Module El 107 Language Programs and Policies in Multilingual Societies

 

 

EDUCATION   BACHELOR OF SECONDARY EDUCATION

 DEPARTMENT   1 | P a g ee  

 

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Course DEVELOPER AND THEIR BACKGROUND 

Course Outline

(EL 107) Language Programs and Policies in Multilingual Societies  Princess Dianne Y. Mercado, Lecturer, Tarlac State University College of Teacher Education  [email protected] Week 1: TSU Vision, Mission, Core Values, and Class Orientation Week 1-2: Introduction to the course Week Week 3-5: Language Planning and Policy Theories and Perspectives Week 6-7: Current Planning and Policy Issues Week 8: Language Planning and Policy Polic y in the Philippines and other postcolonial/multilingual contexts Week Midterm Examination Week 9: 10-17: Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Week 18: Final Examination 

Chapter Number Title

01 Uncover the Origins of Language Planning Policy  Policy  This course provides a survey of local and international  basic education language programs and policies that account for issues and considerations relevant to the engagement of teachers in school settings.

Course Description

This course also focuses on research done on the nature and processes involved in English language teaching in multilingual environment and in drawing up policies for the implementation of plans. It approaches these issues through the dual lenses of educational linguistics (especially  psycholinguistics, sociolinguistics, and the discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy). e   5|Page

 

Rationale

This module provides students a thorough introduction to theory-building in the subject of language policy and language  planning. With Wit h an exceptional center of attention on language lan guage  planning in a minority language context. Moreover, this supplies the student’s  insights into theories on language maintenance, language shift and language revitalization. In addition, language ideologies and attitudes are studied through language-related press debates. The standpoint is comparative and examples are given from countries around the world. This module serves as a guide in understanding one unit or chapter under EL 107. It consists of the following sections: introductory guide: to establish common ground and (a) introductory familiarize you with the course title, description rationale of thisknowledge chapter/module;   along with to the gauge your prior about the (b) pre-test:

Instruction to the Users

lesson; (c) learning learning objectives: to set the expected outcomes or skills to be learned in this chapter; (d) content content (with preparatory, developmental and closure activities): to impart knowledge, skills, and abilities through this mode prepared by the instructor; instructo r; synthesis/generalization: to outline the focal points (e) synthesis/generalization: that you need to remember in this chapter; (f) evaluation: to check your level of understanding of the

concepts explored in this chapter; (g) assignment/agreement: assignment/agreement: to encourage continuity of learning; and (h) references: references: to enlist the available resources used for this chapter and give due credit to the intellectual  properties of the authors.

Let us do a SELF-CHECK! e   6|Page

 

With that in mind, try to recall and define the following terms, which in one way or another, may have been a part of your vocabulary. Choose the definition of the following set of words based on the choices provided below:

Pre-test

1.  1.  Macro-level analysis 2.  2.  Lin 3.  3.  Micro-level analysis 4.  4.  Haugen 5.  5.  Status planning 6.  6.  Johnson 7.  7.  Acquisition planning 8.  8.  Hymes 9.  9.  Corpus planning 10.  Rubin 10.   It is concerned with the environment in which the language is used for example, which language is the “official language” of a country or the “national language”.  

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  The person who described language planning as “the undertaking of preparing normative orthography, grammar and dictionary for the practice of writers and audio system in a non-homogenous speech community”. 

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  It involves ‘bottom-up’ level of planning that includes  private initiatives such as local groups

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  It is concerned with language distribution, which can involve providing opportunities to use a particular language to increase the number of uses



  He xplains that it was once all through this time whereby positivistic linguistics paradigms and structuralist principles had been more and more being

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challenged among a variety of disciplines. e   7|Page

 

  It can be defined as those aspects of language planning which are primarily linguistic and, hence, internal to language

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  He joined the critique of the “rational model” and in addition to the easy “technical” problems admits the existence of several “wicked problems,”during the Classical Language Planning.   She states that “language insurance and making plans (LPP) as an interest for instructors emerged interior the 1950s

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  It involves ‘top-down’ national government policies. 

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  He argues that “it is difficult to precisely and/or cohesively signify the work for the duration of this length as hobby grew to become more prolix that

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 prolonged beyond the corpus/status distinction. Write your answers in a clean sheet of paper. You may m ay answer this for a maximum of 10 minutes. Once you are done with the  pre-test, you you may proceed to check the learning objectives for this chapter. Upon completion of this chapter, the student will be able to:   Draw comparisons between various languages  planning and policy, identifying common features and

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 points of difference of framework based on a timeline. Learning Objectives

  Understand historical foundation of language planning and policy through in-depth reading on the topics and given the opportunity to develop their the skills of analysis and synthesis of theoretical and methodological issues.

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  Demonstrate a broad understanding of the origin and

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evolution of language planning ang policy, and an e   8|Page

 

understanding of the complex transitions from every era, national and international levels.

Content Preparatory Activities

Try to observe yourself and ask your parents or guardians. Recall and draw every stages of your life where you first most likely talked, walked, did few things independently, attended primary, secondary, and tertiary school. Make a timeline of your life from childhood up to the  present on a yellow paper using cre creative ative diagrams. Once you are done with your task, review your answers.

The field of language planning and policy (LPP) is concerned with the policies both explicit and implicit that influence what languages are spoken when, how, and by whom, as well as the values and rights associated with those languages. LPP scholars focus on understanding the development of both top‐down and bottom‐up language policies, but also their implementation and impact at local, regional, and national levels. While the focus of LPP is on how language policies are formed, implemented, and sometimes resisted, LPP scholars note that nonlinguistic issues often play a critical role. Content

Language policing and planning (LPP) is one of the fastest developing subdisciplines of utilized linguistics. The LPP field used to be shaped in the early Nineteen Sixties through language scholars fascinated in fixing the language  problems of new, developing and/or post-colonial nations. The ecology metaphor firmly locates LPP analysis anal ysis within the broader social, political, and linguistic environment. These frameworks and metaphors are often used in LPP research, including in the new and developing areas of scholarship and debate. LPP routinely utilizes methodology from a number of e   9|Page

 

subdisciplines, including discourse analysis, corpus analysis, and media studies. As claimed via many to be the pioneer in the subject of LPP, it used to be Haugen who brought the term language  planning in 1959. Haugen described language planning as “the “the undertaking of preparing normative orthography, grammar and dictionary for the practice of writers and audio system in a non-homogenous speech community”. What Haugen described used to be later labeled as popularity planning, corpus planning and acquisition planning. A.  The 1950’s-1960’s Era 

The LPP subject came into existence from this duration and plenty of linguists emerged to offer solutions of LPPoriented problems in mild of the colonial ruling globally. Johnson argues that “throughout this era, many linguists have  been recruited to assist make bigger grammars, writing  buildings and dictionaries for indigenous languages and, out of this, an hobby in how quality to enlarge the form of a languages, i.e. Corpus planning grew.” Lin shares her mind mi nd-set on the improvement of LPP. She states that “language e  10 | P a g e 

 

insurance and making plans (LPP) as an interest for instructors emerged interior the 1950s, and Nineteen Sixties has in giant  part been ‘problem-oriented’ that answered to the needs of the newly installed states; those polities had truly won independence from their former colonial powers”.  Language  planning, i.e. i .e. the academic discipline with this name, was set up at the stop of the 1960s. It obtained individual features, which will be discussed in what follows, and existed in this shape all through the 1970s. In retrospect it is viable to call this era of language planning “classic language planning” (see, e.g., Ricento, 2000, p. 206). The truth that language planning used to be already a  particular discipline at some stage in this period is evidenced not solely by way of the truth that its difficulty of research was delimited, and that broadly used lookup frameworks were developed and lookup techniques at identified, however also thatthe thisrespective research was institutionalized a certain degree (in the shape of conferences, projects, representative  publications and a newsletter) and it received a new attractive attracti ve name, i.e. “status planning.” The predominant protagonists of classic language planning had been associated with American academia (C. Ferguson and J. Fishman) and American funding sources enabled the development of extensive global research. This research used to be oriented above all towards the language situation in the “Third World,” the multilingual creating countries that had won independence following the fall down of the colonial gadget after World War II (primarily after 1960) and were facing the necessity of rapidly fixing great  political, economic, social and additionally language  problems — the the regularly occurring aim was once their “modernization” and “development.” Attention used to be focused above all on the linguistic elements of the sociocultural unit (“nationalism”) and political (administrative) integrity (“nationalism”) (Fishman, 1968) and the related applications of literacy, i.e., on “status planning.” In addition, there was the development of planning oriented e  11 | P a g e 

 

towards the structure of the language itself, i.e., “corpus  planning,” the intention of which used to be above all the trephination, standardization and (lexical) modernization of language (Ferguson, 1968).

