components in Cambodia’s implementation of its first Multilingual National Action Plan (2014–2018), drawing on an independent in-country evaluation conducted by the authors in 2019. The findings suggest that UNESCO’s 10 essential components are a useful guide for planning MLE, but that three even more foundational components are missing from this formulation. Visible, collaborative national leadership is critical to assure stakeholders, especially teachers and parents, that MLE is authorized in government schools. Adequate financial and technical resources must be provided to subnational actors charged with ensuring quality education. The nondominant language speakers and advocates are at the root of MLE: without the language and proficient speakers, MLE is nearly impossible. These three elements – leadership, resources, and input from nondominant language speakers – are often missing in language planning and partnership development, and they account for many of the gaps in the implementation of MLE in Cambodia during its five-year term.
{"title":"Essential components in planning multilingual education: a case study of Cambodia’s Multilingual Education National Action Plan","authors":"J. Ball, Mariam Smith","doi":"10.1080/14664208.2021.2013060","DOIUrl":"https://doi.org/10.1080/14664208.2021.2013060","url":null,"abstract":"ABSTRACT Multilingual education (MLE) is increasingly recognized as a means to ensure equitable access to education for children with a nondominant first language and to retain endangered languages. UNESCO has championed MLE and identified 10 essential components in planning implementation of MLE implementation. This article examines these 10 components in Cambodia’s implementation of its first Multilingual National Action Plan (2014–2018), drawing on an independent in-country evaluation conducted by the authors in 2019. The findings suggest that UNESCO’s 10 essential components are a useful guide for planning MLE, but that three even more foundational components are missing from this formulation. Visible, collaborative national leadership is critical to assure stakeholders, especially teachers and parents, that MLE is authorized in government schools. Adequate financial and technical resources must be provided to subnational actors charged with ensuring quality education. The nondominant language speakers and advocates are at the root of MLE: without the language and proficient speakers, MLE is nearly impossible. These three elements – leadership, resources, and input from nondominant language speakers – are often missing in language planning and partnership development, and they account for many of the gaps in the implementation of MLE in Cambodia during its five-year term.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-07DOI: 10.1080/14664208.2021.2013062
Chang Wei, M. Gu, Lianjiang Jiang
ABSTRACT Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children’s English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migrant parents negotiate between changing habitus and the newly acquired capital during migration to Shanghai. Findings indicate that the migrant parents acknowledge the value of English in the linguistic market and hold high expectations and aspirations of their children’s English education. However, their historically constructed language ideologies constrain their engagement in children’s English learning and hinder their FLP decision-making. The urban field’s prevailing social and educational norms of promoting children’s learning English as a foreign language to enhance cross-cultural communication and attain academic success has its transformative power, which enables migrant parents to adjust their understanding of English learning and encourages them to facilitate the same for their children at home. The present study proposes a theoretical model to conceptualise the FLP construction in internal migrant families. Implications of the findings for different stakeholders have been discussed.
{"title":"Exploring family language policymaking of internal migrant families in contemporary China: negotiating habitus, capital and the social field","authors":"Chang Wei, M. Gu, Lianjiang Jiang","doi":"10.1080/14664208.2021.2013062","DOIUrl":"https://doi.org/10.1080/14664208.2021.2013062","url":null,"abstract":"ABSTRACT Drawing on semi-structured interviews with six Chinese migrant families with children aged 12–15 years old, this qualitative study uses a Bourdieusian lens to probe how the historically lived and migration experiences of Chinese internal migrant parents construct their paradoxical beliefs in children’s English learning and informs their family language practice. The discursive process of constructing family language policy (FLP) reveals how migrant parents negotiate between changing habitus and the newly acquired capital during migration to Shanghai. Findings indicate that the migrant parents acknowledge the value of English in the linguistic market and hold high expectations and aspirations of their children’s English education. However, their historically constructed language ideologies constrain their engagement in children’s English learning and hinder their FLP decision-making. The urban field’s prevailing social and educational norms of promoting children’s learning English as a foreign language to enhance cross-cultural communication and attain academic success has its transformative power, which enables migrant parents to adjust their understanding of English learning and encourages them to facilitate the same for their children at home. The present study proposes a theoretical model to conceptualise the FLP construction in internal migrant families. Implications of the findings for different stakeholders have been discussed.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45044465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1080/14664208.2021.2005384
A. Krouglov
ABSTRACT The article aims to provide a historical overview of language planning and policy in Russia and to establish and analyse the overarching approaches in status, acquisition, and corpus planning. The provided examples and analysis of various stages reinforce the argument that the development of language policy and planning was consistent with the endeavours of political elites to centralise power and adjust the agency use of languages for their political ends. Our data showed that the State has played the key role in the development of the rhetoric either in order to frame language selection or to generate the perception of high or low prestige languages. We argue that the Russian language has always been central for ruling elites. They have supported the development of Russian throughout history while limiting the use and functioning of other national, regional, or minority languages through promoting bilingualism or other approaches generating mass loyalty. Recent changes which diminish the role of minority languages may lead to further deterioration of their status, acquisition, and corpus planning.
{"title":"Language planning and policies in Russia through a historical perspective","authors":"A. Krouglov","doi":"10.1080/14664208.2021.2005384","DOIUrl":"https://doi.org/10.1080/14664208.2021.2005384","url":null,"abstract":"ABSTRACT The article aims to provide a historical overview of language planning and policy in Russia and to establish and analyse the overarching approaches in status, acquisition, and corpus planning. The provided examples and analysis of various stages reinforce the argument that the development of language policy and planning was consistent with the endeavours of political elites to centralise power and adjust the agency use of languages for their political ends. Our data showed that the State has played the key role in the development of the rhetoric either in order to frame language selection or to generate the perception of high or low prestige languages. We argue that the Russian language has always been central for ruling elites. They have supported the development of Russian throughout history while limiting the use and functioning of other national, regional, or minority languages through promoting bilingualism or other approaches generating mass loyalty. Recent changes which diminish the role of minority languages may lead to further deterioration of their status, acquisition, and corpus planning.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42738748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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