Implementation Of Language Policy Research Articles

Основні наукові підходи щодо осмислення моделі мовної політики як політологічного концепту

Scientific approaches to understanding the of language as a political science concept are studied, which are: circle, based on which this is built, the components of which are a single whole, consisting of separate sectors, which are political networks interconnected by political science contexts , ie cause-and-effect relationships; institutional, which includes the Institute of the Head of State, parliament, government, court, political parties, local governments, NGOs, civil society and others. institutions; network, which makes it possible to find out which political networks make up the model, which at the stages of formation and implementation of language by different administrations and states, is subject to change; geopolitical, which clarified that the subjects of Russian and others. political parties and public organizations aim to destroy Ukraine as a sovereign state, relying on the Russian language, which should receive official / state status, and the Russian population, which, according to some Russian politicians and scholars, is not a national minority in the post-Soviet states, in particular in Ukraine, and the indigenous nation; ideological, which is a system of conceptually designed political, legal, religious, philosophical ideas, views and ideas on political life, which reflect the interests, worldview, ideals, moods of people, society, political parties, social movements and others. actors that constructively or destructively influence the structure of the model; value, which is closely related to the language, ideology, self-consciousness of the subjects of language policy, their political culture, verbal and political behavior; synergetic, which helps to analyze the through the prism of the interaction of its parts, which is essentially constructive or destructive; postmodern, the product of which is multiculturalism, democracy, the decline of communism, globalization, decentralization, etc., which determine the verbal, real and symbolic behavior of politicians, some of which slow down the implementation of language and negatively affect the development of its model. Emphasis is placed on understanding the model of language policy as a political science concept, which consists of political networks and political science contexts that connect its parts into a complex structure that interacts on the principle of circle. The concept of hermeneutics is defined, which is the basis of the hermeneutic circle as a phenomenon and concept, the basis of which is: knowledge of language and morality, which regulate the behavior of language policy; understanding the content and significance of political science contexts and political networks of the language model; political science knowledge, which is used to study laws, programs, scientific works, historical and political sources, political decisions and phenomena that we study, analyze linguistic and political situations and processes. It is proved that each of the approaches used to understand this is important, because they all together help to consider its structure and find out that its constructive or destructive nature depends on the regime prevailing in the state, ie the form of government and ideologies that differently affect the implementation of language policy, the formation of this complex structure and its development.

Інституційні напрями дослідження моделі мовної політики

The purpose of the article – is to explore the basics of the model of language policy, which is base don language policy and the Ukrainian language which is a state institution and its indicator, based on such institutional areas as historical, discursive, constructivist, network, social and others. The methodological basis of the article are such institutional areas as: historical institutionalism, which analyzes the constructive and destructive problems of forming a model of language policy at certain stages of Ukrainian statehood; institutional constructivism (French construct, Latin constructio-construction), due to which the subjects of politics, which are the state, government, parliament, deputies, factions, political parties, etc. Institutions that regulate and direct language policy through formal and informal constructive institutions that operate on the basis of a political network of language policy models, which in each state has its own structure and history of formation; discursive institutionalism, through which the subjects of policy institutions of the language policy model interact in order to draw attention to the language – political problem and solve it (Bratski, 2012); network institutionalism, through which political networks are analyzed as structural institutions based on formal and informal, constructive and destructive institutions that shape and regulate language policy and solve language – political problems at the level of political communication. Scientific novelty. For the first time, the basics of the language policy model are studies on the basis of the activities of formal and informal institutions, which constructively or destructively influence the formation or inhibition of the development of the language policy model. It should be noted that formal and informal inhibitions Change depending on what ideology and political regime prevail at the state level, as they in one way or another influence the formation, renewal, change, development and inhibition of language policy model. Conclusions. The institutional approach to the study of the language policy model is: a conscious understanding of the activities of legislative, executive, judicial, formal and informal institutions of the state aimed at regulating and solving language and political problems and building a model on this basis; analysis of the implementation of language policy at the formal and informal levels, which provides communicative links in all spheres and areas of socio-political life of the state; comprehension of the institutional basis of the model, which in Ukraine is the Ukrainian language as a state institution that provides communicative relations and connections in educational, political, cultural, scientific, ets levels. Keywords: institutional directions; traditional and new; institutionalism; language policy; Ukrainian language as a state institution; language policy model; historical, constructivist, discursive, network, social institutionalism; constructive and destructive, formal and informal institutions.

