Implementation Of Language Policy Research Articles

The visible languages on landscape linguistics in primary schools in Kupang and the implementation of education language policy

The visible languages on landscape linguistics in primary schools in Kupang and the implementation of education language policy

Старомонгольская письменность в Байкальском регионе на современном этапе: курс на ревитализацию?

This paper aims to provide an analysis of the development of the Mongolian script in the sociocultural context of the Baikal region in modern times. The main purpose of this article is to characterize the key trends in society from the point of view of sociolinguistic processes. Materials and methods. The research is based on a thorough examination of official data from the Government of the Republic of Buryatia, government departments of the Irkutsk region and Transbaikal region, as well as publications in the media and field materials gathered through an expert survey of heads of educational centers and language activists. The authors have adopted a systematic approach and applied a range of general scientific and special methods, including comparative historical and statistical methods, to conduct this study. Results and conclusions. It has been revealed that the Mongolian script has significant role in performing various socio-cultural functions. Mongolian script has gained widespread popularity in the form of calligraphy in the Baikal region. Furthermore, the language is deeply embedded with ethno cultural symbolism, making it a valuable source for the development of the Buryat language and culture as a whole. There is a growing interest in analyzing the language situation in Mongolia and the Inner Mongolia Autonomous Region of the People’s Republic of China, particularly in terms of the implementation of state language policy in perspective. The status and functional role of Mongolian script in these regions are of utmost importance in understanding its impact on the overall language landscape.

A linguistic evaluation of the South African higher education sector: A reflection on 30 years of democracy (1994–2024)

The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author’s contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education.Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

Implementation of Language Policy in USSR in 1930s (Buryat-Mongolian Language)

The study focuses on analyzing the development of the Buryat-Mongolian language and writing system amidst socio-cultural transformations during the Soviet period. Textbooks, methodological guides, as well as ethnographic and sociolinguistic reports from the 1930s, serve as the research materials. Educational materials on teaching methods for the Buryat-Mongolian language and writing in general education institutions are of research interest for analyzing approaches to practical implementation of the educational process and material content. This historical period is marked by the transformation of societal structures resulting from extensive sociopolitical processes not only in our country but also in the Mongolian People’s Republic and the People’s Republic of China. The Soviet leadership reasonably paid special attention to eradicating illiteracy and implementing language policy in the country. It was revealed that education in the Buryat-Mongolian ASSR faced linguistic, methodological, and staffing contradictions. The process of studying the native language underwent systematic reforms within a relatively short historical period. The traditional Old Mongolian script was replaced by Latin in 1931 and then by Cyrillic in 1939, leading to a decline in educational quality. Such transitions were accompanied by restructuring educational and methodological aspects of the educational process.

Language policy implementation challenges in postcolonial anglophone Africa: A case of Limpopo Provincial Legislature in South Africa

This paper sought to investigate the challenges that Limpopo Provincial Legislature encounters implement the language policy in a postcolonial Anglophone South Africa. The Constitution of the Republic of South Africa, Act 108 of 1996, demands that each province should develop its own language policy (The Constitution of the Republic of South Africa, 1996). The Limpopo Provincial Legislature adopted its Language Policy, Act 7 of 2000, acknowledging Northern Sotho (Sepedi), Afrikaans, English, Tshivenda, Xitsonga, and IsiNdebele as the official languages. The Act provides more details on the use of official language in executive council meetings, in public communication and in service delivery. The main research question was to what are the challenges in the implementation of the language policy at Limpopo Provincial Legislature? The study employed qualitative research method and data collection tool that was utilized was semi-structured interview. The population of the study were all 48 Members of the Provincial Legislature (MPLs). Semi-structured interviews were conducted until saturation was reached after 13 (thirteen) members were interviewed. The data collected were analyzed using Thematic Analysis (TA) technique where research questions were used as themes. The study’s main finding revealed that Limpopo Provincial Legislature is partially implementing the language policy since English remains the main language used in debates, engagements, and written documents above other official languages.

Towards an emotive-relational model of FLP: mapping the connections between family language policy and parental wellbeing

ABSTRACT This paper addresses the emotive-relational dimensions of family language policy (FLP), in the context of Hungarian families in Australia. The study explored parental experiences of family language policy implementation efforts and challenges. The research used an online survey (N = 80) which collected quantitative and qualitative data. Survey data were analysed using SPSS software to generate descriptive and t-test statistics. The results demonstrate that parents experienced emotional challenges around all three elements of family language policies: (i) ideologies; (ii) language practices and (iii) language management. This paper identifies six main emotive-relational dimensions of FLP: (i) linguistic-ideological, (ii) discursive; (iii) personal/relational; (iv) socio-relational; (v) agentive and (vi) pragmatic. The methods and the results of this study can be useful for researchers investigating the interconnectedness of language maintenance and parental subjective wellbeing. The findings inform current theoretical models and methods of researching family language policy and its complex dimensions. This paper concludes with an empirically tested emotive-relational model of FLP, which informs future research directed at exploring the emotional aspects of FLP from parents’ point of view as language planners.

