Implementation Of Language Policy Research Articles

LINGUISTIC SITUATION IN KAZAKHSTAN: A COMPARATIVE ANALYSIS OF THE SOVIET AND INDEPENDENCE PERIODS

The article examines the typological features of the linguistic situation in the Soviet and independence periods, the number of ethno-linguistic structures in the linguistic environment, the level of ethnolinguistic diversity, the share of the population speaking each language, the demographic potential of linguistic structures, the functions performed by each linguistic structure concerning the total number of communicative services, as well as the comparative communicative capacity of linguistic structures and their legal status. In other words, the nature of state regulation of the ratio of languages, the level of genetic proximity of the languages that make up the linguistic situation, the ethnic origin of the prestigious language in the current linguistic situation, and the assessment of the languages jointly used by society are analyzed. It should be noted that the Soviet period in the article refers to the twenty-year period before the year of independence. Relevance of the article: due to the multi-ethnic structure and cultural diversity of Kazakhstan, language policy affects not only the country's social stability and economic development but also cultural integration (). Since gaining independence, changes in language policy and the analysis of the current linguistic situation have become especially relevant. Novelty: the study presents the transformation of the linguistic situation in Kazakhstan by comparing the language policy of the Soviet period and its long-term consequences with the period of independence. New trends and tendencies are identified, new sources are analyzed, including recent studies and statistical data. The sociolinguistic characteristics of the current linguistic situation are assessed, the role of the Kazakh language is examined, and possible directions for its further development are predicted. Practical significance: the results of the study can be useful to scientists and specialists in the field of language policy, sociolinguists, sociologists, and political scientists to improve the language policy of the Republic of Kazakhstan, develop intercultural communication, and support multilingualism. In addition, the study provides an opportunity to develop practical recommendations for the implementation of language policy in the education system and in the field of culture.

Sabiedrības zināšanu nozīme Latvijas valodas politikas īstenošanā

In the Guidelines of the State Language Policy of the Republic of Latvia (2021–2027), in addition to the legal, pedagogical and linguistic aspects of the language policy, a significant role is allocated to measures for public knowledge and awareness of languages and their coexistence. The level of knowledge of society plays an essential role in the process of formation of language attitudes, as it includes both factual information and the accumulated experience of the personality and understanding of how language is used and perceived in society. Society must understand the objectives of the language policy in order to be involved in its implementation and to ensure the compliance of the language policy with the interests of society. From the point of view of language policy, it would be particularly important to include questions of general linguistics in the curriculum at all levels of education. This would positively affect not only the individual’s language skills but also the understanding of language functions in society, the problems of language contacts and the basic principles of language policy. However, for the time being, the formal education system does not provide this, so systemic information about language policy guidelines and their scientific basis is an urgent task. A sufficient knowledge base will also ensure meaningful public involvement in the development and implementation of language policy, which is one of the basic principles of the functioning of a democratic society. The openness and responsibility of state institutions for the development and implementation of language policy is important, ensuring that the public is informed about the policy-making process and its results. State institutions must provide opportunities for the public to submit their proposals, reviews and comments on language policy issues. The mentioned questions are relevant for the entire Latvian society in a much wider context of language use, therefore opportunities have been identified to change the model of the linguistic behaviour of the society by strengthening the rational component of the language attitudes in order to ensure the priority use of the Latvian language.

Ancestral Languages of Nepal in the 2021 Census

This paper classifies 124 ancestral languages focusing on language maintenance and shift; and sheds lights on outcome of enumeration of such languages and its implications to language policy implementation in Nepal. In 2021 census, 47 Indo-Aryan and 72 Sino-Tibetan languages were recorded by 78.3% and 21.4% people as ancestral languages, languages, including respectively. major Such languages, including major languages, belonging to different family groups and subgroups, demonstrate pitiable language maintains. This paper classifies 124 ancestral languages focusing on language maintenance and shift; and sheds lights on outcome of enumeration of such languages and its implications to language policy implementation in Nepal. In 2021 census, 47 Indo-Aryan and 72 Sino-Tibetan languages were recorded by 78.3% and 21.4% people as ancestral languages, languages, including respectively. major Such languages,