Державна мовна політика в Україні: зміст та підходи до реалізації

Доведено необхідність державного регулювання мовних питань, законодавчого закріплення державної мови та запровадження механізмів реалізації цієї політики на всіх рівнях управління. Уточнено низку понять, таких як “державна мовна політика”, “державне регулювання мовних питань”, “механізми формування та реалізації мовної політики”. Розглянуто можливість та доцільність використання сучасних інструментів та технологій реалізації мовної політики, серед яких: зв’язки з громадськістю, або PR, соціальна реклама, мовний маркетинг тощо.

АНГЛОМОВНИЙ КОЛОРИТ ЛІНГВІСТИЧНОГО ПЕЙЗАЖУ УКРАЇНСЬКОГО МІСТА (НА ОСНОВІ АНАЛІЗУ МОВНОГО ЛАНДШАФТУ ЛЬВОВА)

Розглянуто англомовний вплив на формування лінгвістичного пейзажу Львова, його сутність та ознаки. Визначена залежність лінгвістичного ландшафту українського міста від мовної політики центральної влади, від її ідеологічних поглядів та зовнішньополітичних орієнтацій. Підкреслено вплив історичної традиції на ставлення населення Львова до англомовного контенту міського лінгвістичного пейзажу. Наголошено на необхідності регулювання пропорцій співвідношення української та англійської мов при формуванні лінгвістичного пейзажу Львова.

Zimbabwe Language Policy: Continuity or Radical Change?

The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.

Implementation of Language Policy in School Education of the Chuvash Republic (late 1980s– 2019)

The article discusses some of the problems of language policy in the Chuvash Republic. Attention is paid to the Chuvash language teaching in educational institutions after the adoption of republican legislation on languages in 1990. This process was not simple, it was accompanied by a lack of understanding of the necessity of studying the Chuvash language in the regions of the republic where Russian population predomiates over the Chuvash one. For more than a quarter of a century, considerable experience has been gained in the organization and methods of teaching the Chuvash language, and despite the fact that it has barely become more widely spoken, it has become more familiar at the domestic and public levels. The transition to the voluntary learning of native languages began in the second half of 2017 and was accompanied by organizational difficulties. The article also gives opinions of the Chuvash language teachers on the problems of its teaching and usage in the family and social environment.

Языковой вопрос в дискурсе современных каталонских националистов

The article analyzes statements about the Spanish-Catalan language contact given by the intellectual and political leaders of the Catalan independence movement. First, this paper investigates how the leaders of Catalan nationalists refer to the history of Catalonia and its language. Their statements concerning the sociolinguistic situation around Catalan during F. Franco’s dictatorship (1939–1975) are also briefly discussed. The main focus of this article is on analyzing the possible implementation of the proposed state language policies in the event of Catalonia becoming independent from Spain. This analysis is based on the speeches given by Catalan nationalists in the five years between September 2012 (the unprecedented protests in Barcelona) and October 2017 (Catalan independence referendum and the following crisis). Two possible scenarios for the implementation of language policies are highlighted: the radical and the moderate. Those in favor of the moderate scenario would preserve the official status of Spanish in an independent Catalonia, in which case the new state would have two official languages. This view is supported by all leaders of the prominent secessionist parties. Advocates of the radical scenario consider it necessary to deprive Spanish of its official status in the public sphere. In this case Catalan would become the official language of the government, all educational institutions and the state media. Finally, the paper assesses the likelihood of each scenario being realized. Based on this analysis, the newly formed sovereign state will have two official languages (Catalan and Spanish). Still, some members of the political and intellectual elite favor the radical scenario and might try to depose Spanish, which could in turn lead to conflict between the Spanish-speaking and the Catalan-speaking communities.

