Between Tradition and Hierarchy: Language Policy in Preserving Linguistic Uniqueness in East Java Islamic Boarding Schools

Both colonial and post-colonial conservation policies ignored the potential role of traditional African cultural practices in contributing to conservation goals. Recently, there has been a growing global interest in these practices, although recognition in official conservation policies is still minimal in many countries. This global interest is enthused by the reality that although the use of wild species and their habitats remains the foundation for human survival all over the world, there is a huge risk of losing these species. Factors such as rapid human population increase, inadequate local support for conservation policies, limited strategies for survival among local communities and inadequate capacity of the government to fund law enforcement operations against illegal activities subject the species and habitats to unsustainable use. Traditional cultural practices, among other strategies, have promising potential to enhance sustainable resource use and conservation and, therefore, realize the desire for ecological and social sustainability. Using examples and data drawn from different parts of Tanzania, this paper attempts to uncover some of these potentials on which policy-makers and conservationists can capitalize to augment conservation work. The paper begins by reviewing the ecological impacts of two major conservation problems facing Tanzania – species overexploitation and habitat loss. Then the possible advantages of traditional cultural practices (compared to conventional conservation strategies) are outlined. The traditional practices are presented as more cost-effective, more socially acceptable and having minimal risk of failure. Furthermore, the idea of reviving these practices coincides with the philosophy of co-management approaches, which advocate sharing of power, rights and responsibilities between the state and local resource users. This is based on the idea that local communities constitute voices ‘from the ground’ that should be heard. In showing the efficacy of traditional African cultural practices, the paper specifically focuses on four elements: traditional institutions, taboos, sacred sites and totemic species.

Islamic boarding schools (Pondok Pesantren) play a central role in creating a language-rich environment that supports language acquisition, particularly Arabic as the primary language of instruction in religious studies. This study aims to explore in depth the role of musyrif (student mentors) in developing a language environment within the pesantren and its impact on the students’ language skills. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation. The findings indicate that musyrif serve as role models in language use, introduce proper language practices, and supervise daily language interactions. The language environment created by the musyrif has been shown to significantly improve students’ language proficiency in both Arabic and Indonesian. Despite challenges such as varying student backgrounds and maintaining consistency in language policy, this study recommends enhancing musyrif training, introducing more flexible language learning approaches, and utilizing technology to support the language acquisition process in Islamic boarding schools.

Islamic boarding schools are educational institutions that have the characteristic of having dormitories, students who are referred to as santri can not be separated from the activities of life in Islamic boarding schools for 24 hours. By carrying out face-to-face activities, of course, Islamic boarding schools must have carried out careful consideration of the worst possible risks that will be faced. For example, the emergence of a new cluster in the pesantren environment affects students, administrators, and even caregivers. The dormitory capacity which is generally limited, the facilities for bathing, washing, shared latrines, and the limited quantity of environmental sanitation of the pesantren are certain things that need attention. In general, the purpose of this study is to find out what policies or decisions are taken by the Darussalam Martapura Islamic Boarding School, especially at high schools, in the learning process of preventing Covid-19 in 2020-2021. In addition, it also seeks to find out how the implementation of the policy is seen from the aspects of communication, sources, especially the economic resources of the community or the economic conditions of the community, in addition to those owned by educational institutions, as well as the tendencies or behavior of the community and implementers. The results of this study indicate that in the context of the policies carried out by Islamic boarding schools in the implementation of the Covid-19 response policies in 2020-2021 from a religious perspective, it has been successfully implemented. The limits of ability from a social and economic point of view of some students found some information related to the limits of the willingness or ability of the students to carry out policies related to the efforts made in overcoming the spread of Covid-19 in the Islamic boarding school environment here including students and students and alumni who have provided information related to the limits of the ability to implement this policy because there is no coercion and pressure from both Islamic boarding schools and teachers, what is required is to increase piety.