Transition space: navigating dilemmas between mainstream and minority language classrooms

Abstract From policymaking to classroom practices, educational language policy implementation is a complex process filled with a cacophony of voices. This article examines policy implementation as it unfolds in micro-level transitions between mainstream classrooms and lessons in Sámi, Kven, or Finnish as a second language (SKF) in Norway. In such situations, SKF pupils need to leave their mainstream classes to receive their language instruction. To examine these transitions, I draw primarily from ethnographic data (e.g., classroom observations and semi-structured interviews) collected over several months in public schools in a town in Northern Norway. The findings suggest that organizational circumstances construct an in-between space, which I refer to as transition space, in which classroom actors can or need to negotiate and make choices about which of the theoretically co-available classes/activities will be chosen at which times. Such choices involve dilemmas and consequences on different scales. In this study, (1) I demonstrate how (non)movements between mainstream and SKF classes are made in time and space, and (2) I propose transition space as a new conceptualization for researching micro-level transitions in educational settings.

South African indigenous languages in teaching and learning: policies and the threat of cultural genocide

South Africa is a multilingual country with 10 indigenous, English, and Sign Language as official languages. Before 1994, only English and Afrikaans were used as languages of learning and teaching (LOLTs) at all educational levels. Indigenous African languages were only used as LOLTs to Grade 3. 1994 led to new expectations regarding the use and development of indigenous languages as LOLTs. Government seemingly intends to eventually make English the only LOLT at school and higher education levels. Concerns have surfaced regarding the possible ‘murder’ of indigenous languages and the violation of people’s human rights through language policy implementation. An education law and policy lens was mostly used to examine issues. I wrote the article as a critical analysis of extant literature and used Skutnabb-Kangas and Phillipson’s (1994) concept of linguicism as the theoretical basis of my examination of data. It led to my conclusion that the emergence of English as the juggernaut language in education could probably lead to the revival of colonization, the assimilation (or ‘destruction’) of indigenous languages, and ‘cultural genocide’ called multilingualism. McIlwraith’s (2014) letter of advice to language and development leaders after a 2013 international language conference in South Africa and cited in the conclusion of the article still provides a fitting conclusion resonating with the content of the article.

Neoliberalism in South African higher education language policy: A decolonial perspective

The global spread and hegemony of English as a medium of teaching, learning and research has come to be closely associated with neoliberalisation of higher education in the universities across the world, and has negatively impacted on epistemic issues, especially in Global South universities. No permanent solution has been found on challenges of English hegemony, particularly in African higher education. This article adds to the advancement of neoliberal discourse in higher education in South Africa by analysing neoliberal manifestations in its higher education language policy agenda. The article used desktop analysis to assess relevant literature on mainstream neoliberal ideologies and manifestations in the language policy reform post-apartheid. Drawing on relevant literature and through critical discourse analysis, it integrated evidence from the selected sources associated with mainstream neoliberal ideologies and then analysed the neoliberal manifestations in the language policy reforms pursued in South African post-apartheid context to bring out how the neoliberal actors in the higher education sector have reconfigured neoliberal principles. The decolonial perspective premised on concepts such as coloniality of being, power and knowledge was used to critique the neoliberal manifestations in South African higher education language policy directives. The paper presents the argument that universities in the country are deeply entrenched in linguistic hierarchisation which perpetuates epistemic injustices in teaching and learning. The African higher education should endeavour to underpin its language policies in indigenous knowledge systems to help harness the African content while existing in a global space where all knowledges should be regarded as equally relevant.Contribution: This article contributes to the emerging discourse of neoliberalism in higher education in the Global South and its impact on language policy formulation and implementation.

