scholarly journals Competing Desires and Realities: Language Policies in the French-Language Classroom

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Angela Giovanangeli
Keyword(s):  
Language Policy ◽  
Middle Ages ◽  
18Th Century ◽  
National Level ◽  
National Language ◽  
French Language ◽  
Language Policies ◽  
Language Classroom ◽  
The Status ◽  
The Way

French language policy has historically centred on ways French can be considered a dominant and influential language. It has done this since the Middle Ages, by allowing the French language to serve as a political tool. On an international level, language was a way of subjugating conquered peoples (former colonies). It promoted France’s international status (by the 18th century French was the diplomatic language of Europe). On a national level, the French language was one of the ways governments were able to centralise political power (suppression of regional languages). One of the ways French language authorities have promoted the use of language has been through education policies and the way language is taught in schools. For example, the French language was imposed on the colonised territories of France through teaching in missionary schools. Within France, stringent laws were adopted, in particular during the nineteenth century, allowing the French language to replace local languages in schools. In France today, language policies continue to exist and to have an influence on the way we view language and society. One of the main priorities of French language policy is to protect the status of the national language in particular with respect to the increasing use of English as a global dominant language in areas such as science, technology, tourism, entertainment and the media (Nunan: 2007, 178). Consequently, France has adopted policies to respond to this linguistic climate. This has implications on the way the French language is taught both within France as well as outside of France. This paper will examine some of the policies and agencies created over recent years that affect the French language. It will also identify some of the consequences these policies have on the teaching of language. Finally it will argue that a space has been created within the language classroom that attempts to find a compromise between the language policies of the French government and the realities of spoken French in society.

Language Policy in South Asia

1981 ◽  
Vol 2 ◽  
pp. 60-85 ◽  
Author(s):  
Braj B. Kachru
Keyword(s):  
Language Policy ◽  
South Asia ◽  
Liberal Arts ◽  
National Language ◽  
Basic Knowledge ◽  
Literary Texts ◽  
The Political ◽  
Language Policies ◽  
The Status ◽  
Regional Languages

In the political divisions within South Asia there has traditionally been no organized effort for language policies.1 Language was essentially related to one's caste, village, district, and state. Beyond this, one identified with languages associated with religion (Sanskrit or Arabic), or learned and literary texts (mainly Sanskrit and Persian). At the time of Indian independence (1947), one task of the new government was to unravel the status and position of almost 560 sovereign states which were ruled by an array of mahārājās, nawābs, and lesser luminaries, depending on the size and the revenue of each state and subdivision. Each state state was a kindgom unto itself, and such political divisions did not foster a national language policy. In India, the largest country in South Asia, four languages were used for wider communication as bazār languages or languages of literature and intranational communication: Hindi (and its varieties, Hindustani and Urdu), Sanskrit, Persian, and later, English (cf., for Sanskrit, Kachru and Sridhar 1978; Sharma 1976; for English, Kachru 1969; 1982a). The Hindus tended to send their children to a pāṭhśālā (traditional Hindu school mainly for scriptural education) for the study of the scriptures and some basic knowledge of the śāastras (Sanskrit instructional texts, treatise), and the Muslims tended to send their children to a maktab (traditional school for Koranic instruction). The denominational schools (vidyāZaya) provided liberal arts instruction in Sanskrit, Persian, Hindi, Arabic, or in the regional languages.

The nationalization of Swahili in Kenya

1976 ◽  
Vol 5 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Lyndon Harries
Keyword(s):  
Language Policy ◽  
Social Stratification ◽  
National Level ◽  
Dar Es Salaam ◽  
National Language ◽  
Capital City ◽  
Capital Cities ◽  
Normal Expression ◽  
The Status ◽  
Linguistically Appropriate

ABSTRACTThe decree of 4 July, 1974, by President Kenyatta, proclaiming Swahili as the national language of Kenya is discussed with reference to questions of feasibility and expediency. The alternatives to the President's decree are considered, and reasons for the decision are suggested.Comparison of the status of Swahili in the capital cities of Kenya (Nairobi) and Tanzania (Dar es Salaam) is made to illustrate the special difficulties confronting the Kenya government in making the President's decree effective. The parliamentary response is crucial, but the dominance of English in Nairobi, the capital city, where Swahili has not always been much valued, indicates a wider gap between intention and the possibility of fulfilment than in Dar es Salaam.The need for proficiency in Swahili is viewed in the Kenya situation, and this is related to what is linguistically appropriate. The nationalization of Swahili results in secularization of a language that found its normal expression in the setting of Islam. What is linguistically appropriate in Swahili on the national level is often inappropriate to members of the Swahili coastal community. Kenyans are likely to opt for their own modifications of Standard Swahili, basing this on the Mombasa dialect, but up-country Swahili is the foundation upon which greater proficiency can be achieved. (Language planning, language policy, regional and social stratification of varieties, Swahili; Kenya, Tanzania.)