Interest in language planning, however, was once additionally conditioned via the state of affairs affair s in linguistics, in which things of language and society moved into the forefront, f orefront, and a specific, more frequent discipline — sociolinguistics sociolinguistics —   began to take form. Language planning was once understood as a department of sociolinguistics, and sociolinguists aimed to check their theories and processes in the social “laboratory” of the Third World (see Fishman, 1968).The term “language  planning” was popularized in the linguistics literature by means of Haugen (1959) and it is in a certain feel paradoxical that basic language planning, oriented in the main towards the linguistic stipulations in the Third World, to locthe located atedsociolinguistic its guru in an expert whose work had been committed state of affairs above all in one European country —   Norway,  but additionally different Scandinavian countries. On the different hand, this fact helps the concept that the European way of life of language planning was once to a positive diploma also existing in traditional language planning. It is stipulated that early researchers in LPP have been technical in their approach, seeing their challenge as one of  planning, standardizing, standardizi ng, regulating, containing or coping with linguistic vary for the country wide enchantment agendas; these would embody making plans for spreading a standardized national language as properly as modern-day financial development . Moreover, Hornberger and Johnson declare that while early research presented several macro-level frameworks frame works in order to account for and guide country wide language making plans, the ultra-modern necessary methodologies consciousness on how language insurance policies can be hegemonic by delineating minority language education.

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Finally, Johnson explains why an excellent deal of the until now works in language making plans has had horrible feedback. “Initial language planning paintings has been critiqued for various reasons — as as it end up completely completel y focused on deliberate language making plans accomplished through governing states, due to the fact the work modified into subjugated via a structuralist or positivistic epistemology and  because the frameworks neglected the socio-political context in which language making plans takes place”.  B. 

The 1970’s-1980’s Era 

During the 1960s – 1970s, 1970s, LP was once viewed as a non political, non-ideological, non-ideological, prag pragmatic matic and a technicist paradigm. Its overt goal was to clear up the instant language troubles of the newly emergent post-colonial states in Africa, Asia as  properly as the Middle East. Furthermore, fame language concerns at this time, thus, focused in unique on establishing secure diglossic language contexts in which majority languages (usually, ex-colonial languages and most frequently English and French) had been promoted as public languages of wider communication. eighty-two Sociolinguistics Interdisciplinary Perspectives On the contrary, Johnson argues that “it is difficult to precisely and/or cohesively signify the work for the duration of this length as hobby grew to become e  13 | P a g e 

 

more prolix that prolonged beyond the corpus/status distinction, and many language planning teachers commenced to query the practicality of previous models of language  planning” (p. 30). Critique of Classic Language Planning during the 1980’s and in the following years, there have been many voices criticizing language planning idea of the preceding period. There had been a number of reasons for this. The process of modernization of the creating nations, which language  planning was meant to help, failed in many countries. The theory of basic language planning had solely a small influence on the real practice of language planning. The ecosystem in the social sciences was once changing; the visible diversion from scientifically oriented structuralism used to be accompanied by the growing impact of necessary theory. called “rational monetary model, the somodel,”The which was theplanning foundation for basic language planning theory, was criticized in standard theories of social planning, and planning itself as a realistic pastime of the kingdom gave way to the forces of the market economy. Critical voices have  been heard even from the protagonists of classical language  planning itself. Rubin (1986) joins the critique of the “rational  model” and in addition to the easy “technical” problems admits the existence of several “wicked problems,” which have no “stopping rules” evidently due to the fact there are other until

now unconsidered or unknown factors at play. Further she argues that now not just one actor, but rather, the biggest feasible number of involved events along with the “target  population” need to make contributions to the formula of desires to be achieved. This leads to the idea that grew to become the central one on the later ecological strategy in language planning: in a unique language planning social system, it is essential to deal with all kinds of languages used and the relationships between them (Rubin, 1986, p. 119; on the ecological approach, see, e.g., Kaplan & Baldauf, 1997). Minimally, this raises the e  14 | P a g e 

 

following issues: language planning is no longer precise to “developing nations”, however rather, it also happens in supposedly “developed” nations. It does not take region solely on a nation level, but also on lower levels, in other words, now not solely the macro, however additionally meso and micro  planning (see Canagarajah, 2005; Liddicoat & Baldauf, 2008). It does now not characterize the pastimes pasti mes of the socially non-differentiated societies (nation, state), however is the resultant force of the combat between the pastimes of a range of groups. To put it another way, various activity activit y organizations format language and conversation on more than a few ranges of society in the context of the language planning of other hobby groups of various complexity. In the analysis of language planning, it is hard to create abstractions from the social and political conditions, together with the applicable ideologies. similarlypositivistic explains linguistics that it wasparadigms once all through thisHymes time whereby and structuralist principles had been more and more being challenged among a variety of disciplines. The critical linguistics and sociolinguistics examined preceding tactics that attempted to divorce linguistic information from the sociocultural context in which it was once created. Therefore, these two related, despite the fact that diverse, areas of lookup have facilitated in shaping the LPP discipline. Therefore, he cautioned that what wishes to be accounted for in any desirable theory of language users as well as language use is a speaker’s communicative competence, which considers no longer only the linguistic ‘’competence” as described via Chomsky, however also the sociolinguistic understanding to engage applicably in particular sociocultural contexts.

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C.  The 1990s to present Era

It is language “modernization” as an “(early) modernization” procedure that meant the unification of languages (with the assist of standardization) and the suppression of linguistic diversity in Third World countries (among other reasons, due to the unfold of European languages, in latest decades notably English). Classic language l anguage  planning brought principles to the creating countries that tha t have  been profitable in the modernization of European nations (“one (“one nation –one language”), even although as a discipline itself it had come into being in countries the place post-modernization was once beginning. The shift in attention from the “developing nations” to the “developed nations,” however, led to the fact that the post-modern thinking was gradually being mounted in the considerations of language planning. The Postmodern language planning type supports version and  protects plurality plur ality (Neus-tupný, ( Neus-tupný, 2006 in principle and, e.g., Lo Bianco, 1987 in practice).

Accordingly, new methods stimulated with the aid of ecology, that is, language ecology (see, e.g., Kaplan & Baldauf, 1997, p. 311ff.) and human rights, that is, linguistic human rights (see, e.g., Skutnabb-Kangas & Phillipson, e  16 | P a g e 

 

1995) have been utilized in theories of language planning. The  protection of the plurality of languages has led to the reevaluation of the characteristic of the spread of European languages (above all English) in the world. The linguistic imperialism framework that was once developed via v ia Phillipson (1992) emphasized the bad influences of these languages on the “ecosystem” of a quantity of countries as a phase of globalization processes. Ricento (2000, p. 208) calls this new scenario in the principle of language planning “the ecology of languages paradigm.” A widespread vicinity in this paradigm is occupied with the aid of the Reversing Language Shift mannequin (Fishman, 1991, 2001), which done significant reputation and was once utilized to a wide variety of language situations. Hornberger (2006, p. 35) considers it an example ex ample of a mannequin that embodies three imperative aspects of a newly newl y rising paradigm, these being ideology, ecology and agency. Even this model has a narrower scope thanconsiders the idea of classicalthough language planning, Williams (2007, p. 162) it to be the top of language planning, and, pointing to its superb influence, argues that this mannequin really replaced “language planning.” Current developments in LPP further focus on the company of local social actors in the policy implementational spaces. Each of these theoretical traits consists of with it extraordinary methodological and epistemological stances. Johnson argues that the necessary shift in linguistics and sociolinguistics ultimately influenced the field of language planning and openly openl y integrated into quintessential language policy in the 1990s, however prior to that, there have been at least three indispensable developments: The interest moved away from “language planning” being understood exclusively as something obligatory by using governing our bodies to a  broader focal point on exercise in countless contexts and layers of LPP; An increasing pastime in language planning for schools, inclusive of the introduction of acquisition planning  by using Cooper to the original status/corpus distinction. Lastly e  17 | P a g e 

 

is an extended interest in the sociopolitical and ideological nature of LPP. Let us do a SELF-CHECK! With that in mind, try to recall and define the following terms, in one Choose way or another, may have a part of yourwhich vocabulary. the definition of thebeen following set of words based on the choices provided below:

Post-test

1.  1.  Macro-level analysis 2.  2.  Lin 3.  3.  Micro-level analysis 4.  4.  Haugen 5.  5.  Status planning 6.  6.  Johnson 7.  7.  Acquisition planning 8.  8.  Hymes 9.  9.  Corpus planning 10.  Rubin 10.   It is concerned with the environment in which the language is used for example, which language is the “official language” of a country or the “national language”.  

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  The person who described language planning as “the undertaking of preparing normative orthography, grammar and dictionary for the practice of writers and audio system in a non-homogenous speech community”. 