The implementation of the COVID-19 policy is the result of adjusting the existing conditions within the Islamic boarding school environment. With the implementation of the COVID-19 policy causing a social rearrangement included in the world of education. The purpose of this study is to understand the implementation of the COVID-19 policy in the Jamil Islamic Boarding School environment and identify the responses shown by Jamil Islamic Boarding School residents to the implementation of the policy. This research uses qualitative methods of the case study type that produce descriptive data. The results of the research show that the Kiai are the most important decision-makers. The determinants of the application of implementation are based on the conditions of Islamic boarding schools in the fields of education and health which are divided into two policies namely zhohir (physical) and bathiniyah (inner). This raises various responses from residents of Islamic boarding schools, especially students. These responses fall into five aspects, namely health recommendations, attitudes toward the government, stigma, religion, and personal identity. Implementation of policies through approaches through religion and respected religious leaders is more acceptable to Islamic boarding school residents compared to policies issued only by the government.

Linguistic diversity, a phenomenon that has existed in the United States since the beginning of its history as a nation, has become a highly contentious issue in recent decades. As a result of the continuous controversies over English-only/Official vs. bilingual education/bilingualism, language policy and planning have often come to the forefront of political debates in the United States. This paper critically examines U.S. language controversies within several dominant theoretical frameworks of language planning and policy. The examination indicates that under the tremendous impact of the dominant language-as-problem orientation, standard English, and English monolingualism, U.S. language policy is largely restrictive in nature, and heavily encumbered by politics and ideology. The real agendas underlying the language policy debates of the early 21st century are not about language per se; rather, they are more about immigration. Specifically, the source of language controversies lies in the more fundamental problems regarding social stratification and inter-ethnic competition, rather than the increased language diversity in the contemporary American society. This paper concludes with several proposed avenues to shape a more supportive and positive language policy in the U.S..

Over the past two decades, heightened migration has increased linguistic diversity in schools. For schools to cope with this multilingualism, many governments impose a monolingual policy where only the language of instruction is allowed. Although many schools adopt such a policy, the classroom practices may differ since multilingual students often revert to translanguaging-as-practice. Drawing on three key conceptual language policy (LP) models (Bonacina-Pugh, 2012. Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234; Johnson & Johnson, 2015. Power and agency in language policy appropriation. Language Policy, 14(3), 221–243; Ricento & Hornberger, 1996. Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427), this study explores LP formation across macro (government), meso (school), and micro (classroom) educational levels in Flanders, Belgium. Macro-level analysis involves scrutinizing policy documents from the Educational Department of Flanders. Meso-level investigation includes policy documents from three secondary schools, compared with insights from interviews with the schools' principals and language coaches. Semi-structured interviews with teachers (n = 18) and classroom observations (n = 138 hours) provide nuanced perspectives at the micro-level. Triangulating data reveals declared, perceived, and practiced language policies at various levels. The study underscores LP's intricate nature within a multilingual educational context. Results highlight the contrast between macro-level policy straightforwardness and the complexity faced at meso- and micro-levels, where context-specific challenges arise. As schools navigate linguistic diversity, the role of language coaches becomes pivotal in creating inclusive and effective educational settings.

This paper reports on a study on in-service and pre-service teachers’ language attitudes and perceived proficiency in two multilingual education contexts: the Basque Autonomous Community (Spain) and Friuli Venezia Giulia (Italy). The total sample was made up of 1,094 participants (553 pre-service teachers, 541 in-service teachers). Data were collected by means of the same questionnaire used in a study published in 2007, which this research replicates. The cross-country comparison highlights the impact of diverse language policies; the Basque Autonomous Community shows robust support for the minority language, Basque, in contrast to Friuli Venezia Giulia’s less supportive approach to Friulian. Similarities include teachers’ high perceived proficiency in the State language (Spanish and Italian respectively) and positive views on multilingualism (including the minority, the majority and English as a foreign language). Notably, in-service teachers express more favorable attitudes than their pre-service counterparts towards the minority language, but less favorable towards the State language. With this study, we aim to contribute to the ongoing discourse on multilingualism within an educational system that embraces multiple languages, aiming to provide potentially valuable insights for policy and teacher training practice.

