LANGUAGE POLICY AND PLANNING SHINTA DEVI AINI WINARYOGA

LANGUAGE POLICY AND PLANNING SHINTA DEVI AINI WINARYOGA R NOVITA SETIAWATI 2201410014 2201410071 2201411150

Definition �Language policy (statements of intent) and planning (implementation) (LPP) is defined as planning – often large scale and national, usually undertaken by governments – meant to influence, if not change, ways of speaking or literacy practices within a society (Baldauf, 2004)

Eleven Language Planning Goals have been recognized (Nahir 2003): �Language Purification – prescription of usage in order to preserve the “linguistic purity” of language, protect language from foreign influences, and guard against language deviation from within �Language Revival – the attempt to turn a language with few or no surviving native speakers back into a normal means of communication �Language Reform – deliberate change in specific aspects of language, like orthography, spelling, or grammar, in order to facilitate use

�Language Standardization – the attempt to garner prestige for a regional language or dialect, transforming it into one that is accepted as the major language, or standard language, of aregion �Language Spread – the attempt to increase the number of speakers of one language at the expense of another �Lexical Modernization – word creation or adaptation �Terminology Unification – development of unified terminologies, primarily in technical domains

Approaches to LPP NEOCLASSICAL HISTORICSTRUCTURAL The unit of analysis employed Individual choices Relationship between group The role of the historical perspective Interested in current language situation Emphasizes the role of socio-historical Criteria for evaluating plans and policies Policies are evaluated in terms of how efficiently they achieve their goals more sensitive to issue of domination, exploitation and oppression The role of social scientist the social scientist must and can approach language problems in an apolitical manner political stances as inescapable so that ‘those who avoid political questions inadvertently support the status quo’

The activities of language planning Corpus planning Status planning Acquisition planning Usage planning Prestige planning Discourse planning

Corpus Planning �Corpus planning refers to norm selection and codification (characteristics or criteria of a ‘good’ language are established) and is usually undertaken by language experts, resulting in dictionaries, grammars, literacy manuals, and pronunciation and writing style guides. �In other words, it is concerned with developing the ‘nuts and bolts’ of language itself (its vocabulary, forms of pronunciation and syntax), so that a language could indeed serve its designated function.

�seven key language-in education policy (i. e. , access policy, personnel policy, curriculum policy, methodology and materials policy, resourcing policy, community policy, evaluation policy) and four key language in education planning (i. e. , language maintenance, language reacquisition, foreign / second language learning, language shift)

Language in Education Planning �In their review of language-in-education policy and planning (Baldauf & Kaplan, 2005), sometimes known as acquisition policy, it was noted that language-ineducation policy and planning often constitutes the sole language planning activity in many polities, but that such activities are limited in their impact by slow rates of dissemination, a limited audience and often a lack of resources.

�Stylistic Simplification – simplification of language usage in lexicon, grammar, and style �Interlingual Communication – facilitation of linguistic communication between members of distinct speech communities �Language Maintenance – preservation of the use of a group’s native language as a first or second language where pressures threaten or cause a decline in the status of the language �Auxiliary-Code Standardization – standardization of marginal, auxiliary aspects of language such as signs for the deaf, place names, or rules of transliteration and transcription

Status Planning �Status planning is concerned with official decisions about the appropriate use of a language. �The results of status planning are laws, clauses in constitutions prescribing the official standing of languages, and regulations for their use in public administration. �In a review of status planning in the context of teaching and learning second languages van Els (2005) examines such high-level planning questions as

�“Which second languages should be known, learned and taught? ”, “What aspects of the language(s) chosen should be known, learned and taught, i. e. , which variety and to what level? ”, “Who should learn them and to whom should they be taught? ”, and “When should learning begin and under what circumstances? ”

�The review argues that there are four aspects related to the status of second 1) their status for their own communicative purposes, 2) their role as second languages – as a lingua franca or as a language of instruction, 3) their role as immigrant or ethnic minority languages and 4) the degree to which promotion of second language impacts on linguistic or language rights.

Acquisition planning �Acquisition planning (language-in-education) typically describes the languages teaching policies of states. �Foreign or second language instruction can be motivated by humanistic rationales, by economic interest calculations, by assessments about national security or geo-political interest, or by responses to the needs, opportunities, and rights of linguistic minorities.

Usage planning �Usage planning refers to efforts to extend the communicative domains of a given language. �This usually occurs in opposition to a replacing language after political reconstitution (administrative devolution, federalism, or national independence) but in more extreme cases usage planning forms part of regeneration efforts on behalf of dying languages.

Prestige planning �Prestige planning involves elevating the esteem of a linguistic code. �While this often accompanies status planning, there is an ancient history of poetic, philosophical, and religious involvement in attaching enhanced prestige to given codes that precedes formal planning processes and sometimes contradicts them. �The production of canonical literature by poets, prose writers, and other cultural figures has effects that can be usefully discussed as language planning.

Discourse planning �Discourse planning refers to the influence and effect on people’s mental states, behaviors and belief systems through the linguistically mediated ideological workings of institutions, disciplines, and diverse social formations. �Discourse permits contest and negotiation, thereforeplanning discourse can be seen as the effort of institutions and diverse interest to shape, direct and influence the conclusion of the practices and patterns.

This suggestion about discourse planning helps the LPP to be more appreciative of the fact that the is no interest free policy. A discourse orientation high light the ways in which problem are framed, the interests seved in the framings and the alternative framings.

The examination of LPP in these polities suggests that there may be three separate activities that underlie prestige planning. �First, image (prestige) seems to be related to ethnic or civic identity (real or imagined) and the promotion of a language �Second, image seems to be used to describe a method of implementing and manipulating language policy as in Wales. �Finally, image has something to do with motive and the activities of language planners themselves, and the communities they plan for

Challenges for LPP 1. Find ways of addressing multiculturalism. In multiculturalism, there will be a movement of language rights for each group. This is because the group grants specific forms of protection and considerations on the basis of their associated language. The native speakers of the language will argue that their language is their identify and a mark of cultural heritage.

2. To take better account of the fact that traditional notions of ethnicity and nation do not fit easily with the multilingual dynamics of late modern societies, which are increasingly characterized by a pervasive culture of consumerism (Baudrillard 1988; Bauman 1998), where ‘people define themselves through the messages they transmit to others through the goods and practices that they possess and display’ (Warde 1994: 878).

3. Global migration and the related issue of ensuring the wellbeing and dignity of individuals as they move across the globe in search of a better life. the language policy should be fair to those who are in need of help. Therefore, when dealing with foreigners, they are given an opportunity to choose what language they want to use.

Problems �Non-governmental organizations In education sector, there are non-governmental sectors or organizations that have a significant impact on language acquisition, such as the Académie française of France or the Real Academia Española of Spain. These organizations often create their own dictionaries and grammar books, thus affecting the materials students are exposed to in schools

�thus affecting the materials students are exposed to in schools. Although these organizations do not hold official power, they influence government planning decisions, such as with educational materials, effecting acquisition.

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