Teachers implementing Zimbabwean sign language regulatory frameworks for deaf learners in special schools

Effective implementation of sign language-based instruction is crucial for providing quality education to Deaf learners at special schools. Teachers experienced challenges to effectively implement sign language policies for the Deaf learners in Zimbabwean special schools. However, this study explores how teachers implement sign language regulatory frameworks for Deaf Learners in special schools. Drawing on qualitative data from teachers, headmasters, school inspectors, and psychologists. The findings revealed critical gaps in the in-service training and professional development opportunities available to teachers serving Deaf students. Despite teachers reporting difficulties with sign language fluency and inadequate understanding of Deaf culture and pedagogy, the study found a disconnect between teachers' expressed needs and the perspectives of district-level officials, who often did not perceive additional training as necessary. This study further highlights the heavy reliance on support from external donor organizations and NGOs to provide teachers with limited sign language workshops and resources. This overreliance on precarious external funding sources compromises the sustainability and scalability of professional development initiatives. The study's implications call for a comprehensive, government-led strategy to ensure all teachers in Deaf schools receive robust, long-term training in sign language, Deaf education methodologies, and Deaf cultural competence. Strengthening the capacity of the teaching workforce is essential for upholding the rights of Deaf learners to receive instruction in their primary language and achieving meaningful implementation of sign language policies. This study contributes vital empirical evidence to inform policy reforms and teacher training programmes to support using Zimbabwean Sign Language as a medium of instruction for the Deaf.

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

Language Policy Dynamics in Early Childhood Education through Basil Bernstein’s Lens

This paper examined the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. It focuses on the benefits and implications of using local languages as media of instruction in early grades drawing on Basil Bernstein’s framing and control lens. This study is qualitative in nature and it used descriptive research design to examine the implementation of local language policy in privately owned early childhood centers through Bernstein’s lens theory. Simple random sampling technique was used to select ten (10) privately owned centers and ten (10) teachers that formed the sample. Ten (10) center managers were purposely selected bringing the total number of participants to twenty (20). The study used participant and non-participant observation and interviews to collect data and a total of 10 lessons were observed with a focus on the language of the instruction used. The results of the study show that there are major divides that linger among the classes in society which are visible in geographical locations of schools and have a great influence on the language of instruction. The results further show that local languages are not taught in private schools due to limitations in language command and skill set required to adequately teach. The study recommends that the pre service training programs should equip early childhood education teachers with adequate skills in local language teaching. Further, there is need for wider consultation with all stakeholders if issues of medium of instruction are to be a consensus at pre-grade.

An Analytical Review of Language Economics with a Discussion on Language Use, Policy and Planning in Sri Lanka

Language dynamics depend not only on factors as explained by sociolinguists but also on economic factors. Economics of language and economic analysis of language provide analytical framework for language choice, use of language, language development, language and economic wellbeing, language assimilation, language death, etc. This paper discusses theoretical aspects of economics of language and how language dynamics and economic factors are interrelated with a discussion on language use in Sri Lanka. The paper surveys literature on economics of language which considers language as a rational choice. Optimal language choice maximizes economic benefits subject to constraints. If a language does not serve the need of the people, the evolutionary forces work to improve its functioning, thus language remains incomplete. In a framework of human development, language skills enhance economic gains. As per the discrimination theory, marginalization of minority language speakers from economic activities was analyzed. It was also discussed that economic factors drive a society with many languages to choose one common language or to retain or preserve endangered minority languages. Another branch of research focused on the analysis of official language policies of countries. These studies were highly useful in understanding the relationship between economic factors and language issues and resulting language policy planning. In the discussion on language use in Sri Lanka, it is found that official and link language policies do not always ensure equal access to economic opportunities for different language users. Lack of official data and extensive research on language aspects and their economic concerns further restrict the implementation of better language policy and finally resolving language issues.