Sesotho is still a marginalised language

This article reports on the progress (or lack thereof) regarding the use of Sesotho as an official medium of communication in selected government departments in the Free State Provincial Government (FSPG). In South Africa, provincial governments are required to implement language policies that promote multilingualism. The aim is to develop previously marginalised languages such as Sesotho, isiXhosa and isiZulu, among others, so that they have equal status to English and Afrikaans. A mixed-method design was used to guide the research process and purposive sampling to ensure that participants made a valuable contribution to this study. We are concerned that despite efforts being made to reduce the gap between official languages such as English and Afrikaans and the previously marginalised languages, there is no real progress in this regard. The results of this study reveal that Sesotho, as a previously marginalised language, is still underutilised in government departments. Evidence suggests that the results of this study be used as a guide for the formulation and implementation of language policies and procedures to address this problem.

Problematising the English-only policy in EAP: a mixed-methods investigation of Chinese international students’ perspectives of academic language policy

ABSTRACT Up to date, there is scarce quantitative literature accounting for the interrelationships of the components (policies, beliefs, and practices) of academic language policy. This paper reports findings from a mixed-methods study of the enactment of academic English language policy by focusing on international students’ perceptions of the classroom language policy (English-only) in three Canadian EAP programmes. With corroborative findings, this study identifies general trends in students’ perceptions and beliefs towards the implementation of classroom language policy as well as factors that contribute to students’ ambivalence and varied perspectives. Major findings reveal the tensions and conflicts between top-down language requirements/expectations and the actual language use/choice in the EAP classroom. Discussions of the findings suggest that, despite the increasing awareness of the homogenising effects of internationalisation as embodied in the monolingual orientation in classroom language policy, the linguistic and cultural differences which mark the Chinese students’ identities and holistic linguistic repertoires seem to remain othered and their language needs marginalised by the hosting communities. This empirical study may deepen current understandings of the interrelationships between language choice and language beliefs and provide implications for language policy making in alignment with internationalisation of higher education.

(Unused) potentials of educators’ covert language policies at public schools in Limpopo, South Africa

ABSTRACTLanguage policy is an influencing factor of the educational outcome for pupils in Africa. Colonial languages have been largely used and African Languages are neglected. Despite this, the South African Constitution (1996) declares eleven official languages. However, curricular developments favour Afrikaans and English. To analyse the implementation of the official language policy, we focus on Limpopo Province. Over 1000 questionnaires were answered by teachers. This approach aimed to analyse the language practices and language attitudes of teachers. Schools in Limpopo showed significant differences between the official language policy and the daily language practices. Some teachers implement the official language policy; others use one or more African languages in their oral communications during the lessons in the form of Code Switching. This is seen in relation to the contemporary debates regarding translanguaging as an educational pedagogy.

Implementation and acceptance of national language policy: the case of Dutch (1750\u20131850)

The paper discusses implementation and acceptance as crucial elements of a historical-sociolinguistic reappraisal of Haugen’s well-known theory of standardization. The case study that we focus on is the Dutch language in the second half of the eighteenth and the first half of the nineteenth century. In this period, Dutch became an object of political control. Significant aspects of the nationalization of language were the establishment of an officialized orthography (1804) and grammar (1805), which were to be used in the national school system. Education was the societal domain in which the national government tried to secure the transmission of the national language norms. We study the implementation and acceptance of official language norms from two perspectives, viz. by focusing on teaching materials developed for the new national school system, and by analyzing a recently compiled corpus of original language data from this period. We argue that implementation and acceptance, though relatively understudied topics in standardization studies, can usefully be operationalized, and turned into empirical questions that historical-sociolinguistic analysis can answer.

