Language Policy and Language Acquisition Planning

2018 ◽  
Keyword(s):  
Language Acquisition ◽  
Language Policy ◽  
Acquisition Planning

scholarly journals The Correlation between Language Acquisition and Language Planning

2018 ◽  
Vol 1 (1) ◽  
pp. 20-26
Author(s):  
Ramlan Ramlan
Keyword(s):  
Language Acquisition ◽  
Native Language ◽  
First Language ◽  
Language Planning ◽  
First Language Acquisition ◽  
Unconscious Learning ◽  
Acquisition Planning

Language acquisition is a process which can take place at any period of one's life. In the sense of first language acquisition, however, it refers to the acquisition (unconscious learning) of one's native language (or languages in the case of bilinguals) during the first 6 or 7 years of one's life (roughly from birth to the time one starts school).Language acquisition planning has a significant correlation to the language acquisition by the students. Because the students’ age in between zero up to five years is the appropriate moment to acquire a certain language.

Using lexical variables to identify language ideologies in a policy corpus

Corpora ◽  
2014 ◽  
Vol 9 (1) ◽  
pp. 57-82 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan
Keyword(s):  
Language Acquisition ◽  
Language Policy ◽  
Policy Development ◽  
Language Ideologies ◽  
Methodological Approach ◽  
Written Language ◽  
Department Of Education ◽  
Educational Language Policy ◽  
Group Variation ◽  
Policy Texts

Though theorised as important objects of inquiry, language ideologies – beliefs about the roles of language in society – are difficult to identify from texts because of their covert nature. Language ideologies of institutions are thought to have particular power with respect to subsequent policy development at micro- and macro levels. This study applies an inductive, corpus-based approach to identify language ideologies in a corpus of language policy texts using lexical items as variables. A corpus of more than one-million words of educational language policy texts from the 2010 Arizona Department of Education website was explored using collocate and factor analysis. The resulting solution accounted for 47.48 percent of the variance investigated. Five language ideology factors were identified and interpreted using quantitative and qualitative techniques: ‘written language as measurably communicative’, ‘language acquisition as systematically metalinguistic and monolingual’, ‘academic language as standard and informational’, ‘language acquisition as a process of decoding meaning’ and ‘nativeness of language skills as marking group variation’. The findings (a) present likely ideological stances of the Department of Education in a state where educational language policy development has been robust in recent years, and (b) validate the somewhat novel methodological approach used in this study.

Language planning and policy in Taiwan

2011 ◽  
Vol 35 (1) ◽  
pp. 15-34 ◽  
Author(s):  
Ming-Hsuan Wu
Keyword(s):  
Seventeenth Century ◽  
Language Policy ◽  
Language Policy And Planning ◽  
Detailed Understanding ◽  
Local Language ◽  
Language Ecology ◽  
Language Planning And Policy ◽  
Policy And Planning ◽  
Local Ecology ◽  
Acquisition Planning

This overview and analysis of language policy and planning (LPP) in Taiwan since the seventeenth century is written from the perspective of language ecology and uses Cooper’s three-part approach: status planning, acquisition planning and corpus planning. The paper investigates how languages and their speakers have interacted with one another and with their sociocultural and political contexts, and how different policies at different times have altered the local language ecology. Three emerging factors that are changing the local ecology are further identified. As the first step to successful LPP is a detailed understanding of the local language ecology, it is hoped that the analysis presented here will provide insights for future LPP in Taiwan.

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