  It involves ‘bottom-up’ level of planning that includes  private initiatives such as local groups



  It is concerned with language distribution, which can involve providing opportunities to use a particular



language to increase the number of uses e  18 | P a g e 

 

  He xplains that it was once all through this time whereby positivistic linguistics paradigms and structuralist principles had been more and more being challenged among a variety of disciplines.



  It can be defined as those aspects of language planning which are primarily linguistic and, hence, internal to language



  He joined the critique of the “rational model” and in addition to the easy “technical” problems admits the existence of several “wicked problems,”during the Classical Language Planning.



  She states that “language insurance and making plans (LPP) as an interest for instructors emerged interior the 1950s



  It involves ‘top-down’ national government policies. 



  He argues that “it is difficult to precisely and/or cohesively signify the work for the duration of this length as hobby grew to become more prolix that  prolonged beyond the corpus/status distinction.



Write your answers in a clean sheet of paper. You may answer this for a maximum of 10 minutes. Once you are done with the  pre-test, you may ma y proceed to check the learning objectives for

Closure Activities

this chapter.  chapter.  Based on the lesson presented, what are the key areas to highlight and remember? What is the most significant  period in the history of language planning and policy that made the most impact on its development? Explicate your thoughts by writing a reflection paper about the chapter. You may use a short bond paper or yellow paper for this activity. This is good for 1 hour.

  As claimed via many to be the pioneer in the subject of LPP, it used to be Haugen who brought the term

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language planning in 1959. Haugen described language  planning as “the undertaking of preparing normative orthography, grammar and dictionary for the practise of writers and audio system in a non-homogenous speech community”.    The LPP field came into existence from this period and



many linguists emerged to provide solutions of LPPoriented issues in light of the colonial ruling globally.   Language policy and planning (LPP) as an interest for academics emerged in the 1950s, and 1960s has largely  been ‘problem-oriented. In retrospect it is possible to call this era of language planning “classic language  planning” 

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1970s, LP was seen as a non  During the 1960s – 1970s,  political, non-ideological, pragmatic and a technicity

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Synthesis/ Generalization

 paradigm.   As is apparent, it was economic thinking that was influential; after all, the solutions to language

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  Problems were to ultimately contribute to the economic  prosperity of developing nations.

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  Critique of Classic Language Planning during the 1980’s and in the following years, there have been many voices criticizing language planning idea of the  preceding period.

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  1990- present  present era, language “modernization” is considered as an “(early) modernization” procedure that meant the unification of languages and the suppression of linguistic diversity in Third World countries.

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Get a whole sheet of yellow paper and write an essay regarding the major significance of language planning and policy during the 1950-1960, 1970-1980, and 1990-present period. An essay Assignment

should least 500 words to beyour submitted hours after theconsist moduleofisattaught. Make sure that answers2are the e  20 | P a g e 

 

 product of your own understanding understanding and not lifted nor consulted from outside sources, as the instructor may run your answers in a Plagiarism checker software.

Main Reference:

References

Prashneel Ravisan Goundar (July 5th 2017). The Characteristics of Language Policy and Planning Research: An Overview, Sociolinguistics - Interdisciplinary Perspectives, Xiaoming Jiang, IntechOpen. Conrad, Andrew. 1996. The international role of English: The state of the discussion. In Joshua A. Fishman, Andrew Conrad and Alma Rubal-Lopez (eds.) Post-imperial English: Status Change in Former British and American Colonies, 1940-1990  1940-1990  Other References: Hult, F. M., Johnson, D. C. (Eds.) (2015). Research Methods in Language Policy and Planning: A Practical Guide. Malden, MA: Wiley-Blackwell. Seyed Hadi Mirvahedi, Rasoul Jafari, Family language policy in the City of Zanjan: a city for the forlorn Azerbaijani, International Journal of Multilingualism, 10.1080/14790718.2018.1545019, (123), (2018).  (2018). 

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Course DEVELOPER AND THEIR BACKGROUND 

Course Outline

(EL 107) Language Programs and Policies in Multi Lingual Societies  Princess Dianne Y. Mercado, Lecturer, Tarlac State University College of Teacher Education @[email protected] Week 1: TSU Vision, Mission, Core Values, and Class Orientation Week 1-2: Introduction to the course Week Week 3-5: Language Planning and Policy Theories and Perspectives Week 6-7: Current Planning and Policy Issues Week 8: Language Planning and Policy Polic y in the Philippines and other postcolonial/multilingual contexts Week Midterm Examination Week 9: 10-17: Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Week 18: Final Examination 

Chapter Number Title

02 Examine properties of Language Planning Policy  Policy  This course provides a survey of local and international  basic education language programs and policies that account for issues and considerations relevant to the engagement of teachers in school settings.

Course Description

This course also focuses on research done on the nature and processes involved in English language teaching in multilingual environment and in drawing up policies for the implementation of plans. It approaches these issues through the dual lenses of educational linguistics (especially  psycholinguistics, sociolinguistics, and the discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy). e  23 | P a g e 

 

Rationale

This module provides an insight into the different components and properties of language policy involved in trying to understand, explain and model the linguistic planning  processes underlying the observable convergence of varying groups and pairs the of languages spoken in different contexts. This introduces students to the central characteristics giving emphasis to highlighting the complexity of the constantly changing socio-cultural l conditions that have given rise to different forms of cross-linguistic interferences. This module serves as a guide in understanding one unit or chapter under EL 107. It consists of the following sections: (i) introductory guide: to establish common ground and

Instruction to the Users

familiarize you with the course title, description along with the rationale of this chapter/module; (j) pre-test:  pre-test: to gauge your prior knowledge about the lesson; learning objectives: to set the expected outcomes or (k) learning skills to be learned in this chapter; (l) content (with preparatory, developmental and closure activities): to impart knowledge, skills, and abilities through this mode prepared by the instructor; instructo r; (m) synthesis/generalization: to outline the focal points that you need to remember in this chapter;

(n) evaluation: evaluation: to check your level of understanding of the

concepts explored in this chapter; (o) assignment/agreement: assignment/agreement: to encourage continuity of learning; and references: to enlist the available resources used for (p) references: this chapter and give due credit to the intellectual  properties of the authors.

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Identify the following statement. Write TRUE if the statement is correct, and write FALSE if it is wrong. Write your answer on the space provided before the number.  __________1. The beliefs a unique team has about land are

Pre-test

derived from culture  __________2. A individual behaves towards human beings of every other team due to the fact of the approaches his cultural group has taught him to behave  __________3. The color of a child’s eyes is determined determined by means of its tradition  __________4. There are some groups in the world that have no culture  __________5. How a character character behav behaves es closer to a spouse’s members of the family relies upon on his/her lifestyle  __________6. Making contact with the man or woman you are speaking to is aeye depend of lifestyle  __________7. Your way of life determines where you live  __________8. Children are born with their culture already in their brains  __________9. You can’t can’t be a member of more than one culture at a time  __________10. A subculture is maintained ordinarily thru its language. Upon completion of this chapter, the student will be able to:   Draw comparisons between various languages in policy  by identifying common features and points of different interrelated but independently describable components of language coverage planning.

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Learning Objectives

  Understand the properties and components of language  planning and policy through in-depth reading on the

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topics and given the opportunity to develop their the e  25 | P a g e 

 

skills of analysis and synthesis of theoretical and methodological issues.   Demonstrate a broad understanding of the origin and evolution of language planning ang policy, and an understanding of the complex transitions from every era, national and international levels.

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Content Preparatory Activities

On a sheet of paper, write out what you can identify as the beliefs of adult members of the society about young children and what is expected of them. You should be able to make at least five statements that help construct the ideology of childhood of this society.

