‘We are two languages here.’ The operation of language policies through spatial ideologies and practices in a co-located and a bilingual school

Multilingua ◽  
2020 ◽  
Vol 39 (6) ◽  
pp. 663-684
Author(s):  
Tuuli From
Keyword(s):  
School Facilities ◽  
National Language ◽  
Educational Institutions ◽  
National Minority ◽  
Minority Languages ◽  
Language Policies ◽  
Language Management ◽  
Spatial Practices ◽  
Bilingual School ◽  
National Languages

AbstractInstitutional education traditionally entails a premise of language separation. This article aims to analyse language management through spatial ideologies and practices as interconnected manifestations of language policies. Informed by post-structural theorisation, the analysis draws on ethnographic data produced at a co-located campus of Finnish- and Swedish-speaking monolingual schools in Finland and in a Sweden Finnish bilingual school in Sweden. In Finland, the two national languages, Finnish and Swedish, are separated in institutional education, although some of the monolingual Finnish- and Swedish-speaking schools share school facilities. In Sweden, education in one of the national minority languages, Finnish, is organised mainly in a few Sweden Finnish bilingual schools. The findings indicate that language separation in education is constructed as spatial ideologies and negotiated in the spatial practices of schools. Particularly in the context of Swedish in Finland, a spatial ideology promoting separation as a means for protecting language was reproduced. In Sweden, the protection of Finnish in the bilingual institution was under constant negotiation and embedded in the daily spatial practices rather than articulated as a spatial ideology. Linguistic hierarchies and their connections to national language policies become evident when analysing the spatial orders of educational institutions.

scholarly journals Dimensions of language education policy in Asia

2020 ◽  
Vol 30 (1-2) ◽  
pp. 7-33
Author(s):  
Anthony J. Liddicoat ◽  
Andy Kirkpatrick
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Education ◽  
Indigenous Languages ◽  
National Language ◽  
Foreign Languages ◽  
Nation State ◽  
Language Policies ◽  
Language Education Policy ◽  
National Languages

Abstract This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English

scholarly journals The Ukrainian language in the polylingual space of Transcarpathia

2021 ◽  
pp. 3-19
Author(s):  
Halyna Shumytska ◽  
Keyword(s):  
Language Policy ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
The State ◽  
Border Region ◽  
National Minority ◽  
Minority Languages ◽  
Language Policies ◽  
Political Situation ◽  
State Language

This article explores trends in language policies in the Transcarpathian region during 1991–2020 within the general Ukrainian sociopolitical context. It is argued that the status of the Ukrainian language as the state language in the region has become strengthened as evidenced by recent developments in language planning and language policy, including the adoption of the Law “On Ensuring the Functioning of the Ukrainian Lan-guage as the Official Language”. However, the manipulation of the language question in Ukraine, especially in the border regions, has taken on a political character, spreading beyond the borders of the state, threatening the constitutional order and the state sovereignty of Ukraine, in particu-lar in education, economics, and legal sphere. In Transcarpathia, a multi-ethnic border region in the extreme west of Ukraine, warrants attention of both scholars and politicians. This article looks into the changes in the Ukrainian language policies in the local state administration, and the importance of the Ukrainian president office in this regard. Specific features of the linguo-political situation in Transcarpathia, viewed at different periods of its development from the independence of Ukraine in 1991 on-ward, are presented. This study determines the role of the media in shaping a regional linguo-political situation, including the Internet media language space. The paper provides data of a comprehensive analy-sis of the results of the 2017–2019 external independent evaluation as an indicator of language competence of the participants of EIE, the results of research on the perception of educational language innovations in the region through a survey of different categories of respondents during 2018, the monitoring of experimental experience in implementing elements of multilingual edu-cation in educational institutions in Ukraine, particularly in Transcarpathia. The author outlines prospects for continued research in the framework of the project “Debat ing Linguistic Diversity: Managing National Minority Languages in Ukraine and Russia” (2020–2023). Keywords: language policy, language situation, state language, mother tongue, minority language, multilingual education, mass media.

