Pub Date : 2023-03-15DOI: 10.1080/14664208.2022.2039510
Baya Maraf, Ulker Vanci Osam
ABSTRACT The present study provides an insight into foreign language policy endeavour in Algeria. It responds to the concept of an English ‘tidal wave’ (Spolsky [2004]. Language policy. Cambridge University Press), and uses Spolsky’s ([2009]. Language management. Cambridge University Press) social approach and Djité’s ([1994]. From language policy to language planning. National Languages and Literacy Institute of Australia) definition of language policy. The study is a qualitative research which relies on the contribution of 20 Algerian university students who are affiliated with eight Algerian universities, and on the researchers’ observations, social media pictures, videos, social media comments, and news outlet reports. The study concludes that there is a ‘seismic wave’ of English language (in terms of beliefs, practices and demands) amid the smile revolution protests (hirak) that will give rise to a future tidal wave of English based on the bottom-up involvement of participants in the policy-making process.
{"title":"The smile revolution (hirak) as a driving force for an English ‘tidal wave’ and foreign language policy-making in Algeria","authors":"Baya Maraf, Ulker Vanci Osam","doi":"10.1080/14664208.2022.2039510","DOIUrl":"https://doi.org/10.1080/14664208.2022.2039510","url":null,"abstract":"ABSTRACT The present study provides an insight into foreign language policy endeavour in Algeria. It responds to the concept of an English ‘tidal wave’ (Spolsky [2004]. Language policy. Cambridge University Press), and uses Spolsky’s ([2009]. Language management. Cambridge University Press) social approach and Djité’s ([1994]. From language policy to language planning. National Languages and Literacy Institute of Australia) definition of language policy. The study is a qualitative research which relies on the contribution of 20 Algerian university students who are affiliated with eight Algerian universities, and on the researchers’ observations, social media pictures, videos, social media comments, and news outlet reports. The study concludes that there is a ‘seismic wave’ of English language (in terms of beliefs, practices and demands) amid the smile revolution protests (hirak) that will give rise to a future tidal wave of English based on the bottom-up involvement of participants in the policy-making process.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989959","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 : 2023-01-29DOI: 10.1080/14664208.2023.2170622
Yawen Han, Juan Dong
{"title":"Reproducing inequality while celebrating diversity: an ethnographic study of international students’ EMI learning experiences in China","authors":"Yawen Han, Juan Dong","doi":"10.1080/14664208.2023.2170622","DOIUrl":"https://doi.org/10.1080/14664208.2023.2170622","url":null,"abstract":"","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308925","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 : 2023-01-01DOI: 10.1080/14664208.2022.2037292
S. Mahapatra, Jason Anderson
ABSTRACT This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India’s recent National Education Policy 2020 (GOI, 2020). Rooted in India’s existing educational language policy, our linguistically inclusive ‘Languages for Learning’ (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to foster equity and also to ensure first language support and cognitive independence. Before presenting the framework, we critically review the multilingual policy guidance offered in NEP 2020, then lay out a theoretical foundation for the LFL framework based primarily on current translanguaging theory, and also discuss the history of India’s much maligned three-language formula (TLF), which forms the core of language policy in India. The framework itself is presented with reference to specific contextual challenges in India that may also serve to indicate its relevance for other multilingual contexts around the world. As such, the LFL framework is offered as a more multilingually-appropriate alternative to the reductive construct of ‘Medium of Instruction’, which itself originates in the monolingual habitus of historically outdated language-in-education policy theory. We invite critical evaluations of the utility of our framework, both for India and other multilingual contexts.