Disenfranchising the marginalized: the intersectionality of politics of distraction and English-medium education (EME) in Pakistani educational policy

ABSTRACT The historical Hindi-Urdu language strife intensified after the Indian ‘Mutiny’ in 1857 played a pivotal role in shaping the two-nation theory, culminating in the partition of the Indian subcontinent in 1947. Under English colonial rule, English language education became synonymous with power and job opportunities, creating divisions within the Muslim community over language preference. Analyzing Pakistan's language education policy through Farley, Leonardi and Donnor's (2021) five components of education policy distraction framework provides a structured approach to evaluate its impact on social mobility and English language education access. The analysis highlights the distractors of English-medium education, which include hierarchical multilingual policy, prioritizing English as the official language, using limited budgeting excuses for not professionally developing public school teachers, reliance on traditional English language teaching methods, and treating English as merely a subject. The findings emphasize the need to reform Pakistan's language education policy to address socioeconomic disparities, promote equitable access to English language education and mitigate the distractors. Recommended reforms include reviewing the advantage of English Medium Education (EME) over public education, increasing funding, enhancing the professional development of English language teachers, drafting and implementing language policies, encouraging public-private teacher exchange programs, and introducing teacher certification and capacity-building initiatives.

Limitations and challenges to multilingualism in higher education

The liberation of the nation's indigenous languages and linguistic equality are directly tied to multilingualism in South Africa. This implies that the successful implementation of multilingual education in South Africa will require a thorough understanding of the linguistic implications of multilingualism. Many South African colleges and universities are still far from completely implementing multilingual education, despite a wealth of data supporting multilingualism in higher education. Furthermore, not much research has looked into the real reasons behind the notable slowdown in its implementation in South African higher education. This study identified and examined factors that may have slowed or are still slowing down the adoption of multilingualism in South African higher education. This study used a desktop research approach based on source document reviews and analysis of secondary research literature on multilingualism to identify and interrogate factors that may have hindered or continue to slow its implementation in higher education. This review presents a comprehensive analysis that adds fresh information to support and enhance the process of implementing multilingualism in higher education.We advised that the government increase financing for bilingual and multilingual programs and closely monitor the implementation of language policies at universities. Furthermore, rather than considering multilingualism in terms of a select few isolated multilingual practices, we advise higher education institutions to begin embracing multilingualism as a broad term. This will be made possible by improving collaborative platforms that let academic institutions share information about successful multilingual education strategies, reopening or creating language departments at universities, and conducting surveys and parent and student consultations to learn more about attitudes toward multilingualism and the silent student voice.

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.

Students’ Perceived Language Competence and Attitudes Towards Multilingualism at a South African University

South Africa is well-known for the implementation of multilingual language policies at various educational levels which are upheld by its Constitution. Higher education institutions in the country strive to comply with the call to bolster multilingualism, but the number of research studies that have focused on students’ language proficiency and language attitudes is remarkably low. To analyse these issues, the current study relied on a questionnaire that was filled out by 789 university students from an institution whose language policy promotes the use of three languages, namely Afrikaans, English, and Xhosa. The statistical analyses performed revealed that English proficiency is perceived as high and attitudes towards this language are very favourable; however, this is not the case with Afrikaans and, above all, Xhosa, which was not well known by the majority of students at the university and attitudes towards it were far from positive.

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.

Bridging the gap between theory and implementation: National language policy and documentation of mother tongue

Language is an essential aspect of identity and culture, playing a significant role in shaping a nation's socio-political landscape. This is why nations are continuously making effort to preserve their indigenous languages. This paper investigates the grey area of theory and implementation of the national language policy in the preservation, revitalization, documentation of mother tongue. It discusses the challenges such as lack of adequate instructional materials and qualified teachers in indigenous language, facing indigenous languages in Nigeria and how the implementation of language national language policy can promote mother tongue revitalization beyond the classroom. The paper adopts Language ecology model and David Crystal's theory of language revitalization to investigate the study. The paper adopts descriptive analysis methodology, which will use current and historical data to identify gaps in the study. The paper concludes that bridging the gap between theory and implementation of national language policy in Nigeria is a complex but a necessary and essential national task that involves the government allocating resources to produce adequate instructional materials and training teachers to be qualified in teaching indigenous languages. Also government and stakeholders should intensify efforts outside the classroom, preserving mother tongue and revitalizing endangered languages requires a multifaceted approach that extends well beyond the classroom, which involves fostering a cultural environment where the language is valued and used in daily life, creating intergenerational connections, leveraging technology and documenting linguistic resources.

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.