From Trenches to the Crest, effectuating a Greater Beneficence of Terminology Development to National Language Policy: the Nigeria Case

Terminology development as a tool that propels the evolvement of educational and translation materials and services besides enhancing the formation of a robust terminology is widely celebrated as a great linguistic tool. This is because of its’ potency in knitting together a multilingual society like Nigeria towards a common understanding and purpose. The afore-stated promotion of national unity, effective communication and the preservation of indigenous languages directed towards the creation of an inclusive nation are the same goals pursued by the National Policy on Education which couches Nigeria’s Language Policy. Consequently, this study titled, ‘From Trenches to the Crest, effectuatinga Greater Beneficence of Terminology Development to National Language Policy: The Nigeria Case’, primarily aims to explore the meritorious services of terminology development in the evolution, realization and implementation of an effective language policy in Nigeria. By surveying the historical development of Nigeria language policy, it identifies and condemns the overemphasis of the usage of English language for instructional and legislative purposes, pointing out its disservices to indigenous languages. The study also highlights the fundamental roles and challenges impeding a fuller beneficence of a symbiosis of terminology development and the National Language Policy in achieving national integration. Adopting the hermeneutical and content analysis methods of enquiry, the research in conclusion, suggests a novel pragmatic and proactive terminology development model, which will drive a vibrant language policy and implementation.

The multilingual university: language ideology, hidden policies and language practices in Malawian universities

ABSTRACT Globalisation is increasingly affecting universities worldwide. In African contexts, language policies exhibit an inheritance situation in which countries continue to implement policies which favour colonial languages in education. This paper investigates the Malawian higher education context and the ways in which staff engage with multilingualism. It examines the implementation of language policies by staff in their classrooms and explores the attitudes of staff members towards the current monolingual language policy and practices in higher education in the country. The paper draws on a 4-month ethnography carried out in eight Malawian universities. Findings indicate that the language ‘rules’ imposed by staff are highly variable and that diverse language ‘policies’ are implemented and enforced by staff, some of whom operate strictly monolingual approaches while others adopt multilingual approaches. Staff display a range of attitudes towards multilingualism, influenced by competing pressures of ensuring students comprehend the subject matter while also seeking to improve their English skills against the broader backdrop of language practices and expectations in the country.

Language Policy and English Education in Bangladesh: A Critical Analysis

This research article provides a critical analysis of the intricate relationship between language policy and English education in Bangladesh. With a diverse linguistic landscape comprising Bengali, English, and indigenous languages, the study delves into the historical evolution of language policies from pre-independence to the present day. The impact of socio-economic dynamics and cultural influences on English language education is examined, considering factors such as access to quality education, language proficiency, and the role of English as a global language. Government initiatives and challenges in implementing language policies are scrutinized, providing insights into curriculum frameworks, teacher training, and societal attitudes. The implications of these policies on English education, including proficiency levels, employment prospects, and international competitiveness, are critically analyzed. The article concludes by offering recommendations for refining language policies, fostering linguistic diversity, and addressing emerging challenges in the evolving educational landscape of Bangladesh. This research contributes to the ongoing discourse on language policy and education, providing a nuanced understanding of the complexities involved in balancing linguistic diversity with the global importance of English in the context of Bangladesh.

Sign language policy implementation in special schools for the deaf in Zimbabwe

ABSTRACT The aim of this study was to examine how sign language policies are being implemented in special schools for the Deaf in Zimbabwe. It employed in-depth interviews to solicit data from 29 participants who were four district school inspectors, four educational psychologists, four school heads and 17 grade one to three specialist teachers. Data were analysed using deductive thematic analysis at the semantic level. The study revealed inconsistencies in sign language policy implementation as consequences of ambiguity of policy goals and conflict of the means of achieving the policy goals. The study further revealed that government officers were not proficient in sign language and so could not monitor policy implementation. Several other factors influenced the implementation of sign language policies in the special schools. Policy implementers were not aware of the meaning of sign language policies and how the policies were supposed to be implemented. There were, therefore, misunderstandings regarding how policies were to be implemented. Schools used various forms of sign language as a way of implementing the policies. On the basis of these findings, it was recommended that policymakers ensure that they formulate sign language policies whose goals and means are not ambiguous to avoid conflict in the way the policies are implemented. It was also recommended that the Ministry of Education provides capacity development opportunities to sign language policy implementers starting from those at national, provincial, district and down to school levels where classroom teachers need to be taught how the sign language policies can be implemented.

