The Role of Educators in Language Planning and Policy Alex Price PPS /17/11

Language Planning Defined by Rubin (1976) as “ The study of solutions to language problems by authorized government organizations. ” Actions taken and decisions made regarding planning and policy are deliberate Formal- Official policies/legislation Informal- Manipulation of attitudes towards language variations (media, social groups)

Language Behavior/Equity Descriptive- Understanding the relationship between language behavior and social participation How language is used Diglosia- Using high status and low status languages in different contexts Code Shifting- Why bilingual speakers choose to use one language over another Relations of Dominance- How language establishes social dominance and status Register shifts- How formal and informal language shapes the rules of interaction

Language Behavior/Equity Evaluative- Describes how language behavior is shaping or changing Efforts to standardize or purify a language Preserve or revive endangered languages Establish national languages Legislation of language usage

Language Diversity- Problem, Right, or Resource?

Language diversity as a problem linguistic genocide socially and economically shortsighted

Language Diversity- Problem, Right, or Resource? Language diversity as a right helped to create bilingual education Seen more as a transitional effort expires when student shifts to English

Language Diversity- Problem, Right, or Resource? Language diversity as a resource valuable asset socially and economically beneficial more valuable than English only instruction

Fairclough ’ s Critical Language Analysis Awareness of hidden levels of language The text itself Institutional influences Social/cultural influences

Bourdieu: Language as Social Capital Accumulated knowledge and experience used to assert power and status (Traveling, tutors, music lessons, etc.) Just as valuable as cash

Equitable Education:The Classroom eliminate “ halo effect ” student grouping targets status differences Student ’ s backgrounds are considered when planning instruction Adequate time for primary language skills development

Equitable Education: School Level Primary language tools shared among staff Extra-duty tasks are adjusted to accommodate teachers who have to translate documents or develop primary language materials Staff members with expertise are given time to collaborate with other teachers Teachers involved in academically oriented extracurricular activities are given more money Some intellectual competitions held in primary languages Request principals to advocate for funding

Equitable Education: District Level Teachers must influence policy or others will (politicians, demagogues) Teachers request input about materials purchased by school district Teacher training (English language development, primary language development)

Equitable Education: Parent/Community involvement Welcoming and encouraging parents to participate in education Parents can use school library to check out materials School facilities available for community meetings

Equitable Education: Professional Organizations Teachers of English to Speakers of Other Languages (TESOL) National Association for Bilingual Education (NABE) Start local affiliation

English as the Official Language?

Pros (Mario Mujica, chairman of US English) Unites People Empowers immigrants (No linguistic welfare) Eliminates expensive duplication

English as the Official Language? Cons (Edward Chen, American Civil Liberties Union) Divides people (fosters bigotry) Violates immigrants ’ civil rights (denies fair and equal access) Violates first amendment rights of elected officials and public employees Makes government less efficient (miscommunication with communities)

Conclusion “ The belief that teachers have no role in language planning and language politics is a denial of professional responsibility, an abdication of authority ”