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 Legislative regulation of linguistic relationships in Ukraine

2019 ◽  
pp. 127-144
Author(s):  
Iuliya Makarets
Keyword(s):  
Language Policy ◽  
The State ◽  
Political Support ◽  
National Language ◽  
State Legislation ◽  
World Community ◽  
Linguistic Model ◽  
Legislative Regulation ◽  
The Status ◽  
State Language

The article focuses on the issue of legislative regulation of linguistic relationships in Ukraine. The ability of a national language to function as a means of consolidation and national identification depends to a large extent on state linguistic policy, political support that the language receives. The state legislation on language is indicative in this regard while it establishes the status of languages, the linguistic model and the linguistic regime. In accordance with the Constitution of Ukraine, the Ukrainian language is a state language in Ukraine. The dynamics of the Ukrainian legislation on languages illustrates the inconsistency of the implementation of this constitutional norm. The article analyzes the milestones of its formation. The content of the basic laws in the sphere of linguistic relationships (Law of the USSR ‘On Languages in the Ukrainian SSR’ (1989), the Law of Ukraine ‘On the Principles of the State Language Policy’ (2012), which is invalid now, and the new Law of Ukraine ‘On the Functioning of the Ukrainian Language as a State Language’ (2019)), the socio-political tendencies, that preceded their adoption, their evaluation by tpublic and world community as well as their consequences for linguistic situation in Ukraine are described. The possibility of official bilingualism approving is studied. The article analyzes historical, cultural and political preconditions for the adoption of official bi- or multilingualism by other states, acceptability of this linguistic model for Ukraine and possibility to overcome existing linguistic contradictions.

Continuity and Intuition in Eighteenth-Century Analysis and in Kant

2020 ◽  
pp. 158-186
Author(s):  
Daniel Sutherland
Keyword(s):  
Eighteenth Century ◽  
18Th Century ◽  
The Status ◽  
History Of ◽  
History Of Analysis ◽  
The Continuum ◽  
Interesting Account ◽  
The Way

This chapter considers the status of geometrical and kinematic representations in the foundations of 18th century analysis and in Kant’s understanding of those foundations. It has two aims. First, relying on relatively recent reassessments of the history of analysis, it will attempt to bring forward a more accurate account of intuitive representation in 18th century analysis and the relation between British and Continental mathematics. Second, it will give a better account of Kant’s place in that history. The result shows that although Kant did no better at navigating the labyrinth of the continuum than his contemporaries, he had a more interesting and reasonable account of the foundations of analysis than an easy reading of either Kant or that history provides. It also permits a more accurate and interesting account of how and when a conception of foundations of analysis without intuitive representations emerged, and how that paved the way for Bolzano and Cauchy.

De Nederlandse taal als luxe-waar op de Surinaamse markt?

1979 ◽  
Vol 6 ◽  
pp. 137-154
Author(s):  
Hugo W. Campbell
Keyword(s):  
Language Policy ◽  
Intermediate Stage ◽  
European Population ◽  
National Language ◽  
Official Language ◽  
The Status ◽  
Dutch Language ◽  
The Government ◽  
Attitudinal Changes

In the multilingual community of Surinam the official language is Dutch. This language has occupied the official status during almost three centuries of colonial government, the intermediate stage of self-government (as part of the kingdom of the Netherlands from 1954 through 1975) and after complete independence in 1975. Though the status of official language did not change, a different language policy had to be adopted with respect to different role components in each of four historical periods. The language policy adopted in each of these periods can be considered the result of social changes which took place, and of attitudinal changes with respect to the functioning of other languages in the community. The changing role of the Dutch language in the four periods is discussed in terms of its changing socio-linguistic profile. The first change was that from an ethnic group specific position (the European population only) to an obligatory position which concerned the whole population. In each of these two periods Dutch was used in relation to all main functions (communication* education., religion and literature). During the period in which Dutch played the ethnic specific role the language Sranan was used as a promoted language to perform the same functions for the slave population of the 17th, 18th and 19th century. This language was also used as language of communication between the Europeans and the slaves. The social change from a slavery society to a society of citizens only had forced the governement to discourage the use of Sranan and to consider Dutch the only language in the country. This obligatory position was eventually disregarded in favor of a partial role of the Dutch language in a multicultural society. The recognition by the government of a multitude of cultural ambitions has led it to accept the possibility of the sharing of functions among languages. Especially with respect to intergroupcoinmunication and literature, the recognition-of the role of Sranan as national language became the main feature of this period. However, the emergency of Surinam-Dutch, as a variety (xized language) of the Dutch language used by the majority of the Dutch speaking community in Surinam, has given the governement of the new republic of Surinam an opportunity to promote cultural integration by means of this language variety. Though this too will have to share functions with Sranan (inter-group communication, literature, etc.), it is suggested that a stan-dardized version might not only change its promoted language status into that of national official language but also give a better criterion to judge and to stimulate performances in education and literature.