Language Policy as Practices, Beliefs and Management

Content

As described in the book (Spolsky 2004), language coverage has three interrelated but independently describable components: practices, beliefs, and management. Language  practices are the observable behaviors and options  – what what humans truly do. They are the linguistic features chosen, the range of language used. They constitute a coverage to the extent that they are ordinary and predictable, and whilst studying them is made challenging through the observer's  paradox that Labov (1972) recognized  –  for   for an observer adds an extra participant and so modifies behavior describing them is the challenge of a sociolinguistic socio linguistic learn about producing what Hymes (1974) known as an ethnography of speaking. In one sense, this is the real coverage though participants may be reluctant to admit it.8 What is crucial is that it provides the linguistic context for all of us mastering language. Children's language acquisition relies upon in giant measure on the language  practices to which they are exposed. For example, immigrant e  26 | P a g e 

 

mother and father are regularly r egularly upset to find that their youth do no longer be aware of sure phrases in their heritage language, not realizing that they themselves frequently frequentl y change them with words borrowed from the new language. Language Beliefs

The second essential thing of language policy is made up of beliefs about language. The beliefs that are most sizable to our issues are the values assigned to the types and features. For instance, given the role performed via language sorts in identification, the range people associate with their most essential membership group –  whether  whether or not it is their nation, their educational class, their region or their ethnic heritage –  is  is likely to have the easiest fee for them, whilst positive other sorts will be stigmatized. Of course, beliefs are now not  practice: forms. It might also properly be that we use stigmatized Beliefs about language are a vital element in success in language rescue, for a shift of languages regularly depends on the values attributed to competing varieties. It has been counseled (Walker 1993) that Maslow’s hierarchy of needs, viewed as subjective perceptions, accounts for language choice. (p.410) Languages may additionally be seen as enabling a speaker to stay alive, to be secure, to belong to a group, to be esteemed in one’s society, o r to acquire selfactualization. While language activists and managers oftentimes rank these values beginning at the symbolic end, it is probable that speakers are extra in all likelihood to start first with pragmatic and instrumental needs — getting getting food and shelter, acquiring and keeping a job — and and only when lower wants are met, to deal with the symbolic values.

 Natural language lan guage is for various var ious reasons a exact factor of departure for an investigation of the beliefs which are conventional in a culture. It is through language that beliefs are ar e usuallyexpressed and communicated. In order to serve these e  27 | P a g e 

 

 purposes bendy bend y language have to in each tradition be tailored ta ilored to the beliefs dominant in that culture. Language Management

The 3rd thing is language management, the express and observable by meansover of anybody or some team that has or claims toeffort have authority the members in the domain to modify their practices or beliefs. The most obvious structure of language administration is a constitution or a regulation installed by way of a nation-state determining some issue of official language use: a requirement to use a unique language as medium of instruction or in enterprise with government agencies, for example. Language management is a new domain inside the fields of worldwide method andtomanagement. the interest round the theme seems be growing However, amongst researchers. There are numerous motives for the more advantageous attention of the price of language in business. For example, language can regularly be viewed as the verbalization of culture, and therefore to a person’s way of thinking. Even though language abilities in themselves are not an intrinsic i ntrinsic goal for worldwide business, they constitute an necessary tool for conversation and additionally a key to essential appreciation of different people’s methods of wondering and expressing themselves. Another instance is the choice of the Roman Catholic Church at Vatican II to trade the centuries-old policy of requiring Latin for the mass. In the family famil y domain, efforts with the aid of immigrant mother and father to maintain their heritage language or to persuade their youth to examine the new language constitute language management. Identify the following statement. Write TRUE if the statement is on correct, and provided write FALSE it isnumber. wrong. Write your answer the space beforeif the e  28 | P a g e 

 

 __________1. The beliefs a unique team has about land are derived from culture  __________2. A individual behaves towards human beings of every other team due to the fact of the approaches his cultural group has taught him to behave

Post-test

 __________3. The color of a child’s eyes is determined determined by means of its tradition  __________4. There are some groups in the world that have no culture  __________5. How a character character behav behaves es closer to a spouse’s members of the family relies upon on his/her lifestyle  __________6. Making eye contact with the man or woman you are speaking to is a depend of lifestyle  __________7. Your way of life determines where you live  __________8. Children are born with their culture already in their brains  __________9. You can’t can’t be a member of more than one culture at a time  __________10. A subculture is maintained ordinarily thru its language.

Based on the lesson presented, what are the key areas

Closure Activities

to highlight and remember? What is the most significant impact of the components of language policy on its today’s advertisement? Explicate your thoughts by writing a reflection paper about the chapter. You may use a short  bond paper paper or yellow paper for this activity. This is good for 1 hour.

  As described in the book (Spolsky 2004), language coverage has three interrelated but independently describable components: practices, beliefs, and management.

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Children's language acquisition relies upon in giant measure on the language practices to which they are exposed.

  Beliefs about language are a vital element in success in language rescue, for a shift of languages regularly

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depends varieties. on the values attributed to competing   The beliefs that are most sizable to our issues are the values assigned to the types and features.

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Synthesis/ Generalization

  Beliefs about language are a vital element in success in language rescue, for a shift of languages regularly depends on the values attributed to competing varieties.

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  the express and observable effort by means of anybody or some team that has or claims to have authority over the members in the domain to modify their practices or beliefs.   In the family domain, efforts with the aid of immigrant mother and father to maintain their heritage language or to persuade their youth to examine the new language constitute language management.

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Assignment

Get a whole sheet of yellow paper and write an essay regarding the importance of the three components of language  planning and policy in relation with our culture and tradition. An essay should consist of at least 500 words to be submitted 2 hours after the module is taught. Make sure that your answers are the product of your own understanding and not lifted nor consulted from outside sources, as the instructor may run your answers in a Plagiarism checker software.

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Main Reference:

References

Hornberger, N. (2006). Frameworks and models in language  policy and panning. In T. Ricento (Ed.) An Introduction to Language Policy: Theory and Method (pp. 24-41). New York: Blackwell Publishing. Other References: BECKETT, GULBAHAR H., & PAUL CHAMNESS MILLER. (Eds.). Project-Based Second and Foreign  Language Education. Greenwich, CT: Information Age Publishing, 2006. Pp. xi, 286. $39.95, paper. ISBN 978 – 1 –  59311 – 505 505 – 0. 0. Slume 22 Number 1 Special Issue on Language Policy and Planning Article 1 4-1-2007 Towards a Theory Th eory of Language Policy Bernard Spolsky Bar Ilan University`

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Course

(EL 107) Language Programs and Policies in Multi Lingual Societies 

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DEVELOPER AND THEIR BACKGROUND 

Course Outline

Chapter Number Title

Princess Dianne Y. Mercado, Lecturer, Tarlac State University College of Teacher Education @[email protected]

Week 1: TSU Vision, Mission, Core Values, and Class Orientation Week 1-2: Introduction to the course Week Week 3-5: Language Planning and Policy Theories Perspectives Week 6-7: Current Planning and Policy Issues Week 8: Language Planning and Policy Polic y in the Philippines and other postcolonial/multilingual contexts Week 9: Midterm Examination Week 10-17: Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Week 18: Final Examination  03 Language Planning and Policy Theories and Perspectives This course provides a survey of local and international  basic education language programs and policies that account for issues and considerations relevant to the engagement of teachers in school settings.

Course Description

This course also focuses on research done on the nature and processes involved in English language teaching in multilingual environment and in drawing up policies for the implementation of plans. It approaches these issues through the dual lenses of educational linguistics (especially  psycholinguistics, sociolinguistics, and the discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy). e  33 | P a g e 

 

Rationale

This module provides students a thorough introduction to theory-building in the subject of language policy and language  planning. With an exceptional center of attention on language  planning in a minority language context. Moreover, Moreover, this supplies the student’s insights into theories on language maintenance,  language language In addition, additi on, language ideologiesshift andand attitudes arerevitalization. studied through language-related  press debates. The sta standpoint ndpoint is comparative and examples ar aree given from countries around the world.

INSTRUCTION TO THE USERS

This module serves as a guide in understanding one unit or chapter under EL 107. It consists of the following sections: introductory guide: to establish common ground and (a) introductory familiarize you with the course title, description along with the rationale of this chapter/module;

  to gauge your prior knowledge about the (b) pre-test:

lesson; (c) learning learning objectives: to set the expected outcomes or skills to be learned in this chapter; (d) content content (with preparatory, developmental and closure activities): to impart knowledge, skills, and abilities through this mode prepared by the instructor; instr uctor; synthesis/generalization: to outline the focal points (e) synthesis/generalization: that you need to remember in this chapter; (f) evaluation: to check your level of understanding of the

concepts explored in this chapter; (g) assignment/agreement: assignment/agreement: to encourage continuity of learning; and (h) references: references: to enlist the available resources used for this chapter and give due credit to the intellectual  properties of the authors.

PRE-TEST

IDENTIFICATION

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Direction: Write your answer for the following question on the  blank provided before before the number.

 _______________1. It pertains to prescriptive intervention in the varieties of a language. This may additionally be carried out phrases or forms. expressions, modifying old ones,via or creating choosingnew among choice  _______________2. This also deliberates efforts to allocate the features of languages and literacies within a speech community.  _______________3. The establishment of arbiters, such as dictionaries or language academies, maintains and advances the status of the language.  _______________4. Acquisition planning includes the efforts to spread and promote the mastering of a language.  _______________5. Any of a variety of developments, including expansion of vocabulary, expansion of stylistic repertoire, and creation of type fonts, allow the language to function in a greater range of circumstances.  _______________6. This domain emphasize that churches their very own language policies, specially influenced with the aid of a set up faith about the importance of keeping the original language of the sacred text.  _______________7. This domain dictates that their language la nguage  beliefs, and their attempts to influence the practices and  beliefs of different individuals of the domestic speech community are critical.  _______________8. Of all domains, college proves to be one of the most complex. Its participants bring with them the  practices and beliefs of a complex and increasingly more multilingual society. Schooling is with the aid of its very nature area dedicated to language management. e  35 | P a g e 

 

 _____________  _______ ________9. __9. The establishment of arbiters, such as

dictionaries or language academies, maintains and advances the status of the language.  _____________  _______ _______10. _10. Standardization. A unified variety of the language is established, if necessary.

