ALDS 1001: Chapters 5&6

Topics: Linguistics, Language policy, Literacy Pages: 18 (1002 words) Published: September 22, 2014
ALDS 1001 A: 5 & 6
Peggy Hartwick
Carleton University
May 26th, 2014

Today’s objectives
• Dissecting Chapter 5
• Chapter 6
• Online class prep – May 28th
• Quiz review part of online class (June 2nd )






Personal Learning Responses
Group project proposal feedback
Have you looked at new schedule?
Have you looked at updated group project handout?

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Chapter 5: Language policy & planning
“…language planning from a critical perspective means
asking why and in whose interests decisions about
language(s) are made”
(Hall et al., 2011, p. 118)

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Check this out http://www.proenglish.org/

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With a classmate or in a small group:
Look at the definition by Robert Cooper (1989) on p. 98 of the text. What do you think Cooper means by language “code”?

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What do you think the statement “language as an end and language as a means” means? (p. 99)


Language Decisions
• The authors believe there are 3 levels of decision makers (p.101) • Everyone, practitioners, applied linguistics
• Which of these are implicit/ explicit?

• What’s the difference b/w policy and planning? (p. 101, last paragraph)

Problems with p & p
• http://www.youtube.com/watch?v=msMpCcA6EM0
• Competing interests b/w policy and practice (compare policy makers to language users – Spanish Catholics in California • Different domains (religion, education, politics)
• http://digital.films.com.proxy.library.carleton.ca/
PortalViewVideo.aspx?xtid=7042 (first 12 minutes approx.)

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Group according to problem, right and resource (p. 103)
• Each group presents an example to explain these groupings • What might these classifications depend on?

Implicit versus Explicit
• Do you recall any implicit language controls from your
childhood?
• Beyond language, what’s involved (p. 104-5)

• What are some examples of explicit language decisions in Canada, in your Country of origin?
• Discuss the significance of the cartoon on p. 106
• What do planners fear (perhaps)?

Discuss the significance of this cartoon.

(Hall et al., 2011, p. 106)

3 Types of Language Planning: Corpus, Status and
Acquisition
• Corpus: new terms (understand causes – tech, shifts,
varieties)
• Status: increase or decrease perceived prestige
• La Francophonie - http://www.francophonie.org/-Qu-est-ceque-la-Francophonie-.html scroll to objectives and missions • Singapore’s political efforts at “status coding” English http://www.talkingcock.com/ = covert prestige (p. 109)

• Acquisition planning: Bilingual programs usually focused at motivating people to acquire a particular language (p.
110) for language maintenance, or other intentions

Keeping languages alive!
1. What’s at risk when a language dies?
• Scan this cite: http://travel.nationalgeographic.com/travel/enduringvoices/

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2. Imagine you are the last living person to speak your
language
• http://news.bbc.co.uk/2/hi/south_asia/8498534.stm

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3. Individually, review Table 5.2 and pp. 113 – 114
• Now, as a class, how are languages maintained and even
revitalized?

Challenges of language planning
implementation
“language planners know that the imposition of
monolingual language policies on multilingual groups can
cause great and lasting harm” (Hall, et al., 2011, p. 115) • Education (curriculum, textbooks, resources)
• Financial resources
• Language shift
• Undermine non-dominant languages
• Product of European colonial rule
• Diverse/ contrasting economic and other interests
• Example of Nunavut (Inuktitut language of government)
…. “who decides what for whom…”
• Is this a good plan – why or why not?

Access to services… part of the plan?
Are health and education services limited in these 2 cases?
1. Health prevention sites
http://www.cbcf.org
http://www.hc-sc.gc.ca/hc-ps/tobac-tabac/quit-cesser/
index-eng.php
2. Elementary Education sites http://www.ocdsb.ca

Bill 101
• http://en.wikipedia.org/wiki/...
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