University language policies and language choice among Ph.D. graduates in Estonia: The (unbalanced) interplay between English and Estonian

Multilingua ◽  
2014 ◽  
Vol 33 (3-4) ◽  
Author(s):  
Josep Soler-Carbonell
Keyword(s):  
Language Policy ◽  
Academic Language ◽  
Language Choice ◽  
National Language ◽  
Language Policies ◽  
Discussion Section ◽  
Policy Documents ◽  
Global Language ◽  
A Site

AbstractThe role of English as a global language and its consequences for the internationalization of higher education are matters that have increasingly drawn the attention of researchers from different fields of language and communication. In this paper, an overview of the situation in Estonia is presented. The Estonian context has not previously been analyzed along these lines. The author suggests looking at Ph.D. dissertations as a site of tension between the need to effectively incorporate English as an academic language and the need to maintain Estonian as the national language. The article views this question in the context of some relevant language policy documents and other macro indicators. It then focuses on the number of Ph.D. dissertations defended at four main public universities in the last few years and the languages they have been written in. It appears that, although the language policy documents seem to correctly capture this tension between English and Estonian, the language most commonly used when writing dissertations is overwhelmingly English, with only the humanities providing some counterbalance to that trend. The current situation is different from that of past decades, when English was absent from Estonia’s scientific production and Estonian was significantly employed in that context, alongside Russian. In the discussion section, some lines for further inquiry are presented, together with a proposal for integrating complexity theory in such analyses.

scholarly journals From foreign to national: a review of the status of the French language in Gabon

Literator ◽  
2011 ◽  
Vol 32 (2) ◽  
pp. 135-150 ◽  
Author(s):  
H.S. Ndinga-Koumba-Binza
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Policy ◽  
Final Stage ◽  
Mother Tongue ◽  
Central Africa ◽  
French Language ◽  
The Status ◽  
French Speaking ◽  
Local Languages

This article provides a review of the various statuses of the French language in Gabon, a French-speaking country in Central Africa. It reveals a process in which different generations of Gabonese people are increasingly learning, and thus conceptualising, French as a second language rather than a foreign language. Furthermore, some are also learning and conceptualising French as a mother tongue or initial language, rather than a second language. This process of reconceptualisation has somehow been encouraged by the language policy of the colonial administration and the language policy since the attainment of independence, the latter being a continuation of the former. The final stage of this process is that the language has been adopted among the local languages within the Gabonese language landscape.

Language planning and language policy in Sardinia

2018 ◽  
Vol 42 (1) ◽  
pp. 70-88
Author(s):  
Rosangela Lai
Keyword(s):  
Language Policy ◽  
Language Planning ◽  
Minority Language ◽  
Language Policies ◽  
Political Movement ◽  
Autonomous Region ◽  
The Status ◽  
Development Of Language ◽  
Key Steps

Abstract In 1999, the Italian Republic acknowledged the status of Sardinian as a minority language. Since then the Autonomous Region of Sardinia has been committed to the development of language policies for Sardinian. A regional law approved in 1997 adopted the aim of promoting the different varieties of the languages spoken in Sardinia. The goals changed substantially when the Region adopted for its language planning activities the ideas of a cultural-political movement known as Movimentu Linguisticu Sardu, and appointed an activist Director of the Bureau of the Sardinian Language. This article presents and discusses the key steps in the last decade of language planning: the proposals, their development and consequences.

English in Swiss higher education

2021 ◽  
Author(s):  
Patrick Studer ◽  
Aisha Siddiqa
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
National Language ◽  
Policy Planning ◽  
Pragmatic Approach ◽  
Policy Documents ◽  
The Status ◽  
National Languages ◽  
The Impact ◽  
Language Question

This chapter reviews the current discourses surrounding English in higher education, focusing on the impact Englishization has had on education and language policy-planning in Switzerland. While English is in direct competition with national languages at the obligatory school levels, and the debate about the status of English is evident in national language policymaking, higher education institutes (henceforth HEIs) have taken a pragmatic approach, broadening their educational offerings to include English-medium courses and programmes at all levels. Taking legal, strategy and policy documents as its basis, this chapter discusses themes that impact thinking about language in higher education in a small multilingual nation and reviews how the language question has been addressed by policymakers at the national and institutional levels.

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