Pub Date : 2023-09-27DOI: 10.1080/14664208.2023.2259154
Xiangyun Li, Qi Shen
ABSTRACTIt is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage education and maintenance in diasporas. Drawing on Shohamy’s and Bonacina-Pugh’s conceptualization of declared, perceived, and practiced language policies, we examine the individual agency of three groups of actors – people with power (principals), people with expertise (teachers), and people with interest (students) – in a variety of policy or planning activities within two Chinese heritage language (CHL) schools in Brussels. On the basis of collected ethnographically informed data in conjunction with the conversation analysis of audio-recorded classroom interactions, our findings illustrate how three types of agentive roles are effective in forming language policies and constructing discursive spaces within the CHL schools, with a clear orientation shift from monolingualism to multilingualism. This study contributes to research on heritage language maintenance in a highly multilingual, diasporic, and educational context by providing a portrait of how educational practitioners and learners assert their agency to explore locally appropriate language policies that maximize actors’ potential to teach and learn heritage languages.KEYWORDS: Individual agencylanguage-in-education policychinese heritage languagemonolingualismmultilingualism AcknowledgmentI am very grateful to Dr Rik Vosters and Dr Jianwei Xu for supervising my doctoral thesis. My sincere thanks also go to all the principals, teachers, and students of the École Sun Yat-Sen de Belgique and the Eurochine Chinese Language School in Brussels, who kindly accepted my invitation to interview and observe them during my Ph.D. study. Needless to say, any errors that remain in this work are our sole responsibility.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was sponsored by the China Scholarship Council (CSC) under grant number [201607110011], Shanghai Pujiang Program under grant number [22PJC111], and Fundamental Research Funds for the Central Universities [22120230347].Notes on contributorsXiangyun LiXiangyun Li is a post-doc at the School of Foreign Languages, Tongji University. Her main research interests include language planning and policy, multilingualism, language maintenance, and heritage language education in diaspora settings. xiangyun.li@hotmail.comQi ShenQi Shen is a full professor and director of the Center for Language Planning and Global Governance, at Tongji University, Shanghai, China. His research interests include language planning and policy, educational linguistics, and sociolinguistics. qishen@tongji.edu.cn
{"title":"Individual agency in language-in-education policy: a story of Chinese heritage language schools in multilingual Brussels","authors":"Xiangyun Li, Qi Shen","doi":"10.1080/14664208.2023.2259154","DOIUrl":"https://doi.org/10.1080/14664208.2023.2259154","url":null,"abstract":"ABSTRACTIt is increasingly recognized that agency plays an essential role in shaping language-in-education policy (LEP) and influencing the learning process. Research on agency has not yet adequately engaged with the field of heritage education and maintenance in diasporas. Drawing on Shohamy’s and Bonacina-Pugh’s conceptualization of declared, perceived, and practiced language policies, we examine the individual agency of three groups of actors – people with power (principals), people with expertise (teachers), and people with interest (students) – in a variety of policy or planning activities within two Chinese heritage language (CHL) schools in Brussels. On the basis of collected ethnographically informed data in conjunction with the conversation analysis of audio-recorded classroom interactions, our findings illustrate how three types of agentive roles are effective in forming language policies and constructing discursive spaces within the CHL schools, with a clear orientation shift from monolingualism to multilingualism. This study contributes to research on heritage language maintenance in a highly multilingual, diasporic, and educational context by providing a portrait of how educational practitioners and learners assert their agency to explore locally appropriate language policies that maximize actors’ potential to teach and learn heritage languages.KEYWORDS: Individual agencylanguage-in-education policychinese heritage languagemonolingualismmultilingualism AcknowledgmentI am very grateful to Dr Rik Vosters and Dr Jianwei Xu for supervising my doctoral thesis. My sincere thanks also go to all the principals, teachers, and students of the École Sun Yat-Sen de Belgique and the Eurochine Chinese Language School in Brussels, who kindly accepted my invitation to interview and observe them during my Ph.D. study. Needless to say, any errors that remain in this work are our sole responsibility.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was sponsored by the China Scholarship Council (CSC) under grant number [201607110011], Shanghai Pujiang Program under grant number [22PJC111], and Fundamental Research Funds for the Central Universities [22120230347].Notes on contributorsXiangyun LiXiangyun Li is a post-doc at the School of Foreign Languages, Tongji University. Her main research interests include language planning and policy, multilingualism, language maintenance, and heritage language education in diaspora settings. xiangyun.li@hotmail.comQi ShenQi Shen is a full professor and director of the Center for Language Planning and Global Governance, at Tongji University, Shanghai, China. His research interests include language planning and policy, educational linguistics, and sociolinguistics. qishen@tongji.edu.cn","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579393","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 : 2023-09-22DOI: 10.1080/14664208.2023.2260634
Lin Chen, Danping Wang
The field of language policy and planning has seen increasing scholarly attention that explores social actors’ micro language planning towards a given language policy situation at the grassroots level. In educational contexts, teachers and educators are often considered pivotal locals whose agency, when enacted in micro language planning, can contribute to educational language policymaking. However, little attention has been given to learners – those on the receiving end of educational language policy. Situated in the current discourse concerning Mandarin-dominated Chinese language education, within the context of China’s promotion of Mandarin language learning, this study examines dialect-background heritage learners in a tertiary-level Mandarin Chinese language programme in New Zealand. By adopting the concept of micro language planning, this study explores how dialect-background heritage learners perceive and react in a Mandarin-dominated Chinese programme. The findings show that dialect-background learners exercise agency to interpret, implement, reject, and negotiate language policy according to their self-identified language needs. However, their ability to enact agency is also constrained by a series of social realities including socio-economic discourse, language ideology, language proficiency, and technology development. This study offers implications for language policy makers involved with different levels of Chinese language policy.