Reclaiming Indigenous Identity and Cultural Diversity in Canada

Linguistic diversity is the key to Canada’s multicultural identity which it has been struggling to maintain for decades. Its language policies are rooted in two kinds of languages, the languages of European settlers and the indigenous languages spoken by aborigines who are the native residents of Canada. Despite the country’s conservation policy, social tensions and political debates abound on how it treats its languages by according them official or non-official status. Canada first developed its language policy in 1960s on account of Quebec nationalism and growing tensions between colonizing rivals. This led to establishment of policies which rendered English and French as official languages while indigenous languages got little support. Consequently, language-based discrimination is central to the nation’s social and political debates, which inform its self-image since the conquest of indigenous tribes. A combination of factors like hostile colonial policies, reserve systems and residential schools have undermined these languages and separated communities sharing common languages and traditions. This paper will assess how Canada’s indigenous tribes have fared since the implementation of national language policy which mandates protection of indigenous culture and identity. It will examine the treatment of indigenous languages in the current political milieu of Canada, and the progress made by the government towards adoption of important laws and path-breaking policies to create a future that nurtures its multicultural roots while affirming the national identity.

Internationalization, Mobility and Englishization in Higher Education Across OECD Countries

Although the European Union policies explicitly support the notion of multilingualism, the impact of increasing internationalization on the linguistic landscape of the European higher education system has been dramatic. In the post-Bologna period, the desire of higher education institutions to attract a more skilled and diverse body of students seems to turn English into the medium of instruction of a significant number of higher education institutions based in the continent. Particularly, competitiveness in the academic market that leads to bottom-up and top-down pressures within universities to become more international may have caused many higher education institutions to directly associate internationalization with Englishization. As this situation reinvigorates the status of English as the lingua franca, the present article investigates the links between internationalization, language policies, and Englishization through having a closer look at the OECD international student mobility data. The article also points to several practical and pedagogical considerations involved in implementing language policies in higher education.

The Issue of Bilingualism in Ukraine: Sociocultural Aspect

언어 상황에 관한 연구는 언어 정책의 개발과 시행에 반드시 필요한 전제조건이다. 오랫동안 나라가 존재하지 않는 상황에 처해 있던 우크라이나에서는 많은 부분에서 언어 상황의 변화가 이루어졌기 때문에 이에 대한 연구의 중요성이 대두되고 있다. 우크라이나에서 나타나는 현대 언어 상황의 특징은 다양한 형태의 우크라이나어-러시아어 이중언어와 더불어 우크라이나어와 러시아어가 두 언어영역에서 공존한다는 것이다. 우크라이나어-러시아어 이중 언어는 우크라이나가 역사적으로 독재 전제군주제와 공산주의로 이어 지는 러시아제국에 편입되었던 시기에 발전하였다. 러시아제국은 그들이 지배하던 모든 영토에 거주하던 비러시아국민들을 대상으로 언어 및 문화 동화정책을 강제적으로 시행하였다. 우크라이나어는 동슬 라브어에 속하기 때문에 러시아화에 대한 압박이 더욱 강했다. 결과적으로, 우크라이나는 상당히 왜곡된 언어 상황을 지닌 채로 독립을 맞이하였다. 이전 제국에서 널리 사용되었던 러시아어는 우크 라니아의 광대한 영역에서, 특히 대규모 산업 중심지에서 우크라이나 어를 대신했다. 우크라이나어를 사용하는 지역은 우크라이나 동부와 남부, 그리고 이보다는 덜하지만 중부 지역으로 제한적이다. 우크라이 나의 영토는 (언어의) 동질성과는 거리가 멀다. 우크라이나어의 사용 감소와 러시아어의 강력한 간섭으로 인해 우크라이나에는 소위 수르 지크(surzhyk)라고 하는 일상언어 형태로서의 우크라이나어-러시아어 혼합 언어가 발생했다.The studies on language situation make a necessary precondition for language policy elaboration and implementation. In Ukraine there studies have been gaining more importance because during long historical period of statelessness the language situation in Ukraine underwent considerable deformations. A characteristic feature of contemporary language situation in Ukraine is a coexistence on its territory of two languages, Ukrainian and Russian, along with various forms of Ukrainian-Russian bilingualism. Ukrainian-Russian bilingualism developed during the preceding historical period when Ukraine was incorporated into the Russian empire in its two forms, autocratic tsarism and communism. On all of its territories the Russian empire inculcated a forced language and cultural assimilation policy towards the non-Russian population. Ukrainians were exposed to even greater pressure of Russification due to their language belonging to the Eastern Slavic language group. Consequently, Ukraine came to its independence with a considerably distorted language situation. Russian as a language spread throughout the former empire ousted the national language on the vast territory of Ukraine, primary in the large industrial centers. Ukrainian-speaking communities in the Eastern and Southern regions of the country and to a lesser extent in the Central regions are limited to rural localities. The territory of Ukraine is far from being homogeneous. Narrowing down the spheres of use the Ukrainian language and the strong interferential influence of Russian have led to the emergence of the hybrid of Ukrainian-Russian forms of the everyday language known as surzhyk.