This study investigates the extent to which multilingualism has been practiced in Taiwan and the related factors that contribute to it. Taiwan is composed of various ethnic immigrants who usurped the lands of the existing Austro-Polynesian aboriginal populations. These ethnic languages provided the basis for the way in which multilingualism manifests itself in Taiwan, and were exposed to the impact of various language policies implemented throughout history. However, how those policies affected the development of multilingualism and to what extent is yet to be investigated. This study intends to do precisely this. First, it analyzes the contact situations among the ethnolinguistic groups and concurrent interventions of language policies. This analysis provides the background of the multilingual-make-up of Taiwan. Then, the vitality of languages in the current verbal repertoire is investigated in terms of Taiwanese people's language proficiency, language use in different domains, and language attitudes. The results show that the existing multi-ethnolinguistic community that developed from different waves of immigration in Taiwan has been subject to a high level of intervention by the Government's top-down language policies. The National Language Policy, which favors Mandarin at the expense of all Taiwanese ethnic languages, has led to the rapid shift of Taiwanese ethnic languages, but attempts to reverse language shift via the Mother Tongue Language Policy have not been effectively implemented. Issues of globalization have resulted in revisions to the English Language Policy, with English becoming strongly favored though not widely used. Other (ethnic) languages, although not officially restricted in use, appear to be in the process of rapidly losing capacity at the level of the expression of pragmatic functionality.

Indonesia, as one of the countries affected by COVID-19, has implemented various efforts to prevent the transmission of COVID-19. One effort that can be implemented is implementing the COVID-19 prevention protocol. Apart from that, according to the COVID-19 Handling Task Force, Islamic boarding schools are locations with high mobility. This research aimed to determine the implementation of policies related to the prevention and control of COVID-19 in Islamic boarding schools in the DKI Jakarta province. This research used descriptive research with a qualitative approach with the number of respondents being 3 Islamic boarding school leaders and Islamic boarding school students. The results showed the standards and policy have been implemented but need improvement, especially regarding knowledge related to Covid-19 prevention and control policies in Islamic boarding schools; Resources were implemented properly in accordance with the regulations of the Decree of the Minister of Health of the Republic of Indonesia Number Hk.01.07/Menkes/2322/2020; Communication between resources has been carried out well, but the form of communication carried out by each Islamic boarding school is different regarding policy implementation; The attitudes of policy implementers have differences in implementing COVID-19 prevention and control policies, especially on the points of procedures for carrying out prayer; The implementation of the COVID-19 has been carried out well. The recommendation was Islamic boarding schools can further improve the implementation of Health protocols to prevent the pandemic in the future.

Language policy is crucial to any society's cultural and political fabric, as it shapes how individuals and groups communicate, interact, and identify. Language policy has important implications for nation-building and the creation of national identity. Language policy can also significantly impact university students' sense of belonging. Overt and inclusive policies can provide opportunities for students to develop language skills and cultural competencies, enhancing their academic and professional opportunities. Covert and implicit policies can create barriers to interaction between different language groups, leading to social fragmentation, exclusion, and discrimination. Overt language policies are those that are openly acknowledged and implemented, while covert policies are those that are more subtle and may be hidden. Overt language policies that promote a single national language can unite diverse groups within a nation. However, these policies can also lead to the suppression of linguistic and cultural diversity within a nation, potentially undermining the cultural richness of that society. Covert language policies can also have significant impacts on identity and national unity. For example, language policies not openly acknowledged can lead to confusion or mistrust among different language groups. These policies can reinforce power imbalances between language groups, perpetuating existing inequalities. Considering these concepts, this study aimed to answer the following questions: 1. What LP has been implemented in Kyrgyzstan? 2. How has LP affected university students? Information on the language policy implemented in Kyrgyzstan was necessary to answer the first question, which involved examining laws, banknotes, newspaper titles, and dissertation catalogs. It was necessary to gather data on how the language policy has affected the students to answer the second question. In addition, in-depth interviews with LP experts helped clarify both questions. The collected information was analyzed using textual analysis and statistical methods. Data analysis showed that different models of language policy were implemented in Kyrgyzstan, including multilingualism, bilingualism, and monolingualism. Overt, covert, and vague LP were used to promote these models. These models and methods have formed segregated communities, language discrimination, and different linguistic identities within the same ethnic groups.