{"title":"Micro language planning in Mandarin-dominated Chinese language education: voices from dialect-background heritage learners in New Zealand","authors":"Lin Chen, Danping Wang","doi":"10.1080/14664208.2023.2260634","DOIUrl":"https://doi.org/10.1080/14664208.2023.2260634","url":null,"abstract":"The field of language policy and planning has seen increasing scholarly attention that explores social actors’ micro language planning towards a given language policy situation at the grassroots level. In educational contexts, teachers and educators are often considered pivotal locals whose agency, when enacted in micro language planning, can contribute to educational language policymaking. However, little attention has been given to learners – those on the receiving end of educational language policy. Situated in the current discourse concerning Mandarin-dominated Chinese language education, within the context of China’s promotion of Mandarin language learning, this study examines dialect-background heritage learners in a tertiary-level Mandarin Chinese language programme in New Zealand. By adopting the concept of micro language planning, this study explores how dialect-background heritage learners perceive and react in a Mandarin-dominated Chinese programme. The findings show that dialect-background learners exercise agency to interpret, implement, reject, and negotiate language policy according to their self-identified language needs. However, their ability to enact agency is also constrained by a series of social realities including socio-economic discourse, language ideology, language proficiency, and technology development. This study offers implications for language policy makers involved with different levels of Chinese language policy.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136058976","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 : 2023-09-19DOI: 10.1080/14664208.2023.2259197
Sixuan Wang
{"title":"Everyday multilingualism: linguistic landscapes as practice and pedagogy <b>Everyday multilingualism: linguistic landscapes as practice and pedagogy</b> , by Anikó Hatoss, London, Routledge, 2023, i +185 pp., $252, ISBN 978-1-0322-7702-8 (hbk), 978-1-0322-7703-5 (pbk) and 978-1-0032-9378-1 (ebk)","authors":"Sixuan Wang","doi":"10.1080/14664208.2023.2259197","DOIUrl":"https://doi.org/10.1080/14664208.2023.2259197","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060304","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 : 2023-09-18DOI: 10.1080/14664208.2023.2256069
István Jánk, Szilvia Rási
ABSTRACTThis study primarily focuses on the situation of Hungarians in minority situations in relation to language varieties, i.e. it interprets the various language policy issues primarily in the context of the Hungarian-speaking community, rather than in the context of Hungary, where the place, role and relationship between standard and non-standard language dialects play a prominent role. In most cases, the preservation of Hungarian identity is equivalent to the preservation of non-standard language varieties, in relation to which several language policy and language planning issues arise. The aim of the study is twofold. On the one hand, it aims to provide an up-to-date overview of the language policy situation of the Hungarian language and the Hungarian language community, especially with regard to the Hungarian autochthonous minority of about 3 million people who live in the countries neighbouring Hungary. On the other hand, the study describes the language policy role of dialects and the related attitudes from the perspective of the entire Hungarian language community, addressing the macro-, meso- and micro-level language planning possibilities.KEYWORDS: Hungarian dialectsnon-dominant languagesmicro- and macro-level language planningHungarian language minoritydiglossia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 According to the latest census data, the number of Hungarians living outside the borders is 1.8–1.9 million. However, there are many Hungarians who are afraid of the negative consequences linked to their nationality and therefore decide to identify themselves as members of the majority nationality instead of the Hungarian minority.2 The summary analysis in this unit is based on public reports and recommendations published on the website of the Council of Europe (see https://www.coe.int/en/web/european-charter-regional-or-minority-languages/reports-and-recommendations).3 Although, there are often formal legal mechanisms for the protection of Hungarian, the subordinated position of the minority language, as well as the prestige and instrumentality of the state languages for vertical mobility within nation-states throughout Europe affects the reduction of the number of minority members (Trudgill, Citation2004). The factors contributing to this negative trend are also the increased number of mixed marriages, the immigration of the Hungarian population is high (in this regard, see Hungarian Citizenship Law 2010), at the same time the birth rate is low.Additional informationNotes on contributorsIstván JánkIstván Jánk is a senior lecturer at Eszterházy Károly Catholic University, Eger, Hungary and a Research Fellow at the Research Centre for Language Planning, Institute of Hungarian Research, Budapest, Hungary. His research interests include language policy and sociolinguistics especially linguistic discrimination in the education.Szilvia RásiSzilvia Rási is a doctoral student at Eszterházy K
