Language Planning Studies Research Articles

Институциональные основы языковой политики в России: виды на будущее

Introduction. The study of language planning and policy (LPP) involves the cross-disciplinary interaction of applied linguistics and political science. The need for this is increasing especially in relation to the regulatory and organizational aspects of language regulation in the conditions of modern Russia. Methods and materials. The authors use the techniques of systems analysis and approaches of political institutionalism: normative, rational choice, theory of organizations, historical, constructivist, network. To study the materials of official documents and legislative acts, the method of textual analysis is used. Academic works of foreign and Russian authors are used through the prism of discourse analysis. Materials related to the activities of agencies and actors in the field of LPP, characterized from a structural and functional point of view. Analysis. The normative and agentive properties of LPP in the modern conditions of Russia and its regions are considered by the authors of the article through analytical procedures proposed by foreign scientists. Many developments from Englishlanguage works in this area can be adapted to the tasks of studying political-linguistic relations, taking Russian specifics into account. The ratio of institutional and conversational types of linguistic interactions is considered as a subject of linguistic pragmatics. The main subject of analysis is formal regulatory complexes and agencies specializing in this area. The analysis undertaken by the authors of the article leads to the conclusion that there is no sustainable institutional LPP model in the Russian situation. This applies, in particular, to the de facto and de jure characteristics of bilingualism as a strategic priority proclaimed at the beginning of the 20 th century. In the latest official texts, the emphasis is on strengthening the position of the Russian language. Further, the body of Russian and regional legal acts is marked by features of rhetoric and excessive symbolism. The prospects for institutionalization here are associated with overcoming such normative dysfunctions. Results. The article draws conclusions about the desirability of conceptualizing LPP within the framework of a separate state doctrinal document, as well as a system of information support and implementation of the principles of language cultivation and management.

Study of language planning on English taught programs/English as medium of instruction programs in Taiwan

English Taught Programs (ETPs) first appeared in European countries. Research showed a growing trend of ETPs, not only in Europe but also in other continents. However, despite the increasing number of such programs, there is a lack of consistent language policy and language planning in these programs. Without a clear language policy, the problems caused by language diversity cannot be solved properly. EMI researchers have indicated the urgency of a language plan in English-taught degree programs to maintain a collaborative relationship with the university’s policy. This study aims to present how language policies will work from a macro view to a micro one, from country as a whole to educational institutions. The author will first examine the language policy in all levels and then focus on the ETP programs in Taiwan. From the investigation, the author finds that it takes time for language policy to be effective. If ETP programs are the future trend as a result of globalization, language policies should be specifically drawn up for these programs. Key words: English as medium of instruction, language policy, Taiwan, Language planning, English taught programs.

Language policy and planning for sign languages

This volume addresses the burgeoning need for language policy and language planning for the sign languages used by deaf people. Author Timothy Reagan writes for two audiences in his new book, those who know language policy and language planning but not the Deaf World, and those well-versed in the Deaf cultural community but unfamiliar with language planning studies. To begin, Chapter 1 presents an overview of the Deaf World and a brief introduction to sign language in general. The second chapter outlines a broad overview of language policy and language planning studies both as an academic discipline and an applied type of social engineering. In Chapter 3, Reagan examines the specifics of American Sign in terms of the history of language policy and planning from the nineteenth century to the post-Congress of Milan period and its form in recent years. The fourth chapter critically examines the creation of manual codes used in deaf education in the U.S. and elsewhere. Chapter 5 analyzes language policy and planning in settings around the world, and the final chapter recommends steps and methods for future language policy and planning efforts for sign language. The cohesive rationale offered in Language Policy and Planning for Sign Languages will prove to be invaluable to all administrators and educators working with populations that use sign languages.

Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?

Primary school second/foreign language (SL/FL) programmes in Asia, as well as in other parts of the world, are becoming more common, with many targeting English as the SL or FL. The pressures for such English language programmes come from top-down notions that in a globalised world English is required for societies to be competitive, especially with Asian neighbours, and bottom-up pressures from parents who see English as the key to educational success for their children. In many polities, these forces have resulted in support for policies that introduce early primary school English teaching curricula for all students and have led to parents spending large sums of money on private tutoring or out-of-school tuition. This study reviews the results of nine language planning studies from the Asian region that set out to examine questions such as ‘Is this trend towards early primary SL or FL education (mainly English) realistic or is it unattainable and a waste of resources? Do children really benefit from these programmes? What needs to be done to foster learners' success?’ These issues are viewed from a language planning and policy perspective through an examination of the language-in-education policy types required for the development of successful programmes. The policies of a number of Asian countries are used as case studies to illustrate this issue.

Sign language planning: pragmatism, pessimism and principles

This article introduces the present collection of sign language planning studies. Contextualising the analyses against the backdrop of core issues in the theory of language planning and the evolution of applied sign linguistics, it is argued that – while the sociolinguistic circumstances of signed languages worldwide can, in many respects, be treated analogously to those of other minority languages – there are unique features to the socio-political landscape facing signing communities and sign language planners. With reference to topics addressed in this collection (language teaching, codification, education and legislation), the distribution of power emerges as a constant theme, inevitably centred upon the relationship between Deaf people and others. While immense changes in sign language prospects have evidently taken place worldwide over the last half-century, it can be seen that the power balance remains precarious and that major forces continue to align to ensure that sign language planning remains at best an uphill struggle.

Rearticulating the Case for Micro Language Planning in a Language Ecology Context

Language planning is normally thought of in terms of large-scale, usually national planning, often undertaken by governments and meant to influence, if not change, ways of speaking or literacy practices within a society. It normally encompasses four aspects: status planning (about society), corpus planning (about language), language-in-education (or acquisition) planning (about learning), and (most recently) prestige planning (about image). When thinking about these aspects, both policy (i.e. form) and planning (i.e. function) components need to be considered as well as whether such policy and planning will be overt or covert in terms of the way it is put into action. Language policy and planning on this scale has dominated current work in the field. However, over the past decade language planning has taken on a more critical edge and its ecological context has been given greater emphasis, leading to an increasing acceptance that language planning can (and does) occur at different levels, i.e. the macro, meso and micro. This shift in focus has also led to a rethinking of agency – who has the power to influence change in these micro language policy and planning situations. Given this break with the dominant macro history, the question may be asked, is this developing notion of micro language planning and local agency actually language planning? If so, what are its parameters? Micro language planning studies are examined to illustrate trends in the literature.