Upon completion of this chapter, the student will be able to:    be guided towards in-depth reading on the topics and given the opportunity to develop their skills of analysis and synthesis of theoretical and methodological issues.

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Learning Objectives

   be equipped with the core analytical skills necessary to engage in research on language planning and policy,

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including data collection, analysis and presentation.   describe and analyze language attitudes and ideologies and the ways in which they influence the implementation of language-political decisions in society   society

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   present the central theories and methods in language  policy and planning research  research    use these terms and concepts to describe and analyze language situations in various contexts  contexts 

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Content Preparatory Activities

This is offered as a reprise to Ricento’s (2000a) overview of the field, in which he examined the theoretical and concep- tual contributions up to 2000. We review that piece, focusing on the three major epochs that Ricento identifies, and then examine developments within LPP over the past decade, including theoretical and empirical contributions from ethnog- raphies of language policy.

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What difficulties might a child from this social group have when s/he comes into a classroom of a school in your community, with teachers from your community? What learned behaviours of a child from the community would make it easier for her/him to fit in well in your community school? Write at least 10 statements about the topic on a yellow paper. Content

Thomas Ricento’s An Introduction to Language Policy: Theory and Method (2006, Blackwell) provides an evaluation of the theoretical dimension of LPP studies. On the one hand, the writer claims that political, financial and social theory offer valuable multidisciplinary equipment to LPP studies. On the different hand, he asserts that the theoretical perspective perspe ctive adopted with the aid of researchers affects their analysis and at the equal time has outcomes on the language policies and practices pra ctices (pp. 8-

9). Language planning can be divided into three subdimensions: Status Planning

Status planning refers to the allocation of new functions to a language (such as using the language as medium of instruction or as an official language). It affects the role a language plays within a given society. It also deliberates efforts to allocate the features of languages and literacies within a speech community. It includes popularity choices, making a unique language or range an 'official language', 'national language', etc. Often it will contain elevating a language or dialect into a status variety, which may additionally be at the fee of competing dialects. Status  planning is regularly phase and parcel of growing a new writing system. Status planning tends to be the most controversial factor of language planning. It is every so often also referred to as ‘social’ or  planning, it is geared at organizing and developing ‘external’ planning,

the useful utilization of a according particular to language languages within a state. In addition, Mutasa or (2006,119) it is a role given to language which includes the maintenance, e  37 | P a g e 

 

extension or limit of the range of makes use of of a language for particular function, or even the introduction of an  professional language. Status planning is commonly carried out with the aid of non-language experts generally politicians and the concerns in the decisions are frequently pretty political rather than social linguistic. Christine Macnab (1988:140) states that fame planning has brilliant relationship with degree of significance that is given to languages with recognize to other languages or the language wants of a countrywide government. This kind of  planning refers the alternate of language in the features only. onl y.   Codification. Characteristics or criteria of a "good" language are established.   Standardization. A unified variety of the language is established, if necessary.   "Fine-tuning" the selected language or language variety is referred to as "corpus planning" and includes the following stages:   Elaboration. Any of a variety of developments, including expansion of vocabulary, expansion of stylistic repertoire, and creation of type fonts, allow the language to function in a greater range of circumstances.   Cultivation. The establishment of arbiters, such as dictionaries or language academies, maintains and

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advances the status of the language. Corpus Planning

Corpus planning is concern with the internal structure of a language. It entails making modifications to the linguistic code and the creation of grammars and dictionaries for the chosen language. Typical things to do of corpus planning include devising a writing gadget for a spoken language, initiating spelling reforms, coining new phrases and publishing grammar  books. A central thing of corpus planning (and language  planning per se) is language standardization, which can be e  38 | P a g e 

 

understood as the introduction and establishment of a uniform linguistic norm for a particular language which has been adopted and bestowed with a national status. Corpus planning additionally pertains to prescriptive intervention in the varieties of a language. This may additionally be carried out via creating new phrases or expressions, modifying old ones, or choosing among choice forms. Corpus planning targets to strengthen the assets of a language so that it turns into an appropriate medium of communication for modern-day matters and forms of discourse, equipped with the terminology wished for use in administration, education, etc. Corpus planning is frequently related to the standardization of a language, involving the guidance of a normative orthography, grammar, and dictionary for the training of writers and audio system in a speech community. Efforts at linguistic purism and the exclusion of overseas  phrases (see linguistic protectionism) additionally belong to corpus planning, as do spelling reform and the introduction of new writing structures (e.g. that of the Turkish language). la nguage). For a formerly unwritten language, the first step in corpus planning is the improvement of a writing system. Although language planners separate corpus and status  planning conceptually, it is necessary to understand that the two dimensions interact closely with each other (Cobarrubias 1983). The allocation of new language functions (status  planning) often requires changes in the linguistic system (corpus planning) such as the development of new styles and lexical item Acquisition Planning

Acquisition planning includes the efforts to spread and  promote the mastering of a language. For example, cultural establishments such as the British Council or the Goethe Institute are set up and supported by means of their respective governments to promote the learning of English and German as a second language in other international locations respectively. e  39 | P a g e 

 

Acquisition planning worries the teaching and learning of languages, whether countrywide languages or and overseas languages. It entails efforts to affect the range of customers and the distribution of languages and literacies, finished by using growing possibilities or incentives to learn them. Such efforts can also be based on insurance policies of assimilation or  pluralism. Acquisition planning is immediately associated to language spread. Exploring the Domains

The model that Spolsky explored entails a wide variety of defined speech communities, social levels, or domains, ranging from the family thru a range of social constructions and institutions up to and together with the nation- state and supranational groupings, every of which has stress for language choice engendered by using inner and exterior language practices, language trust structures and ideologies, and language administration efforts. Home Domain

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Their language beliefs, and their attempts to influence the  practices and beliefs of different individuals of the domestic speech community are critical. Immigrant dad and mom who hold heritage languages are obviously more probably to have teenagers who recognize them, while these who abandon them are encouraging shift (Kopeliovich 2006). To add proficiency in every other language, one of the most fantastic strategies is to appoint a nanny who speaks that language. But the domestic language ecology is shortly influenced by means of exterior domains  –   the Papua-New Guinea men who introduced Tok Pisin lower back to the village and the Palestinian fathers whose working in Hebrew-speaking environments modified their Arabic (Spolsky & Amara 1986) are examples. Once the adolescents are exposed to the language practices and  beliefs of their friends in the nearby or in school, a new war is established. Thus, even the family, the presumably simplest and most fundamental area for its impact on herbal intergenerational language transmission, turns out to be open to the have an impact on of different domains. religious institutions, workplaces, the legal domain, the health and scientific domain, schools, the military, local and regional government, national or federal government, and supranation- al corporations –  the   the relevance of exterior forces provides to the complexity of the model.

Religious Domain

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Religious institutions have their very own language  policies, specially influenced with the aid of a set up faith about the importance of keeping the original language of the sacred texts  –   Islam and pre-Vatican II Roman Catholicism resisted use of the vernacular; Judaism allowed and Protestant Christianity favored translation (Spolsky 2003). In the work place, the languages of managers and of clients flip out to accumulate greater value, and globalization buttresses international languages and in particular English (Coleman 1985; Dicker 1998).

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Legal Domain

In the prison domain, there has been growing pressure to  permit the increasing incre asing numbers of immigrants to recognize r ecognize the manner of their trials, adding a new participant (the prison interpreter) to the domain. In the fitness domain, where there are pragmatic reasons for professional participants (doctors and nurses) to be in a position to talk with their patients, the  provision of qualified interpreters interpret ers (as opposed to the common use of patient’s bilingual children) has depended on civil rights  pressures in ofEurope and armies the US. In Indian the military, complexities multilingual trolled Army, or the the  post-independence Israeli army) have influenced an assortment of administration policies, and the wish to talk with the enemy or with the inhabitants of occupied territory has led to tricky military language policies. School Domain

Of all domains, college proves to be one of the most complex. Its participants bring with them the practices and  beliefs of a complex and increasingly more multilingual society. Schooling is with the aid of its very nature a area e  43 | P a g e 

 

dedicated to language management. The two most important classes of members are students whose language practices practic es and  beliefs are to be modified and instructors charged with the  procedure of modification.