The Impact of Linguistic Constituencies on Language Proficiency

This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semi-structured interviews generated rich thematically analysed data as they contained open-ended types of items. It was divulged by the study that (i) language policy implementation and (ii) teacher training and professional development were the major findings that resulted in experienced challenges with regard to depreciating language proficiency where learners emanated from diversified cultural backgrounds. This paper recommends and concludes that a review of language policies is a dire exercise for consideration, as being a language-proficient learner is tantamount to academic success. Keywords: Proficiency, Linguistic, Constituencies, Diversity.

Multimodal Linguistic Landscape in Lombok: A Case Study of Product Branding

A study of writing a language in a public area is known as the linguistic landscape. This research aims to map language choices (monolingual, bilingual, and multilingual) on food products in Lombok and analyze the interconnections between the implementation of national, regional, and foreign language policies on food products in Lombok. The multimodal approach can describe more about the language landscape, including the meaning and function of public writing. This multimodal concept views signs as a form of visual communication that is definite and non-arbitrary. Micro, small, and medium enterprises (MSMEs) are explored as a case study in creative linguistic marketing about local interactions and global forces on the linguistic landscape. These MSMEs use various semiotic sources of regional languages, foreign languages, local wisdom, and inclusive spirit as an introduction and production process. Through linguistic analysis of landscapes, researchers examine systems of signs, images, and texts within a semiotic framework. The uniqueness of this study is what makes it unique to researchers because it has rich local meaning in context. This research describes not only MSMEs but also semiotic landscapes that contribute to understanding changes in sociolinguistic patterns and creativity in the branding of MSME products in the Lombok region.

Focusing on education through multilingual language policy in South African schools

Abstract Even though multilingual education has been in existence for a long time, the new era has brought another contestation around this educational substitute. Multilingual education which is often realized through multilingual language policy seems to be the best way to prepare future generations to participate in constructing democratic societies in and intercultural world. South Africa is no exception to this development. The language policy and governance in the schooling system of South Africa cannot be seen in isolation from that of the rest of the African continent and the world. This article disinters the extent to which the bodies responsible for the governing of schools in South Africa can formulate and implement language policies that serve the demographic language interest of societies that they serve. This article contextualizes the rights-based approach through fostering a deeper understanding of how different participants and role players in the education system can form the links between rights and participation with a view to bringing about change in language policy formulation and implementation in schools.

The Family Language Policy of Javanese Multilingual Families

Javanese is one of the regional languages with a relatively large number of speakers, around 68 million. This significant number of speakers is essential for the Javanese language to survive. Even so, the popularity of the Javanese language tends to decrease, especially among young people. This decline is influenced by various factors. One of them is that young families no longer introduce Javanese as the primary means of communication within the family. This study is interested in identifying the language attitudes of parents in Javanese families who are bilingual towards Indonesian, English, and Javanese. Furthermore, this study aims to analyze how the language policy is implemented in the family. This study combines quantitative and qualitative approaches using data collection techniques through questionnaires, interviews, and participatory observation. Data analysis shows that parents have positive language attitudes towards Indonesian and English. However, their language attitude towards Javanese is not as positive as Indonesian and English. This language attitude is reflected in the implementation of language policies in families where parents prefer to apply mixed language policies.

The ideological tug-of-war of language policies in the Philippines: perspectives and proposal

ABSTRACT Implementing mother tongue-based multilingual education (MTB-MLE) in the Philippines opens opportunities for learner inclusion and access, which is also in harmony with UNESCO's Sustainable Development Goal 4 aimed at achieving quality and inclusive education for all. However, recent attempts to revert to Filipino–English bilingual education foreground the ideological tug-of-war that continues to impact policymakers, researchers, educators, and, most importantly, Filipino learners. As the bilingual model is believed to be valuable to economic and technological growth, the role and relevance of MTB-MLE in a globalized world are challenged. We argue that language views espousing covert dominance continue to permeate language policy discourses in the Philippines, which can impact classroom learning and instruction. Hence, this article analyzes the historical milestones of languages in education and looks at how linguistic imperialism is entrenched in language policies. It also situates language use in the Philippines within a broader sociolinguistic context in which it operates. The article concludes with an inclusive framework on language policy implementation, the Naverin (national, vernacular, and international) model, proposing a balanced view of using various linguistic resources, which might be relevant to other multilingual societies in Southeast Asia.