Language Policy and Power in Out-of-Classroom EFL Contexts: The Case of English Departments in Saudi Arabian Higher Education Institutions

Most of the research on language policies in educational institutions has hitherto focused on the creation, interpretation, or appropriation of language policies that govern language use in the classroom. Language policies, however, can be instantiated or implemented in out-of-classroom settings. Hence, the current study examines the impact of language policies, in terms of both beliefs and practices, as mechanisms of power in communication between staff members in official meetings taking place at higher education institutions in Saudi Arabia. An online survey taken by 208 members, in addition to semi-structured interviews with eight department chairpersons, revealed that the implementation of monolingual English language policies can minimize the proportion of engagement of staff members, who are less competent in English, in department council meetings, committee meetings, and other official meetings. The data also suggested that the majority of participants in the study believe that multilingual language policies (allowing the use of both Arabic and English) should be avoided in order to not exclude non-Arabic speaking staff members from participation in official dialogue. The study concludes with implications for language policy creation and implementation for out-of-classroom English use in EFL educational institutions.

Detached implementation: Discourse and practice in minority language use in Romania

The paper focuses on minority language policy implementation in Romania. Although the policy framework of minority language use is considered quite satisfying by many authors, a deeper analysis reveals significant problems in the implementation of these policies. Based on implementation research, the paper reveals the hidden mechanism of language policy in Romania. First, it presents evidence that without clear guidelines and tools for accountability, state authorities leave room for negotiation, and municipalities can choose whether they want to implement minority language use provisions or not. Second, rather counterintuitively, in many cases Hungarian settlements do not implement it either. All explanations point toward the fact that Hungarian political elites fail to create public pressure to force implementation, thus they choose to keep claims regarding minority language use in the symbolic and political realm. Moreover, it argues that policy implementation is not always a necessary condition for successful claim making, as the two domains are not always linked by the public. Also, it underlines the importance of micro-level analysis in the case of minority language policies, which can be achieved by putting more focus on implementation research, instead of legal and policy-based macro-analysis.

Реалізація мовної політики в Україні на законодавчому рівні: наслідки та перспективи