Students vary of route on a range of vital dimensions: age, gender, capability level, and motivation, for example. They fluctuate also in the range or sorts of language that they understand and in their stage of proficiency. Their journey in the domain, in the neighborhood, andpractices, elsewherehave will havedomestic added them to more than a few language developed in them beliefs about language and values that they assign to language varieties, and uncovered them to a number attempts to regulate their language practices and beliefs. Thus, we are by using no means dealing with a tabula rasa, for children come to faculty with mounted abilities, behaviors, be haviors, and values. The 2nd team of contributors in the college area is made up of the teachers. Again, there is version on such standards as age, gender, training, experience, social repute and, of course, language proficiency. Here too, there may additionally be e  44 | P a g e 

 

relative homogeneity or diversity. An addi- tional aspect to be viewed is the social, economic, and linguistic similarity or dissimilarity between teachers and students. When I first visited schools on the Navajo Reservation in the late 1960s, 100% of the college students had been Navajo-speakers with constrained if any publicity to English earlier than they got here school, whilst over no 90% of the teachers were(Spolsky English audiotosystem with virtually information of Navajo 1970). This situation, not distinct in growing societies or in communities with massive numbers of immigrants, reflects the fact that instructors are frequently employed only from amongst these who have correctly completed many more years of schooling than minority college students can yet hope to attain. It is the groundwork that referred to as the home-school lan- guage gap (Spolsky 1974), the fact that teachers use a language which their college students do no longer understand. The first hassle in such conditions is or be organising verbal exchange between college students and teachers. There are different probably massive individuals in the school domain. The first among these are the expert directors  –   principals and department heads in schools, provosts and deans and chairs in universities  –   who may also be selected from the identical group as the teachers and who may be responsible to authorities backyard the school for administration of its academic and language policies. A 2nd large team may be the non-academic aid body of workers  the  –   bus drivers, secretaries, cleaners and cooks. In the Navajo colleges in the 1960s, these had been some of the only human  beings on the group of workers who ought to communicate  Navajo and so talk with the college students and with their  parents. Each of these classes of participant brings sizeable language practices and beliefs to the college domain, however our crucial question is what determines the language instructional coverage of the school. Here, the variation is once again enormous. e  45 | P a g e 

 

IDENTIFICATION

Direction: Write your answer for the following question on the  blank provided before before the number.

 _______________1. It pertains to prescriptive intervention in the varieties of a language. This may additionally be carried out via creating new phrases or expressions, modifying old ones, or choosing among choice forms.  _______________2. This also deliberates efforts to allocate the features of languages and literacies within a speech community. Post-test

 _______________3. The establishment of arbiters, such as dictionaries or language academies, maintains and advances the status of the language.  _______________4. Acquisition planning includes the efforts to spread and promote the mastering of a language.  _______________5. Any of a variety of developments, including expansion of vocabulary, expansion of stylistic repertoire, and creation of type fonts, allow the language to function in a greater range of circumstances.  _______________6. This domain emphasize that churches their very own language policies, specially influenced with the aid of a set up faith about the importance of keeping the original language of the sacred text.  _______________7. This domain dictates that their language la nguage  beliefs, and their attempts to influence the practices and  beliefs of different individuals of the domestic speech community are critical.  _______________8. Of all domains, college proves to be one of the most bring with themmore the  practices andcomplex. beliefs ofItsa participants complex and increasingly e  46 | P a g e 

 

multilingual society. Schooling is with the aid of its very nature area dedicated to language management.  _____________  _______ ________9. __9. The establishment of arbiters, such as dictionaries or language academies, maintains and advances the status of the language.  _____________  _______ _______10. _10. Standardization. A unified variety of the language is established, if necessary.

Closure Activities

Based on the lesson presented, what are the key areas to highlight and remember? Explicate your thoughts by writing a reflection paper about the chapter. You may use a short bond paper or yellow  paper for this activity. This is good for 1 hour.

  Thomas Ricento’s An Introduction to Language Policy: Theory and Method (2006, Blackwell)  provides an evaluation of the theoretical dimension of LPP studies.



  On the different hand, he asserts that the theoretical perspective adopted with the aid of researchers affects their analysis and at the equal time has outcomes on the language policies and  practices (pp. 8-9).



Synthesis/ Generalization

  Language Planning is divided into three dimensions, namely status, corpus, and acquisition planning.

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  Status planning refers to the allocation of new functions to a language. It also affects the role a language plays within a given society. It also deliberates efforts to allocate the features of languages and literacies within a speech

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community. e  47 | P a g e 

 

  Corpus planning is frequently related to the standardization of a language, involving the guidance of a normative orthography, grammar, and dictionary for the training of writers and audio system in a speech community.   Corpus planning has to do with developing language as a system: devising/adapting orthography, coining new terms, adopting loanwords, establishing the standards of grammatical language use.   Although language planners separate corpus and status planning conceptually, it is necessary to understand that the two dimensions interact closely with each other (Cobarrubias 1983).   Acquisition planning, or language-in-education

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 planning (Baldaufand 2006), is concerned with language teaching learning, development of school curricula for the language and in the language, and teaching it to second- language learners.   Status planning deals with the domains of use, and the standing a language has within a given society.   The model that Spolsky explored entails a wide variety of defined domains specifically home,

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legal, religious and schoold domain.   Home domain language beliefs, and their attempts to influence the practices and beliefs of different individuals of the domestic speech community are critical. Thus, even the family, the  presumably simplest and most fundamental area for its impact on herbal intergenerational language transmission, turns out to be open to the have an impact on of different domains.   Religious institutions have their very own language policies, specially influenced with the

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aid of a set up faith about the importance of keeping the original language of the sacred texts.   Of all domains, college proves to be one of the most complex. Its participants bring with them the practices and beliefs of a complex and increasingly more multilingual society.

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Assignment

On a yellow sheet of paper, list some of the beliefs about the ‘roles’ of   men and women at home, church, community, and school in relation with language. Write it on an essay form with at least minimum of 350 words. Explicate your thoughts by writing a reflection paper about the chapter. You may use a short bond paper or yellow paper for this activity. This is good for 1 hour.

Main References:  

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References

Hornberger, N. (2006). Frameworks and models in in language policy and panning. In T. Ricento (Ed.) ( Ed.) An Introduction to Language Policy: Theory and Method (pp. 24-41). New York: Blackwell Publishing.

Ricento, T. (2010). Globalization and language la nguage policy. In N. Coupland (Ed.), The Handbook of Language and Globalization (pp. 123-141). London: Wiley-Blackwell.  

BASTARDAS-BOADA, Albert (2002) "World (2002) "World language policy in the era of globalization: Diversity and Intercommunication from the perspective of 'complexity'", Noves 'complexity'",  Noves SL. Revista de Sociolingüística.

 

Cadier, Linda & Clare Mar-Molinero. 2012. Language  policies and linguistic superdiversity in contemporary urban societies: the case of the City of Southampton,

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UK. Current Issues in Language Planning 13(3). 149 –  65. Other References: Spolsky, B. (2005). Language policy. In Cohen, J., McAlister, McAlister , K.T., Rolstad, K, & MacSwan, J. (Eds) Proceedings of the $th International Symposium on Bilingualism (pp. 2152-2164). Somervile, MA: Cascadilla Press. Spolsky, B. (2007) Towards a theory theor y of language policy. Working pPapers in Educational Linguistics (22)1: 1-14 Tollefson, J.W. (2007). Schlarships and activism on language. Language Research Bulletin (22). Retrieved from http://web.icu.ac.jp/lrb/vol_22/Tollefson%20LRB%20V22.pdf. United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1953). The Use of Vernacular Language in Education. .Paris: UNESCO United Nations Educational, Scientific, and Cultural Organization (UNESCO). (2003). Education in a multilingual world. .Paris: UNESCO

Wiertlewska, J. (2012). Language planning and language la nguage  policy in ecological perspective. Glottodidacctica. XXXIX(1):117-126.

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Course

(EL 107) Language Programs and Policies in Multi Lingual Societies  Princess Dianne Y. Mercado, Lecturer, Tarlac DEVELOPER State University College of Teacher Education AND THEIR BACKGROUN @[email protected] D 

Course Outline

Week 1: TSU Vision, Mission, Core Values, and Class Orientation Week 1-2: Introduction to the course Week Week 3-5: Language Planning and Policy Theories Perspectives Week 6-7: Current Planning and Policy Issues Week 8: Language Planning and Policy in the Philippines and other postcolonial/multilingual contexts Week 9: Midterm Examination Week 10-17: Research Focus ELT/ English in postcolonial multilingual settings Language Planning, Policy, and Practice in Various Domains Week 18: Final Examination 

Chapter Number Title

04

Language Planning and Policy Theories and Perspectives  This language course provides a survey of local international education programs and policies thatand account for issuesbasic and considerations relevant to the engagement of teachers in school settings.

