A Scaffolding for language policy

Lambert, Richard D.

doi:10.1515/ijsl.1999.137.3

Cited by 39 publications

(8 citation statements)

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“…According to the Estonian Department of Statistics, there are more than 120 ethnic groups living in Estonia (but only 15 of them exceed 1000 members), but less than 40% of them have retained their ethnic languages, with most of them having shifted to Russian, many already during the Soviet period (see more in Siiner 2006). In Lamberts' terms, Estonia and Tallinn can thus be described as dyadic rather than mosaic in terms of presence of different linguistic groups (Russian and Estonian) (Lambert 1999).…”

Section: Tallinnmentioning

confidence: 99%

Decentralisation and language policy: local municipalities' role in language education policies. Insights from Denmark and Estonia

Siiner

2014

Journal of Multilingual and Multicultural Development

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The present article contributes to attempts to re-conceptualise the top-down perspective on language policy, by analysing the role of local and city governments' agency in language education policy making. Only few studies analyse the role of lower administrative levels in language policy, other than in implementation of governmental policies, why their policy appropriations are seen as policy deviations. Language policy researchers have however recognised that local governments can, due to the regional or local character of some language education problems, also be given a more active role in policy making. My claim is that in order to do so, the analysis has to be based on a conceptual framework that sees language policy developments as part of the general democratisation and decentralisation processes in society. The article therefore also problematises attempts to analyse and make sense of language policy developments separately from political and economic transitions of society. Based on Giddens' structuration theory and language governance studies, I will analyse how two different language policy models in Estonia and Denmark -in terms of allocation of resources and authority -frame local municipalities' opportunity for agency in language education policy matters.

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Section: Tallinnmentioning

confidence: 99%

Decentralisation and language policy: local municipalities' role in language education policies. Insights from Denmark and Estonia

Siiner

2014

Journal of Multilingual and Multicultural Development

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“…It was the main language until the establishment of Israel, when because of changing political circumstances it became a secondary language. Despite Arabic being the second official language it is not a competing partner in a dyadic bilingual state according to the classification by Lambert (1999)." In the current work we consciously choose not to delve into the history and politics of the linguistic communities within Israel as it is beyond the scope of this work, instead we focus on language practices and more specifically, the aim is to investigate the attitude of a small number of adult Israeli-Arabs toward their parents'-led FLP as well as their own early FLP planning.…”

Section: International Journal Of Educationmentioning

confidence: 99%

Family Language Policy, Language Practice, Motivation, and Planning among Israeli Arab Students in Wingate Institute's Preparatory Program

Kayam

Hirsch

2013

IJE

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Family language policy (FLP) and language use in different domains and relationships was investigated in thirteen Israeli-Arab students enrolled in an institution of higher education in Israel. Participants came from Arabic FLPs, communities, and schools. The study was completed through semi-structured interviews. Our research objectives were to investigate the FLP of the sample and a possible presence of differences in the ideologies concerning their parent-led FLP and their future family's FLP, among other things. Our findings point to a possible change in ideologies toward the instrumentally oriented FLP which incorporates Hebrew language to a greater degree. Further investigations should focus on effects of generational FLP change on identity and related psychological factors.

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“…Drawing on the sociolinguistic domains proposed by Fishman, Cooper, and Ma (1971), Spolsky (2004) lists areas of inquiry including families, schools, religious organizations, workplace, local government, nation states, and supranational groups. Within the school, language policy addresses such issues as how the native language (Ll) is instructed; what policies are provided for English language learners and minority language speakers; what world languages should be used or taught; and how much, when, how, and to what ends the languages should be taught (Corson, 1999;Lambert, 1994Lambert, , 1999Reagan & Osborn, 2002). Yet, there is little theory of language choice in foreign language policy in general (Lambert, 2001).…”

Section: World Language Education and Language Policy: Trends And Issmentioning

confidence: 99%

Spanish Only for Foreign Language in the Elementary School (FLES): Competing Discourses in Local Language Policy

Kubota

Catlett

2008

Foreign Language Annals

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Teaching Spanish has become increasingly popular in the United States due to demographic shifts. This study focuses on a Spanish‐only initiative for an existing Foreign Language in the Elementary School (FLES) program proposed by a southeastern public school district's school board. It analyzes discourses underlying the policymakers' rationales and resistance from teachers, students, and community members. Analysis of documents, video recordings of school board meetings, newspaper articles, and e‐mail exchanges reveals competing discourses that constructed particular views on language, language learning, and the benefit of Spanish for Latino and African American students. Characteristics of these discourses include language ideologies, racialization of the arguments, hospitality as a reaction to “language panics” (Hill, 2001, p. 245), and the constructed nature of Latino parents' knowledge. The study suggests the importance of multilingualism for world language education.

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A Scaffolding for language policy

Cited by 39 publications

References 0 publications

Decentralisation and language policy: local municipalities' role in language education policies. Insights from Denmark and Estonia

Decentralisation and language policy: local municipalities' role in language education policies. Insights from Denmark and Estonia

Family Language Policy, Language Practice, Motivation, and Planning among Israeli Arab Students in Wingate Institute's Preparatory Program

Spanish Only for Foreign Language in the Elementary School (FLES): Competing Discourses in Local Language Policy

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