The relevance of studying the features of language policy implementation in Ukraine at the legislative level is based on the increasing understanding of Ukrainian language importance as an integral component of ensuring a nation’s identity and unity of the people as well as supporting for statehood. The main objective of the article is to study the implications and prospects for implementation of the language policy in Ukraine, taking into account the latest legislative innovations. The methodological framework provides for the use of methods of analysis, synthesis and a systematic approach for a comprehensive consideration of the processes of implementation of national language policy at the legislative level. To study the changes in the legislative regulation of language policy during the period of independence of Ukraine, the methods of study of documents and retrospective analysis were applied. The attitude of scientists to the situation of bilingualism has been also studied using the methods of comparison and generalization. As a result of the research, it was revealed that formation of a clear language policy is an essential condition for promoting the cohesion of a multi-ethnic Ukrainian society, inasmuch as the existing situation of bilingualism leads to a disunity of the nation. Although the Ukrainian language is defined by the state at the constitutional level, however, its introduction into all spheres of public life until 2014 was quite slow, especially in the eastern and southern regions. Since 2010, the language policy was actually aimed at reducing the use of the Ukrainian language and the dominance of Russian in the information and cultural space of Ukraine. Since 2012, Ukraine had a law that provided for legitimization of “regional languages” in certain areas (it was declared as unconstitutional one in February 2018). The prospect of implementation of language policy at the legislative level is adoption of the Law “On ensuring the functioning of the Ukrainian language as the state language” (passed the first reading on October 4, 2018), which defines the Ukrainian language as the only state language, establishing the requirements for fluency in the Ukrainian language and its use in the work of state authorities and public areas.

Аксиологические аспекты реализации языковой политики России в профессионально-методической подготовке учителя иностранного языка

The article considers the language as the value of human existence and ethno-cultural society, which determines the importance and significance of language policy of states. The article reflects the main directions of the language policy in Russia with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the field of foreign language education. The article presents the survey results among the students of Moscow Pedagogical State University, studying in the direction of training 44.03.01 “Pedagogical education”, which allowed to identify the degree of readiness of the students to implement the Russian language policy in their future professional activities. In conclusion, the authors propose to highlight the basic linguistic and cultural concepts in professional and methodological training of foreign language teachers and the main axiological guidelines at each level of higher education, ensuring the full implementation of language policy in foreign language education in Russia.

La evidencia de las políticas de idiomas en una escuela pública: I.E Diego echavarría Misas

Durante las últimas décadas, Colombia ha estado influenciada por la globalización. Por lo tanto, ha puesto diversas políticas de la lengua en ejecución para la mejora de la educación. Realidad social ha sido un obstáculo para las partes interesadas a la hora de lidiar con el inglés. Diversos programas han sido formulados por el Gobierno Nacional en Colombia. Algunos de ellos son PNB 2004-2018 (Plan Nacional de Bilingüismo), The National law of Bilingualism in 2013 (Ley de Bilingüismo), PNI 2015-2025 (Programa Nacional de inglés), y el más reciente Colombia Bilingüe 2014-2018. Todos intentaron ofrecer diferentes estrategias con el fin de mejorar el nivel de inglés en Colombia; sin embargo, muchos estudios han criticado estos programas porque no tienen los resultados esperados. A pesar de las críticas, los últimos resultados ICFES publicados en 2015-2016 han demostrado que ciertas instituciones han logrado buenos resultados en inglés. De hecho, este estudio quiere explorar cómo la Institución Educativa Diego Echavarría Misas está implementando las políticas lingüísticas con el fin obtener buenos resultados en el examen nacional de inglés. Para realizar esto, las técnicas de la colección de datos serán aplicadas a diversos participantes que trabajen en la institución.

Speaking of Rights: Indigenous Linguistic Rights in the Arctic

This paper discusses and compares the evolution of language policies, laws and rights for indigenous peoples and minorities living in six of the eight Arctic states. It focuses on language rights of indigenous peoples living in the Fennoscandian Arctic (Sami people of Norway, Sweden, and Finland), in the American Arctic (Alaska) and in the Canadian Arctic (Nunavut, Northwest Territories, and Yukon). This paper also focuses on linguistic rights in Greenland. The aim of this study is to add to the discussion about how the use of indigenous languages in the public sphere (education, the judicial system, and interactions with the government) helps indigenous-language speakers who live in the Arctic to preserve their ways of life and their cultural identities. This paper posits that asymmetrical management is key to fulfilling indigenous linguistic rights. Devolution of language planning and policy implementation to the relevant local authorities often makes sense from a state viewpoint and, although it is not enough, it can be beneficial to indigenous speakers.