{"title":"Hungarian as a minority and majority language in different language policy contexts","authors":"István Jánk, Szilvia Rási","doi":"10.1080/14664208.2023.2256069","DOIUrl":"https://doi.org/10.1080/14664208.2023.2256069","url":null,"abstract":"ABSTRACTThis study primarily focuses on the situation of Hungarians in minority situations in relation to language varieties, i.e. it interprets the various language policy issues primarily in the context of the Hungarian-speaking community, rather than in the context of Hungary, where the place, role and relationship between standard and non-standard language dialects play a prominent role. In most cases, the preservation of Hungarian identity is equivalent to the preservation of non-standard language varieties, in relation to which several language policy and language planning issues arise. The aim of the study is twofold. On the one hand, it aims to provide an up-to-date overview of the language policy situation of the Hungarian language and the Hungarian language community, especially with regard to the Hungarian autochthonous minority of about 3 million people who live in the countries neighbouring Hungary. On the other hand, the study describes the language policy role of dialects and the related attitudes from the perspective of the entire Hungarian language community, addressing the macro-, meso- and micro-level language planning possibilities.KEYWORDS: Hungarian dialectsnon-dominant languagesmicro- and macro-level language planningHungarian language minoritydiglossia Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 According to the latest census data, the number of Hungarians living outside the borders is 1.8–1.9 million. However, there are many Hungarians who are afraid of the negative consequences linked to their nationality and therefore decide to identify themselves as members of the majority nationality instead of the Hungarian minority.2 The summary analysis in this unit is based on public reports and recommendations published on the website of the Council of Europe (see https://www.coe.int/en/web/european-charter-regional-or-minority-languages/reports-and-recommendations).3 Although, there are often formal legal mechanisms for the protection of Hungarian, the subordinated position of the minority language, as well as the prestige and instrumentality of the state languages for vertical mobility within nation-states throughout Europe affects the reduction of the number of minority members (Trudgill, Citation2004). The factors contributing to this negative trend are also the increased number of mixed marriages, the immigration of the Hungarian population is high (in this regard, see Hungarian Citizenship Law 2010), at the same time the birth rate is low.Additional informationNotes on contributorsIstván JánkIstván Jánk is a senior lecturer at Eszterházy Károly Catholic University, Eger, Hungary and a Research Fellow at the Research Centre for Language Planning, Institute of Hungarian Research, Budapest, Hungary. His research interests include language policy and sociolinguistics especially linguistic discrimination in the education.Szilvia RásiSzilvia Rási is a doctoral student at Eszterházy K","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148681","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 : 2023-09-14DOI: 10.1080/14664208.2023.2257494
Edwin Dartey
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).
点击放大图片点击缩小图片披露声明作者未发现潜在的利益冲突。
{"title":"Multilingual learning and language supportive pedagogies in sub-Saharan Africa","authors":"Edwin Dartey","doi":"10.1080/14664208.2023.2257494","DOIUrl":"https://doi.org/10.1080/14664208.2023.2257494","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134910865","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}
{"title":"Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa","authors":"Edwin Dartey","doi":"10.4324/9781003028383","DOIUrl":"https://doi.org/10.4324/9781003028383","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41798667","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 : 2023-09-07DOI: 10.1080/14664208.2023.2255493
Thi Kim Anh Dang, Gary J. Bonar, Jiazhou Yao
{"title":"Educators’ agency in implementing English-medium-instruction in Chinese higher education: a cultural-historical perspective","authors":"Thi Kim Anh Dang, Gary J. Bonar, Jiazhou Yao","doi":"10.1080/14664208.2023.2255493","DOIUrl":"https://doi.org/10.1080/14664208.2023.2255493","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41592561","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 : 2023-08-02DOI: 10.1080/14664208.2023.2243170
Syed Abdul Manan, Symbat Mukhamediyeva, Sabina Kairatova, M. Tajik, Anas Hajar
{"title":"Policy from below: STEM teachers’ response to EMI policy and policy-making in the mainstream schools in Kazakhstan","authors":"Syed Abdul Manan, Symbat Mukhamediyeva, Sabina Kairatova, M. Tajik, Anas Hajar","doi":"10.1080/14664208.2023.2243170","DOIUrl":"https://doi.org/10.1080/14664208.2023.2243170","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45683009","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 : 2023-07-26DOI: 10.1080/14664208.2023.2240483
Weiqiu Yu, Wen Xu
{"title":"Language ideologies and linguistic entrepreneurship in inter-Asian mobility: voices from international students at Chinese universities","authors":"Weiqiu Yu, Wen Xu","doi":"10.1080/14664208.2023.2240483","DOIUrl":"https://doi.org/10.1080/14664208.2023.2240483","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43806093","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 : 2023-07-24DOI: 10.1080/14664208.2023.2237376
J. Nordstrom, R. Zhang
{"title":"Micro level language planning, agency, and ICT in community language schools: before, during and after the pandemic","authors":"J. Nordstrom, R. Zhang","doi":"10.1080/14664208.2023.2237376","DOIUrl":"https://doi.org/10.1080/14664208.2023.2237376","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49536742","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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