Course Description

This course also focuses on research done on the nature and  processes involved in English language teaching in multilingual environment and in drawing up policies for the implementation of  plans. It approaches these issues through the dual lenses of educational linguistics (especially psycholinguistics, sociolinguistics, and the discipline of anthropology) and language policy (especially the sociology of language and the general field of educational policy). e  52 | P a g e 

 

Rationale

This module provides students a thorough introduction to theory building in the subject of language policy and language planning. With an exceptional center of attention on language planning in a minority language context. Moreover, this supplies the student’s insights into theories on language maintenance, language shift and language revitalization. In addition, language ideologies and attitudes are studied through language-related press debates. The standpoint is comparative and examples are given from countries around the world.

INSTRUCTIO N TO THE USERS

This module serves as a guide in understanding one unit or chapter under EL 107. It consists of the following sections: (q)  introductory guide: to establish common ground and

familiarize you with the course title, description along with the rationale of this chapter/module;

(r)   pre-test: to gauge your prior knowledge about the lesson; (s)  learning objectives: to set the expected outcomes or skills to

 be learned in this chapter; (t)  content (with preparatory, developmental and closure activities): to impart knowledge, skills, and abilities through this mode prepared by the instructor; (u)  synthesis/generalization: to outline the focal f ocal points that you need to remember in this chapter; (v)  evaluation: to check your level of understanding of the concepts explored in this chapter; (w) assignment/agreement: to encourage continuity of learning; and (x)  references: to enlist the available resources used for this chapter and give due credit to the intellectual properties of the authors.

PRE-TEST

Enumerate 10 the eight major languages in the Philippines

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1. 2. 3. 4. 5. 6. 7. 8. 9-10. It is a language policy in the Philippines constitionalized under Department of Education (DepEd) Order No. 74.

Write your answers in a clean sheet of paper. You may answer this for a maximum of 10 minutes. Once you are a re done with the pre-test, pre-test , you may proceed to check the learning objectives for this chapter. Upon completion of this chapter, the student will be able to:   Understand ethical and practical considerations in the collection of sociolinguistic data and the concept of discourse and its role in structuring society.

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  Identify the scope of sociolinguistics in both quantitative and qualitative research in identifying problems and issues of language planning and policy in different levels.

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Learning Objectives

  Show an awareness of both macro and micro level issues in sociolinguistics and how they interact with the language  planning and policies implemented in the Philippines.

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In the context of globalization and post-modern discourses, the debate about the relative status of local and dominant languages poses e  54 | P a g e 

 

serious policy problems for post-colonial communities. Critics of minority language rights (MLR) generally point out that engineering a language shift on behalf of a vernacular language  –  motivated   motivated by the preservationist interests, collective rights and sentimental associations of an ethnic group –  is  is futile, as the economic and social mobilities of individuals are bound to work against this enterprise. Proponents of MLR have gone to the other extreme of essentializing the linguistic identity of minority communities, generalizing their language attitudes, and treating local language rights as nonnegotiable.

Content Preparatory Activities

Different studies and researches have gone ways in order to understand the reception of the language policy in everyday life. The leadership recognizes that language policy is a symbolic s ymbolic statement for  political purposes and tolerates to lerates certain inconsistencies in policy and  practice. While the community assures itself of ethnic pride and linguistic autonomy with the stated policies, it negotiates divergent interests in the gaps between the policy/practice divide. Scholars should recognize the agency of subaltern communities to negotiate language politics in creative and critical ways that transcend the limited constructs formulated to either cynically sweep aside or unduly romanticize language rights. For the activity, talk with a person who has spent time in a country/cultural group other than their own. What were the things they had to learn about, even if they the y spoke the same language?

THE LANGUAGE POLICIES AND PRACTICES OF THE PHILIPPINES  

The grip of English in the Philippines signifies an enduring and wrong picture of countrywide improvement that is monocentric with an English-dominant core. It traces the trajectory of this dominance of English in the Philippines from its introduction as the medium of coaching in the public college system for the duration of the e  55 | P a g e 

 

American colonial technology to its incorporation as the quintessential competitive edge of Filipinos in the modern-day generation of globalization.is privileged role of English in the country's linguistic economic system has been bolstered by way of the Filipino elite's symbolic struggles over power in the wake of  post-colonialism and the country's structural insertion at the margins of the international financial system as a source of cheap, Englishspeaking migrant labor.

Content

The grip of English in the us of a may be mitigated by the introduction of mom tongue based multilingual education.e framework of MTBLE appears to conceive of country wide develop-ment in terms of widening get entry to to precious fabric and symbolic assets such as literacy and higher levels of formal education. As the MTBLE is nonetheless in its infancy, the extent to which it can live up to its promise remains to be seen.

National Language

The present countrywide language of the Philippines is Filipino and Figure 1 indicates how its nearly 80 years of records is characterized with the aid of renamings and discontinuities. Tagalog-1 refers to the Tagalog language, which in 1937 used to be viewed the foundation of an intended countrywide language. Eventually, Tagalog-1 used to be named the National Language of the Commonwealth of the Philippines in 1939. Tagalog-2 refers to the same Tagalog language, which in 1940 was made into a mandatory educational subject. Pilipino-1 refers to that stage when the country wide language was once renamed "Pilipino" in 1959 in order to dissociate it from the Tagalog ethnic team and most likely ease the resentment of the different Philippine ethnic groups, specifically the Cebuanos, the Ilocanos and the Hiligaynons. Pilipino-2 refers to that stage when the equal language was once divested of its national language popularity in 1973 whilst maintaining its supposedly transient legit status. Filipino-1refers to a grandiose project, envisioned in 1973 but did not take off, regarding the building of a new national language from fr om the grammar and vocabularies of the Philippine languages. Filipino-2 refers to e  56 | P a g e 

 

that stage when Pilipino was once renamed "Filipino" in 1987 and invested once more with the repute of country wide language. Thus, the Philippine country wide language may be stated to  be around for almost 80 years if the reckoning starts off evolved from Tagalog-1; but thinking about the disruption delivered about through Filipino-1, it would be more life like to begin the reckoning from Filipino-2 and say that it has been around only about 30 years. Official Languages

The professional languages of the Philippines are English and Filipino. English has been the legit language for over a century now; Spanish only ceased to be an professional language in 1973; whilst Filipino only grew to become an reputable language in 1941. Thus, Filipino as a co-official language has been round for only about 70 years. But, again, due to the fact of the disruption added about with the aid of the temporary popularity of Pilipino-2 that used to be supposed to be replaced by way of Filipino-1, it would be extra life like to begin the reckoning from Filipino-2 Filipino -2 and say that Filipino has  been a co-official language for solely about 30 years. In addition to English and Filipino, the 1987 Constitution of the Republic of the Philippines recognized the regional languages as legit auxiliary languages in their respective regions. Status of the regional languages.

According to Ethnologue, the Philippines has 181 dwelling languages. Filipino, Tagalog, Chinese MinSubtracting Nan, Chinese Yue, and Spanish Chinese from thisMandarin, total, the country, therefore, has a hundred seventy-five regional languages. Although these languages are heavily used in everyday non-formal communication, they have minimal official standing. Since 1939, they have been intermittently used as auxiliary languages for learning. The 1987 Constitution of the Republic of the Philippines has a extra affirmative stance on them with its attention of their being official auxiliary languages in their respective regions, its vision of constantly enriching Filipino with elements coming from them, and its mandate for the Congress to set up a country wide language fee e  57 | P a g e 

 

composed of regional representatives and tasked with conducting developmental and conservational researches on the Philippine languages. The Philippines’ most dramatic support for the regional languages is the Order 74, Series 2009 of the Department of Education, entitled “Institutionalizing Mother Tongue-Based Multilingual Education,” that stipulated the use of such languages in the early years of essential education. Implications on Nationalism and Multicultura Multiculturalism lism

One of the motivations for the institution of Filipino as national language was the cultivation of unified country wide identity. But due to the fact that the perceived heavy handed imposition of the Tagalog ethnic crew resulted in resentment amongst those who do no longer belong to this ethnic group, this language did not do a good deal in the strengthening of Filipino nationalism. Nationalism in the Philippines used to be first expressed anyway in Spanish, then in the regional languages and then in English. Thus, there is no motive why it can't be cultivated similarly using English and the regional languages. Does the failure of Philippines to cultivate a unified national identification with its country wide language suggest that such language inadvertently supported multiculturalism? It does now not follow, due to the fact there is a difference between being multicultural and multiculturalism. The first refers to a country of cultural diversity, whilst the second refers to a mind-set of openness to such diversity. There may be linguistic diversity in the Philippines, but it does now not observe that its authorities have that mindset of openness to such diversity. Philippine multiculturalism can't be deduced from its failed mono-cultural try to cultivate a unified national identification through the Filipino countrywide language. It must be deduced as a substitute in its mom language schooling program. But considering that such program is nonetheless being run as a lingua franca schooling program, and that such application is solely right for the early years of predominant education, we cannot reasonably reasonabl y assume a profound multiculturalism coming from it. e  58 | P a g e 

 

Language policy and exercise in the Philippines

Host to maybe one of the most sizable schooling sectors in the world, the Philippines has over 62,000 schools and over 21 million college students enrolled in public schools alone (DepEd, 2015). It is also one of the greater ethnically and linguistically numerous nation in South East Asia repre- sented by using over a hundred ethnic corporations and over a hundred and seventy one of a kind languages, which makes language policy planning greater challenging than usual. Recent initiatives through the Philippine authorities which intention to make bigger quality and access to schooling has resulted to the institutionalization of the MTB-MLE in the u.s.a.in 2009, and in consequence applied in all public schools in 2012 (with the use of 8 important languages). The MTB-MLE is also expected to support the "Every Child-A- Reader and A-Writer through Grade 1" programme which is in line with the common faculty participation target of the government.