Reflections on Decolonising of Medium of Instruction at South African Universities

The 2015/6 #Rhodes Must Fall student protest reignited the debate to decolonise higher education in South Africa and many parts of the world. One way of achieving this is through decolonising the language of teaching and learning in higher education to increase access. Within this caveat, we anticipate that this article will add a crucial contribution to contemporary international and local debates on decolonising the medium of instruction by providing evidence from South African institutions’ unique challenges and prospects associated with the quest to deliver quality decolonised education. While tremendous strides have been made in expressing the constitutional right of every learner to receive primary education in a language of their choice, at the university level, the development and implementation of inclusive language policies have been dismal at best. With the demise of the apartheid regime that significantly stifled African languages in South Africa, one could have hoped for changes in attitude and language usage in universities, mainly because universities still have discernible remnants of the apartheid legacy. This article highlights the urgent need for decolonising South African higher education, particularly concerning using English as the medium of instruction. We further hope that this study will benefit practitioners and stakeholders involved in formulating language policies at their respective learning institutions and prompt them to treat the decolonisation process with befitting urgency.

Language ideologies, policies and practices within the multilingual Kenyan context

Kenya is linguistically diverse with approximately 66 native and 8 non-native languages; out of which 33 are developing, 15 are vigorous, 2 are in trouble and 4 dying. Generally, actively used native languages in Kenya have been on the decline due to a number of forces such as colonisation, globalisation and language policies. This presentation focuses on educational language policy implementation in Kenya and illustrates its effects on the use of “minority languages”. The study establishes that language policies in Kenya are ad hoc declarations that have had negligible impact on the use of native African languages in schools and other formal settings. The policies greatly favor English following the logic of pre-colonial practices of assimilation and exclusion. English and Kiswahili, the regional lingua franca, remain the most prominent languages in formal education, overshadowing over fifty native African languages spoken in Kenya. English continues to be used in classroom and formal settings even in areas where native languages are dominantly spoken. Those who advocate for the use of English view it as a language of science and technology and that which propels one to a higher social status. English is also promoted as a language that helps to ease mobility within and beyond the East African region

Implementation of New English Language Policy in Saudi Context: Perceptions, Challenges, and Remedies

With the advent of Saudi Vision 2030 implementation, the internationalization of the Saudi education system has invigorated significant alterations in teaching and learning practices specifically concerning English language teaching. Since the beginning of 2021, under the new language policy, English has been taught from Grade 1. The aim is to meet the persisting global educational, job, business, and linkage challenges by educating and training the youth in English as the focal tool for future advancement. However, the realization of these objectives depends on various sociocultural factors. The perceptions of the important stakeholders such as teachers, the suitability of the EFL curriculum, and the professional training of EFL teachers can perform a pivotal role in achieving or undermining these goals. Also, teaching practices in real contexts can pose multiple unforeseen challenges and hurdles. This research intended to explore the perceptions of EFL teachers in introducing English as early as grade 1, their practices, and the practical challenges this new policy poses in its effective implementation. To achieve the said objectives, a tailored-made questionnaire comprising quantitative and qualitative items was administered. The detailed analysis highlighted many aspects of concern such as the lack of professional training for EFL teachers, unsuitable and incompatible curriculum, neglection of communicative skills, etc.

Implementation and Impact of Language Policy: The Case of Kyrgyz Students

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.

PRESENT-DAY POLICIES CONCERNING INDIGENOUS LANGUAGES IN THE AMERICAS: A GEOGRAPHICAL APPROACH

Global changes in policies regarding Indigenous people, observed in the last decades, have had a strong impact on language policies in the Americas. They are aimed at increasing protection of Indigenous languages, especially in countries with a higher number and percentage of Native people and Indigenous language speakers (ILS). However, it is argued in the paper that the scope of these policies is often not adapted to changes in spatial distribution of Autochthonous populations, while their effective implementation in many cases seems outright impossible. The first part of the paper sums up an analysis concerning the number and spatial distribution of Indigenous people and ILS in countries and dependent territories of the Americas. The second part shows the evolution of policies towards Indigenous languages in the Americas from the colonial era to our times. The last part studies spatial aspects of the situation of Indigenous languages in Mexico City, based primarily on qualitative data obtained from interviews and observations carried out during field research. The paper concludes: that a clear progress has been made in language policies in the last decades in the analysed region, especially in Latin America; that there is no obvious difference in the implementation of these policies between unitary and federal states; and that, based on the case of Mexico City, the implementation of a relevant language policy may be seriously hindered by such factors as insufficient financing, political disputes, and a deeply embedded discrimination against Indigenous languages.