{"title":"Languages for learning: a framework for implementing India’s multilingual language-in-education policy","authors":"S. Mahapatra, Jason Anderson","doi":"10.1080/14664208.2022.2037292","DOIUrl":"https://doi.org/10.1080/14664208.2022.2037292","url":null,"abstract":"ABSTRACT This paper proposes a framework for multilingual language-in-education policy implementation, offered as a critically constructive response to India’s recent National Education Policy 2020 (GOI, 2020). Rooted in India’s existing educational language policy, our linguistically inclusive ‘Languages for Learning’ (LFL) framework is, we believe, structurally flexible, socioculturally feasible, economically viable and academically relevant. It aims to foster equity and also to ensure first language support and cognitive independence. Before presenting the framework, we critically review the multilingual policy guidance offered in NEP 2020, then lay out a theoretical foundation for the LFL framework based primarily on current translanguaging theory, and also discuss the history of India’s much maligned three-language formula (TLF), which forms the core of language policy in India. The framework itself is presented with reference to specific contextual challenges in India that may also serve to indicate its relevance for other multilingual contexts around the world. As such, the LFL framework is offered as a more multilingually-appropriate alternative to the reductive construct of ‘Medium of Instruction’, which itself originates in the monolingual habitus of historically outdated language-in-education policy theory. We invite critical evaluations of the utility of our framework, both for India and other multilingual contexts.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43404059","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 : 2022-12-30DOI: 10.1080/14664208.2022.2162664
Lee Mackenzie
ABSTRACT Many higher education (HE) systems in the Global South have prioritised English language education (ELE), including in Colombia where English has become the dominant foreign language of HE. However, little is known about its effects on the lives of HE students from low-income backgrounds. Addressing this knowledge gap is critical to ensure that ELE in Colombian HE is relevant. The current study used the capability approach (CA) to identify the substantive freedoms which English can enlarge or constrain in the lives of economically vulnerable graduates in Colombia, and to identify factors which are instrumental in this process. The findings from this qualitative study show that English in Colombia can cultivate economic, sociocultural and epistemic capabilities. However, they also show how this capability expansion is also shaped by a range of conversion factors and individual agency.
{"title":"Which doors can English open? Exploring the opportunities of economically vulnerable Colombian higher education graduates","authors":"Lee Mackenzie","doi":"10.1080/14664208.2022.2162664","DOIUrl":"https://doi.org/10.1080/14664208.2022.2162664","url":null,"abstract":"ABSTRACT Many higher education (HE) systems in the Global South have prioritised English language education (ELE), including in Colombia where English has become the dominant foreign language of HE. However, little is known about its effects on the lives of HE students from low-income backgrounds. Addressing this knowledge gap is critical to ensure that ELE in Colombian HE is relevant. The current study used the capability approach (CA) to identify the substantive freedoms which English can enlarge or constrain in the lives of economically vulnerable graduates in Colombia, and to identify factors which are instrumental in this process. The findings from this qualitative study show that English in Colombia can cultivate economic, sociocultural and epistemic capabilities. However, they also show how this capability expansion is also shaped by a range of conversion factors and individual agency.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42600307","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 : 2022-12-22DOI: 10.1080/14664208.2022.2155925
H. Alkhateeb, Salim Bouherar
ABSTRACT This study examined whether institutions of higher education in the Arab world have adopted approaches that promote linguistic sustainability. Specifically, we used Q methodology to explore 30 graduates’ perceptions of whether the educational language policies in force during their tertiary education positively impacted their wellbeing after graduation. Based on their priorities, the graduates sorted 29 statements that articulated some of the social, cultural and economic impacts of their universities’ educational language policies. The results show that graduates took four distinct positions, which were given labels representing their general sentiments: We deserved better, We wanted more, It was enough but not everything and We cannot complain. This study concludes that three main linguistic areas were neglected in these graduates’ tertiary studies: language and identity, investment as a second language learning construct and parallellingualism. We maintain that higher education institutions could provide a more sustainable linguistic experience for Arab graduates by addressing these shortcomings, among others.