Language policy and use in Philippine Constitution 

The MT is also to be used as the MOI from pre-primary to Grade 3 without for topics in Filipino and English. Supported via empirical findings acknowledged via the gov- ernment from each the Lingua Franca and Lubuagan First Language projects, pr ojects, the MTBe  59 | P a g e 

 

MLE positive aspects priority via the purported academic expertise more correctly received by learners if taught in their first language, as in contrast to their 2nd or 1/3 languages. So much attention has  been given to the MTB-MLE initiative that a university, in compliance with the 2009 institution- alisation of the agenda, has offered an training graduate programme specialising in MTB-MLE. Prior to the MTB-MLE, the Philippines has adopted a bilingual coverage on education. Prompted by means of the National Board of Education's inclination to promote bilingualism in schools, the then Department of Education Culture and Sports instituted the coverage on bilingual training in 1974. Bilingualism then defined as the operational use of each English and Filipino as MOIs in issue areas in schools. The alternate in authorities and constitutional amendments that followed in 1987 additionally emphasized the use of bilingual language policy, in consonance with the 1973 NBE initiative. The DECS 1987 Policy on Bilingual Education stresses the use of both Filipino and English as language sub- jects in all stages to acquire bilingual competence and has additionally  promoted the use of regional regional languages as auxiliary languages to be taught in Grades 1 and 2. Spolsky (2004) has highlighted the tripartite division of language policy into language faith and ideology, and language  practice. Obviously as in the case of the Philippines, the explicit language policies and plans meant to man- age the language use and ideologies in the use of a has not gained the anticipated effect. In fact, alanguage current order via the CHED been closely Filipino advocates when has it revised the criticised General via Education Curriculum besides inclusion of any Filipino subjects. The Tanggol Wika crew has projected that extra than 10,000 Filipino challenge  professors will be af- fected with the policy, in addition to the failure to instil nationalism among the students. This desire for English viewed as the amodern' language and its role as relevant to labour market entry of the Filipinos will be examined in the area to follow. Conclusion

The dominant function of the English language as the language for modernisation speaks of the supposed higher monetary monetar y opportunities in line for persons with fluency in the language. We have additionally e  60 | P a g e 

 

viewed the probably implications in terms of the decline and viable elimination of minority languages in assist of adhering to 'one' international or country wide language, as in the case of the Philippines, where controversies nonetheless surround the preference of Filipino as the country wide language, all too linked as the  predominant language of the centre of strength that is Manila. Given the excessive degree of linguistic heterogeneity in the country and a sturdy politics of clientelism, the misconstrued 'neutrality' of the English language that may also stop the marginalisation of other indig- enous languages is evident. The linguistic capital espoused by Bourdieu is unmistakable the place Tollefson considers the English language as 'the' language of education, which can solely so regularly serve as a substantial social stratifier that dictates the result of opportunities for the Filipinos relying on their get admission to or otherwise, to elite institutions that furnish the desired great in English language training. The desire to gather 'good' English also threatens the t he successful implementation of the mother tongue-based schooling policy in the country. And despite the cash-strapped points of the Philippines and the regarded problems of MTB-MLE programmes such as additional training and references that require extensive resource generation, the divergent views of stakeholders in language policy, exercise and use,  prefigures the lack of neighborhood involvement in language policy formation. Granted the country's wish to better the potentialities of its populace for improvement via an improved training setting expected in the MTB-MLE, the interest to the intricacies discovered in the contextual setting is crucial. When one constructs the matters of socio-economic, cultural and political politic al desires with its populations' want to forge with modernity and globalization, only then will language schooling policy be its most powerful. Enumerate 10 the eight major languages in the Philippines

1. 2. 3.

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4. Post-test

5. 6. 7. 8. 9-10. It is a language policy in the Philippines constitionalized under Department of Education (DepEd) Order No. 74.

Write your answers in a clean sheet of paper. You may answer this for a maximum of 10 minutes. Once you are done with the pre-test, you may proceed to check the learning objectives for this chapter.  chapter.  Closure Activities

Based on the lesson presented, what are the key areas to highlight and remember? Explicate your thoughts by writing a reflection paper about the chapter. You may use a short bond paper or yellow paper for this activity. This is good for 1 hour.   The grip of English in the Philippines signifies an enduring and wrong picture of countrywide improvement that is monocentric with an Englishdominant core.



  Spolsky (2004) has highlighted the tripartite division of language policy into language faith and ideology, and language practice. Obviously as in the case of the Philippines, the explicit language policies and plans meant to man- age the language use and ideologies in the use of a has not gained the anticipated effect.

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  Philippine country wide language may be stated to be around for almost 80 years if the reckoning starts off

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Synthesis/ Generalization

evolved Tagalog-1; but thinking about the disruptionfrom delivered about through Filipino-1, it would e  62 | P a g e 

 

 be more life like to begin the reckoning from Filipino2 and say that it has been around only about 30 years.   the 1987 Constitution of the Republic of the Philippines recognized the regional languages as legit auxiliary languages in their respective regions.



  According to Ethnologue, the Philippines has 181 dwelling languages. Subtracting Filipino, Tagalog, Chinese Mandarin, Chinese Min Nan, Chinese Yue, and Spanish from this total, the country, therefore, has a hundred seventy-five regional languages.



   Nationalism in the Philippines used to be first expressed anyway in Spanish, then in the regional languages and then in English.



  Host to maybe one of the most sizable schooling sectors in the world, the Philippines has over 62,000 schools and over 21 million college students enrolled in public schools alone (DepEd, 2015).



  Prior to the MTB-MLE, the Philippines has adopted a bilingual coverage on education. Prompted by means of the National Board of Education's inclination to promote bilingualism in schools, the then Department of Education Culture and Sports instituted the coverage on bilingual training in 1974.

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  The MT is also to be used as the MOI from pre primary to Grade 3 without for topics in Filipino and English.

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  The desire to gather 'good' English also threatens the successful implementation of the mother tongue based schooling policy in the country Get a whole sheet of yellow paper and write a reflection about MTBMLE as one of the language policy in the Philippines. It should consist of at least 500 words to be submitted 2 hours after the module is taught. Make sure that your answers are the product of your own 

Assignment

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understanding and not lifted nor consulted from outside sources, as the instructor may run your answers in a Plagiarism checker software.

Main reference: Education, language policy and language use in the Philippines Lorraine Pe Symaco CRICE, University of Malaya,20 July 2017 https://benjamins.com/catalog/lplp.41.1.05sym/fulltext/lplp.41.1.05s ym.pdf Other resources: References

Bernardo, A. B. (2004). McKinley’s questionable bequest: Over 100

years English in Philippine education. World Englishes, 23(1), 17 – 31. 31.ofdoi: 10.1111/j.1467-971X.2004.00332.x Bourdieu, P. (1991). Language and Symbolic Power  Power . Cambridge, MA: Harvard University Press. BSP (2015). Economics and  financial statistics. Available at: http://www.bsp.gov.ph/statistics/ efs_ext3.asp [accessed 8 November 2015]. Burton, L. (2013). Mother tongue-based multilingual education education in the Philippines: Studying top- down policy implementation from the bottom up. Unpublished Phd dissertation. University of Minnesota.

CHED Memorandum Order 59 (1996). New general education education curriculum. Pasig: CHED. DECS order 52 (1987). The 1987 policy on bilingual education. Manila: Department of Education, Culture and Sports. DepEd (2015). Department of Education datasets datasets. Available at http://deped.gov.ph/datasets [accessed 8 November 2015].

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