Language Policies and Politics in South Asia

2013 ◽  
Author(s):  
Vineeta Chand
Keyword(s):  
South Asia ◽  
Management Practices ◽  
Linguistic Diversity ◽  
Language Attitudes ◽  
National Language ◽  
Language Policies ◽  
Language Management ◽  
Linguistic Ideologies ◽  
Language Competencies ◽  
Diachronic Changes

This chapter explores socioeconomic, political, religious ethno-cultural, and national positions toward language management, which underlie diachronic changes in South Asian nations’ language policies and linguistic ideologies. In South Asia, feelings toward linguistic diversity, as realized through national language policies and in actual national language management practices, are highly diverse. The negotiation of and diachronic changes in language policies, together with functional and ideological goals—visible through language attitudes, overt and covert language policies, and diachronic changes in language competencies—offer a lens through which to understand language management and value.

scholarly journals Multilingualism and Language Maintenance in the East Timorese Diaspora in Portugal

2012 ◽  
Vol 10 ◽  
Author(s):  
Francesco Goglia & Susana Alfonso
Keyword(s):  
Positive Attitude ◽  
Language Use ◽  
Language Maintenance ◽  
East Timor ◽  
National Language ◽  
Language Policies ◽  
Historical Changes ◽  
Official Languages ◽  
National Languages ◽  
Bahasa Indonesia

 The East Timorese linguistic repertoire is complex. It comprises Tetum and Portuguese (now both official languages in East Timor), Bahasa Indonesia and other local national languages. Moreover, different generations have different degrees of knowledge and use of these languages due to historical changes and resulting language policies in East Timor. In this article, we analyze multilingualism in the East Timorese community in Portugal using sociolinguistic questionnaires on language use, choice and attitudes. The result of our analysis shows that the East Timorese multilingual repertoire is re-shaped in the immigrant context in the following way: Tetum is the only East Timorese national language which is maintained and functions as an East Timorese identity marker. Informants have a positive attitude towards Portuguese, clearly identifying it as a High language. Furthermore, Bahasa Indonesia is still maintained to a certain degree in some domains. 

scholarly journals Migration, Language Policies, and Language Rights in Luxembourg

2018 ◽  
Vol 13 (1) ◽  
pp. 87-104
Author(s):  
Abhimanyu Sharma
Keyword(s):  
National Language ◽  
The Other ◽  
Medium Of Instruction ◽  
Language Rights ◽  
Language Policies ◽  
Ideal Case ◽  
Primary Level ◽  
Official Languages ◽  
The One ◽  
National Languages

Abstract This paper deals with the state of language rights in Luxembourg in the light of immigration and the multilingualism associated with it. Although Luxembourg might appear to be an ideal case of multilingualism with three official languages (Luxembourgish, French, and German), the reality is very different because its language policies are marked by a hierarchy: while Luxembourgish has the symbolic dominance as the ‘national language’, French is the preferred language in the workplace and administration. The situation has become complex due to the steady influx of immigrants since the 1970s. Currently, more than 40 per cent of Luxembourg’s population consists of foreigners, and this has changed the linguistic situation in the sense that Portuguese has become one of the most widely spoken languages in Luxembourg, although it does not enjoy any legal safeguards. Taking account of this multilingual scenario, this paper examines the rights of different linguistic communities in Luxembourg. On the one hand, there is the need to protect Luxembourgish, which is the majority language in Luxembourg but a minority language when compared to other national languages of Europe, while, on the other hand, the needs of its Portuguesespeaking community also have to be taken into account since the use of German as the medium of instruction at primary level disadvantages them. Finally, the paper will also consider the role and the future of the other two main languages (French and German).

Language policy and language planning in mainland Southeast Asia: Myanmar and Lisu

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
David Bradley
Keyword(s):  
Southeast Asia ◽  
Language Policy ◽  
Minority Groups ◽  
Minority Group ◽  
National Language ◽  
Minority Languages ◽  
Language Policy And Planning ◽  
Educational Strategies ◽  
Policy And Planning ◽  
Mainland Southeast Asia

AbstractMost nations in mainland Southeast Asia and elsewhere have one national language as a focus of national identity and unity, supported by a language policy which promotes and develops this language. Indigenous and immigrant minority groups within each nation may be marginalized; their languages may become endangered. Some of the official national language policies and ethnic policies of mainland Southeast Asian nations aim to support both a national language and indigenous minority languages, but usually the real policy is less positive. It is possible to use sociolinguistic and educational strategies to maintain the linguistic heritage and diversity of a nation, develop bilingual skills among minority groups, and integrate minorities successfully into the nations where they live, but this requires commitment and effort from the minorities themselves and from government and other authorities. The main focus of this paper is two case studies: one of language policy and planning in Myanmar, whose language policy and planning has rarely been discussed before. The other is on the Lisu, a minority group in Myanmar and surrounding countries, who have been relatively successful in maintaining their language.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

scholarly journals Language Challenges in Global and Regional Integration

2018 ◽  
Vol 12 (1) ◽  
pp. 14-35 ◽  
Author(s):  
Robert Phillipson
Keyword(s):  
Language Policy ◽  
European Integration ◽  
Regional Integration ◽  
Research Collaboration ◽  
Linguistic Diversity ◽  
Student Mobility ◽  
National Language ◽  
University Education ◽  
Minority Languages ◽  
Linguistic Capital

Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.

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