{"title":"Sustainability and educational language policy in Arab higher education: findings from Q research","authors":"H. Alkhateeb, Salim Bouherar","doi":"10.1080/14664208.2022.2155925","DOIUrl":"https://doi.org/10.1080/14664208.2022.2155925","url":null,"abstract":"ABSTRACT\u0000 This study examined whether institutions of higher education in the Arab world have adopted approaches that promote linguistic sustainability. Specifically, we used Q methodology to explore 30 graduates’ perceptions of whether the educational language policies in force during their tertiary education positively impacted their wellbeing after graduation. Based on their priorities, the graduates sorted 29 statements that articulated some of the social, cultural and economic impacts of their universities’ educational language policies. The results show that graduates took four distinct positions, which were given labels representing their general sentiments: We deserved better, We wanted more, It was enough but not everything and We cannot complain. This study concludes that three main linguistic areas were neglected in these graduates’ tertiary studies: language and identity, investment as a second language learning construct and parallellingualism. We maintain that higher education institutions could provide a more sustainable linguistic experience for Arab graduates by addressing these shortcomings, among others.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49666452","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 : 2022-12-13DOI: 10.1080/14664208.2022.2153398
Y. Gong, Chura Bahadur Thapa, X. Gao
ABSTRACT This paper reports on an inquiry that explored how a group of Nepali secondary school students discursively reconstructed and interpreted their English learning in Hong Kong. In the study we collected data from 30 participants through participatory observation, in-depth unstructured interview and taking field notes in two secondary schools. The analysis of the data revealed that the participants generally interpreted learning English as an essential means to construct the racial images they identified with, and otherwise resist being racialized in and outside school. The findings suggest that the participants tended to construct English as their mother tongue with an anti-racist stance. These findings offer insights into the role of racialization in language learners’ learning of English and their pursuit of desirable identities in postcolonial contexts like Hong Kong. They also imply the need to design and adopt an appropriate pedagogy to redress the inequitable distribution of educational resources for minority language learners.
{"title":"Racialization and English learning: the experiences of Nepali secondary school students in Hong Kong","authors":"Y. Gong, Chura Bahadur Thapa, X. Gao","doi":"10.1080/14664208.2022.2153398","DOIUrl":"https://doi.org/10.1080/14664208.2022.2153398","url":null,"abstract":"ABSTRACT\u0000 This paper reports on an inquiry that explored how a group of Nepali secondary school students discursively reconstructed and interpreted their English learning in Hong Kong. In the study we collected data from 30 participants through participatory observation, in-depth unstructured interview and taking field notes in two secondary schools. The analysis of the data revealed that the participants generally interpreted learning English as an essential means to construct the racial images they identified with, and otherwise resist being racialized in and outside school. The findings suggest that the participants tended to construct English as their mother tongue with an anti-racist stance. These findings offer insights into the role of racialization in language learners’ learning of English and their pursuit of desirable identities in postcolonial contexts like Hong Kong. They also imply the need to design and adopt an appropriate pedagogy to redress the inequitable distribution of educational resources for minority language learners.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44325460","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 : 2022-12-09DOI: 10.1080/14664208.2022.2150497
Emma Humphries, W. Ayres-Bennett
ABSTRACT In which domains and for which language types does language legislation occur and how easy is it to identify it? The United Kingdom (UK) affords a good test bed to answer these questions since it is often considered to be lacking in strong public language policy due to, amongst other things, a lack of a coherent language policy across the UK and its devolved administrations and a perceived societal disinterest in languages. Through analysis of a corpus of primary and secondary legislation from the UK and its constituent jurisdictions that contain stipulations about language(s), this article shows that UK language legislation spans multiple domains, including public health and safety, law and crime, transport and the media. Whilst some of the legislation, such as the Welsh Language Acts, explicitly deals with language(s), the vast majority of the UK's legislation which contains provisions concerning language(s) is hidden in legislation which primarily concerns another domain. Although hidden, at times these language stipulations mark important landmarks in the status of languages. All this has consequences for the UK language policy landscape, potentially diminishing the perceived importance of languages in and to government and affecting policymakers' ability to collaborate across government in a coherent way.