Language policies in education in multilingual postcolonial contexts are often driven by ideological considerations more veered towards socio-economic and political viability for the country than towards the practicality at implementation level. Centuries after the advent of colonisation, when culturally and linguistically homogenous countries helped to maintain the dominion of colonisers, the English language still has a stronghold in numerous countries due to the material rewards it offers. How then are the diversity of languages – often with different statuses and functions in society – reconciled in the teaching and learning process? How do teachers deal with the intricacies that are generated within a situation where children are taught in a language that is foreign to them? This paper is based on a study involving pre-primary teachers in Mauritius, a developing multilingual African country. The aim was to understand how their approach to the teaching of English was shaped by their biographical experiences of learning the language. The narrative inquiry methodology offered rich possibilities to foray into these experiences, including the manifestations of negotiating their classroom pedagogy in relation to their own personal historical biographies of language teaching and learning, the policy environment, and the pragmatic classroom specificities of diverse, multilingual learners. These insights become resources for early childhood education and teacher development in multilingual contexts caught within the tensions between language policy and pedagogy.

Michel Foucault (2007:313) describes how, in the seventeenth century, the term‘‘police’’ was used to describe the rational management of the state, ‘‘the set ofmeans by which the state’s forces can be increased while preserving the state ingood order’’. This rational management would be effected through the collectionand production of knowledge about the people, so as to strengthen the state. Suchknowledge would be infinitely detailed, stretching into the smallest corners ofhuman conduct. And the product of policing would be ‘‘order’’. The state, as weknow, is just one actor among many regulating language behaviours in contem-porary globalised societies. Building on recent critiques of the modernist tradition inlanguage policy (e.g. Shohamy 2006; Ricento 2006; Wright 2004), we argue thatFoucault’s notion of ‘‘police’’ and ‘‘policing’’ can be fruitfully extended to cover theactivities of a wide range of actors, from the state to individuals, over civil societyand corporate actors. We propose to use the notion of ‘‘policing’’ in the domain oflanguage in this sense: as the production of ‘‘order’’—normatively organised andpoliced conduct—which is infinitely detailed and regulated by a variety of actors.Our objective in borrowing this concept is to open an actor-centered field ofinquiry into what is currently understood in terms of the top-down and bottom-updichotomy and the continuum of ‘‘overt’’ and ‘‘covert’’ language policies (Shohamy2006) in the domain of media in multilingual contexts. With this in mind, the papersin this volume propose the following conceptual shifts in examining languagepolicy:1. From ‘policy’ to the broader field of ‘normativity’, and so to ‘policing’.Multilingual media contexts demonstrate emerging media practices andpolicing that call into question the concept of language codified in the

Children, childhoods and bilingualism: Exploring experiences, perspectives and policies

This paper discusses on how language policy, language ideologies, parental language planning and children’s role in the shaping of family language practices are associated in the multilingual practice context. The objective of this study was to explore the language policies focus on heritage language maintenance by negotiating and instantiating in parents-children interactions and contribution of children’s language practices to shape the family multilingualism in the process of socialization. I have used qualitative research design to collect the data in this study. Three participants from different language background were selected. The research participants were interviewed using a semi-structured interview technique to collect the data. The study concluded that family members’ contribution to the shaping of family language practices and policies in daily life interactions is the most important and language ideologies play a vital role in language policy and language acquisition in the family of multilingual practice.

<p>This research aims to describe and analyze public policies and Islamic boarding school education policies, especially Law No. 18 of 2019. Apart from that, it also discusses the challenges of Islamic boarding schools in the era of globalization which is the basis for the proposed Islamic boarding school policy formula. This research uses a qualitative approach with types of literature. The literature study was carried out by collecting and analyzing literature related to Islamic boarding school education policies. The research results explain that: (1) public policies related to Islamic boarding school education are contained in Law No. 18 of 2019. This Islamic boarding school law contains Islamic boarding school policy regulations which consist of nine chapters and 55 articles. If concluded, then this law can be categorized into five categories, namely: form of institution, objectives of Islamic boarding schools, funding sources, quality assurance, and level of education; (2) the influence of globalization can have an impact on an apathetic attitude and a culture of laziness for Islamic boarding school cadres in developing their potential. So Islamic boarding school cadres are needed who can develop their potential using science and technology, and (3) the preparation of policy formulas can be carried out using five procedures, namely: agenda setting, policy formulation, policy implementation, policy evaluation, and policy improvement. Thus, it is hoped that this research can become a reference for understanding in-depth educational policies and efforts to formulate Islamic boarding school education policy formula.</p>