Wood, Richard E. (ed.). National Language Planning and Treatment. Word (Journal of the International Linguistic Association, vol. 70, nos. 1-2, 1979)Wood, Richard E. (ed.). National Language Planning and Treatment. Word (Journal of the International Linguistic Association, vol. 70, nos. 1-2, 1979). Special double issue. Pp. 202.$20.00.

1981 ◽  
Vol 38 (1) ◽  
pp. 146-147
Author(s):  
Frank H. Nuessel
Keyword(s):  
Language Planning ◽  
National Language

National Language Planning and Treatment

Language ◽  
1982 ◽  
Vol 58 (4) ◽  
pp. 937 ◽  
Author(s):  
Bjorn H. Jernudd ◽  
Richard E. Wood
Keyword(s):  
Language Planning ◽  
National Language

scholarly journals National language within Language Ecology Framework: A Threat to Vernacular Languages?

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Faizatul Husna
Keyword(s):  
Language Planning ◽  
National Language ◽  
Language Ecology ◽  
Bahasa Indonesia

AbstrakPemilihan bahasa Indonesia sebagai bahasa nasional, dimulai puluhan tahun silam sejak bangsa Indonesia berjuang meraih kemerdekaan terhadap Belanda. Puncaknya, Sumpah Pemuda pada tanggal 28 Oktober 1928 memberikan ‘status’ yang lebih tinggi kapada bahasa Indonesia diantara bahasa daerah lain. Oleh sebab itu, status bahasa Indonesia sebagai bahasa nasional harus mempertimbangkan eksistensi bahasa-bahasa lokal dalam lingkup ekologi bahasa, untuk menjamin keberlangsungan bahasa lokal di masa yang akan datang. Penelitian dokumenter ini bertujuan untuk menyibak proses sejarah perencanaan bahasa (language planning) dan perkembangan bahasa Indonesia era paska kolonial, dimana bahasa Indonesia terpilih untuk menyatukan ratusan bahasa daerah lain. Penelitian ini didasarkan atas laporan media terkemuka di Indonesia (The Jakarta Post, Nova, Republika dan Kompas) dan artikel yang berkaitan dengan isu pergeseran, pemertahanan dan ancaman bahasa daerah serta langkah-langkah yang diambil untuk melindungi bahasa daerah yang minoritas. Kata kunci: bahasa daerah, status, pergeseran dan pemertahanan, ekologi bahasa.

Should the Use of Bahasa Indonesia be Allowed in the EFL Classroom?

2019 ◽  
Author(s):  
Ince Dian Aprilyani Azir
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Mother Tongue ◽  
Language Planning ◽  
National Language ◽  
Classroom Context ◽  
English Only ◽  
Official Policy ◽  
Teachers And Students ◽  
Bahasa Indonesia

This paper discusses language policy and planning in the context of Indonesia as a multilingual country. Indonesia becomes the second largest linguistic diversity in the world with 742 local languages (Martí et al., 2005, p. 48) spreading to its 17,508 islands. With such a long history towards the language planning and policy in Indonesia, the Youth Pledge 1926 formulated the national language that was officially called as Bahasa Indonesia derived from Malay language (Paauw, 2009, p. 4). Since 1928, Bahasa Indonesia becomes the official and the national language of the Republic of Indonesia.To answer the challenges of the globalisation era, a language policy was issued by the Ministry of Education and Culture in 1998. It allows English as the first foreign language of the country in which it can be used as the medium of instruction notably to the higher education (Darjowidjojo, 2002, p. 51). This 1998 Official Policy opens up the opportunities to the tertiary level education institutions to compete in serving the monolingual (English-only) environment to the academic atmosphere. However, in practices, as English is still in position as the foreign language, there are only a few exposures occurring in the higher academic institutions. This directing the classroom practices are expected to conduct English-only instruction during the learning activity. It just means that in Indonesian EFL context, the monolingual approach is ideally preferable.Despite the policy in which the English-only environment is desirable in Indonesia, in fact, the use of mother tongue cannot be avoided. Thus, in this paper, I discuss on whether the Indonesian higher education institutions should fully implement the monolingual approach or these tertiary level institutes should still allow the mother tongue (Bahasa Indonesia) as the medium of instruction. To consider it, I use some previous published journal articles that have conducted some research in higher education institutions. The field of language planning could take benefit from a critical assessment of its past performances not only from the real-world approach but also from the construction of a particular discourse on language and society (Blommaert, 1996, p. 215). The journals discussed in this paper are: 1.Manara, C. (2007). The Use of L1 Support: Teachers' and Students' Opinions and Practices in an Indonesian Context. The Journal of Asia TEFL, 4(1), 145-178.2.Usadiati, W. (2009). Contribution of L1 in EFL Teaching. k@ta-Petra Christian University, 11(2), 171.3.Saputra, W. A., & Atmowardoyo, H. (2015). Translanguaging in Indonesian University Classroom Context: A Discourse Analysis at Muhammadiyah University in South Sulawesi. ELT WORLDWIDE, 2(1), 42-62.All the journal articles deal with the language planning and policy in the Indonesian classroom context. The subjects of the research are at the level of the tertiary education in which they have already got some English learning years at school before getting admitted into the university. These subjects are also the ones whom the government through the 1998 Official Policy expected to have the monolingual approach in the classroom practice. Additionally, they also have English subject as the compulsory subject to be taken during their university levels (Achmad, 1997).The first article is such a good initiation to get to know the teachers' and students' perspectives towards the classroom practices, when and for what purposes they use the first language in learning English as a foreign language. It is kind of giving picture from the educational subjects in the level of practices. The second article tries to provide the evidence of the L1 support through the classroom actions. The study results strengthen the argument that the L1 should be still using in the EFL Indonesian classroom to have the effective and efficient outcomes. The last article proposes the way to bridge between the use of L1 and L2 collaboratively in the term called translanguaging.

The Tower of Babble: Mother Tongue and Multilingualism in India

2017 ◽  
Vol 4 (1) ◽  
pp. 188-204
Author(s):  
Шарма Сушіл Кумар
Keyword(s):  
Higher Education ◽  
New York ◽  
Supreme Court ◽  
Mother Tongue ◽  
Language Planning ◽  
National Development ◽  
National Language ◽  
Official Language ◽  
Social Significance ◽  
Sociology Of Language

Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process. References Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP. Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell. Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf. Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters. Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood. Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House. Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm. Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm. Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books. Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston. Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press. Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press. Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up. Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf. Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm. King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins. Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok. Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague. Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/. Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html. Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press. Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court. Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers. Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007. Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN. Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important. “The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9. Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin. UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO. U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872. Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8. Sources http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm http://www.ciil-lisindia.net/ http://www.ethnologue.com/country/IN http://peopleslinguisticsurvey.org/ http://www.rajbhasha.nic.in/en/official-language-rules-1976 http://www.ugc.ac.in/journallist/ http://www.unesco.org/new/en/international-mother-language-day

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