{"title":"The hidden face of public language policy: a case study from the UK","authors":"Emma Humphries, W. Ayres-Bennett","doi":"10.1080/14664208.2022.2150497","DOIUrl":"https://doi.org/10.1080/14664208.2022.2150497","url":null,"abstract":"ABSTRACT In which domains and for which language types does language legislation occur and how easy is it to identify it? The United Kingdom (UK) affords a good test bed to answer these questions since it is often considered to be lacking in strong public language policy due to, amongst other things, a lack of a coherent language policy across the UK and its devolved administrations and a perceived societal disinterest in languages. Through analysis of a corpus of primary and secondary legislation from the UK and its constituent jurisdictions that contain stipulations about language(s), this article shows that UK language legislation spans multiple domains, including public health and safety, law and crime, transport and the media. Whilst some of the legislation, such as the Welsh Language Acts, explicitly deals with language(s), the vast majority of the UK's legislation which contains provisions concerning language(s) is hidden in legislation which primarily concerns another domain. Although hidden, at times these language stipulations mark important landmarks in the status of languages. All this has consequences for the UK language policy landscape, potentially diminishing the perceived importance of languages in and to government and affecting policymakers' ability to collaborate across government in a coherent way.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345384","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 : 2022-11-26DOI: 10.1080/14664208.2022.2150499
R. Fuentes, Inmaculada Gómez Soler
ABSTRACT Drawing on in-depth qualitative interviews, we examine Spanish language instructors’ interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language, and language authorities’ rejection of GIL; policy avoidance was based on lack of authority and prescriptive views of language; and policy engagement was rooted in ideas related to identity, representation, and inclusion. This study makes a contribution to understanding foreign language instructors’ appropriation of GIL in an Anglophone context and the complex realities and views that impact policy implementation. Since GIL is gaining prominence across the world, we suggest that foreign language departments encourage academic discussions on GIL so that instructors can make informed decisions about how and why to integrate GIL in the teaching of Spanish as a foreign language.
{"title":"Instructors’ navigation and appropriation of gender-inclusive Spanish at a U.S. University","authors":"R. Fuentes, Inmaculada Gómez Soler","doi":"10.1080/14664208.2022.2150499","DOIUrl":"https://doi.org/10.1080/14664208.2022.2150499","url":null,"abstract":"ABSTRACT Drawing on in-depth qualitative interviews, we examine Spanish language instructors’ interpretation and appropriation of gender-inclusive language (GIL) policy at a U.S. university. Policy appropriation is represented as a spectrum with varying degrees of policy rejection, avoidance, and engagement across and within participants. Policy rejection was based on language as an inappropriate arena for LGBTQI+ rights, prescriptivists views of language, and language authorities’ rejection of GIL; policy avoidance was based on lack of authority and prescriptive views of language; and policy engagement was rooted in ideas related to identity, representation, and inclusion. This study makes a contribution to understanding foreign language instructors’ appropriation of GIL in an Anglophone context and the complex realities and views that impact policy implementation. Since GIL is gaining prominence across the world, we suggest that foreign language departments encourage academic discussions on GIL so that instructors can make informed decisions about how and why to integrate GIL in the teaching of Spanish as a foreign language.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451226","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 : 2022-11-15DOI: 10.1080/14664208.2022.2145541
M. Mandić, K. Rácz
ABSTRACT This article explores Yugoslav education policy in Vojvodina (Serbia), one of the most multilingual regions of the country, which was implemented in the period between the 1960s and 1980s through the school subject the ‘Language of social environment’ (LSE). Based on archival and field research, this case study is devoted to the school subject Hungarian as LSE intended for students whose L1 was Serbo-Croatian. The article addresses the discourses of policy makers who advocated for the introduction of LSE and how former students and teachers remember the school subject, which was abolished in the 1990s. The analysis shows that LSE was based on the values of societal multilingualism for all members of society and in line with a ‘language-as-resource’ orientation to language planning and policy, both as an etic concept at top-down policy level and as an emic concept at local level where nostalgic memories and bottom-up initiatives for its reintroduction emerged.
{"title":"Learning the language of social environment: the case of Hungarian in Vojvodina (Serbia)","authors":"M. Mandić, K. Rácz","doi":"10.1080/14664208.2022.2145541","DOIUrl":"https://doi.org/10.1080/14664208.2022.2145541","url":null,"abstract":"ABSTRACT\u0000 This article explores Yugoslav education policy in Vojvodina (Serbia), one of the most multilingual regions of the country, which was implemented in the period between the 1960s and 1980s through the school subject the ‘Language of social environment’ (LSE). Based on archival and field research, this case study is devoted to the school subject Hungarian as LSE intended for students whose L1 was Serbo-Croatian. The article addresses the discourses of policy makers who advocated for the introduction of LSE and how former students and teachers remember the school subject, which was abolished in the 1990s. The analysis shows that LSE was based on the values of societal multilingualism for all members of society and in line with a ‘language-as-resource’ orientation to language planning and policy, both as an etic concept at top-down policy level and as an emic concept at local level where nostalgic memories and bottom-up initiatives for its reintroduction emerged.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48388374","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 : 2022-11-13DOI: 10.1080/14664208.2022.2145540
Karen Huang
ABSTRACT Indigenous languages in Taiwan are experiencing various degrees of language endangerment. Reversing language shift, however, faces difficulties due to the minority status of the languages. This study identifies two Indigenous singer-songwriters who released popular music sung in their endangered Indigenous languages as micro-level language planning actors and investigates their language activism. Drawing on the framework of strategies in language activism, this study analyses their grass-root initiatives in language activism by examining their public discourse about their ideologies and actions. This study finds that through strategic creating and representing, the musicians aimed to encourage Indigenous youth to use their ethnic language, develop their confidence through popular music, and shift the image of Indigenous languages from traditional, inferior, and underprivileged to international, modern, and confident. Moreover, this study found that, unlike previous studies, the Taiwanese musicians employed various connecting strategies to create a sustainable virtuous cycle to motivate Indigenous people to revitalize their languages. Furthermore, their strategies consider language ecology and aim to connect non-Indigenous Taiwanese with their initiatives to create a friendly societal environment for the Indigenous people. The findings contribute to the development of a repertoire of strategies in language activism and have practical implications for Indigenous language revitalization.
{"title":"‘We are Indigenous people, not primitive people.’: the role of popular music in Indigenous language revitalization in Taiwan","authors":"Karen Huang","doi":"10.1080/14664208.2022.2145540","DOIUrl":"https://doi.org/10.1080/14664208.2022.2145540","url":null,"abstract":"ABSTRACT\u0000 Indigenous languages in Taiwan are experiencing various degrees of language endangerment. Reversing language shift, however, faces difficulties due to the minority status of the languages. This study identifies two Indigenous singer-songwriters who released popular music sung in their endangered Indigenous languages as micro-level language planning actors and investigates their language activism. Drawing on the framework of strategies in language activism, this study analyses their grass-root initiatives in language activism by examining their public discourse about their ideologies and actions. This study finds that through strategic creating and representing, the musicians aimed to encourage Indigenous youth to use their ethnic language, develop their confidence through popular music, and shift the image of Indigenous languages from traditional, inferior, and underprivileged to international, modern, and confident. Moreover, this study found that, unlike previous studies, the Taiwanese musicians employed various connecting strategies to create a sustainable virtuous cycle to motivate Indigenous people to revitalize their languages. Furthermore, their strategies consider language ecology and aim to connect non-Indigenous Taiwanese with their initiatives to create a friendly societal environment for the Indigenous people. The findings contribute to the development of a repertoire of strategies in language activism and have practical implications for Indigenous language revitalization.","PeriodicalId":51704,"journal":{"name":"Current Issues in Language Planning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47854739","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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