James W. Tollefson

Planning language, planning inequality : language policy in the community

Introduction - language policy and language learning the ideology of language planning theory mother-tongue maintenance and second language learning modernization and English language teaching language policy and migration revolutionary language policy education and language rights conclusion - language policy and democracy.

Language Policies in Education: Critical Issues.

Preface Part I: Language Policy in Education * Critical Issues in Language Policy in Education James W. Tollefson * Language Policy in a Time of Crisis and Transformation James W. Tollefson * Multiple Actors and Arenas in Evolving Language Policies Mary McGroarty Part II: Competing Agendas * A Brief History and Assessment of Language Rights in the United States Terrence G. Wiley * Righting Language Wrongs in a Plurilingual Context: Language Policy and Practice in Nicaraguas Caribbean Coast Region Jane Freeland * Positioning the Language Policy Arbiter: Governmentality and Footing in the School District of Philadelphia David Cassels Johnson Part III: Indigenous Languages in Postcolonial Education * Language and Education in Kenya: Between the Colonial Legacy and the New Constitutional Order Alamin Mazrui * Language-in-Education Policy and Planning in Africas Monolingual Kingdoms of Lesotho and Swaziland Nkonko M. Kamwangamalu Part IV: Language and Global Capitalism * The Japanisation of English Language Education: Promotion of the National Language within Foreign Language Policy Kayoko Hashimoto 10. Indias Economic Restructuring with English: Benefits Versus Costs E. Annamalai Part V: Language and Social Conflict 11. Rwanda Switches to English: Conflict, Identity and Language-in-Education Policy Beth Lewis Samuelson 12. The Critical Villager Revisited: Continuing Transformations of Language and Education in Solomon Islands David Welchman Gegeo and Karen Ann Watson-Gegeo Part VI: Language Policy and Social Change 13. Language Planning and Cultural Continuance in Native America Teresa L. McCarty 14. New Functional Domains of Quechua and Aymara: Mass Media and Social Media Serafin M. Coronel-Molina 15. Language Policy and Democratic Pluralism James W. Tollefson List of Contributors Author Index Subject Index

Medium of instruction policies : which agenda? whose agenda?

Contents: Preface. A.B.M. Tsui, J.W. Tollefson, The Centrality of Medium-of-Instruction Policy in Sociopolitical Processes. Part I: Minority Languages in English-Dominant States. S. May, Maori-Medium Education in Aotearoa/New Zealand. D.V. Jones, M. Martin-Jones, Bilingual Education and Language Revitalization in Wales: Past Achievements and Current Issues. T.L. McCarty, Dangerous Difference: A Critical-Historical Analysis of Language Education Policies in the United States. Part II: Language in Post-Colonial States. A.B.M. Tsui, Medium of Instruction in Hong Kong: One Country, Two Systems, Whose Language? A. Pakir, Medium-of-Instruction Policy in Singapore. S.K. Gill, Medium-of-Instruction Policy in Higher Education in Malaysia: Nationalism Versus Internationalization. I. Nical, J.J. Smolicz, M.J. Secombe, Rural Students and the Philippine Bilingual Education Program on the Island of Leyte. E. Annamalai, Medium of Power: The Question of English in Education in India. H. Alidou, Medium of Instruction in Post-Colonial Africa. Part III: Managing and Exploiting Language Conflict. V. Webb, Language Policy in Post-Apartheid South Africa. K.A. King, C. Benson, Indigenous Language Education in Bolivia and Ecuador: Contexts, Changes, and Challenges. J.W. Tollefson, Medium of Instruction in Slovenia: European Integration and Ethnolinguistic Nationalism. J.W. Tollefson, A.B.M. Tsui, Contexts of Medium-of-Instruction Policy.

Ideology, Language Varieties, and ELT

The question of which language variety should be used as a medium of instruction in ELT involves two different issues: the variety used by teachers and students in the classroom, and the target language of the learners. Both issues are usually framed as pedagogical: Which variety (or varieties) will best serve learners’ educational needs? In contrast, a critical perspective views pedagogical rationales for alternative ELT policies and practices as mechanisms for justifying conventions of language teaching. Thus, critical ELT research explores the underlying ideological orientations of alternative policies and practices. This chapter summarizes research, describes current debates, and suggests future directions for research on the ideology of medium of instruction issues. It suggests that medium of instruction issues are often called into service of social agendas that determine which language groups enjoy particular economic, political, and social benefits.

Research on Refugee Resettlement: Implications for Instructional Programs

Since refugees from Southeast Asia first began arriving in the United States ten years ago, a great deal of research on their resettlement has accumulated. Much of this research has implications for instructional programs in the processing centers of Southeast Asia and in the United States, but it may not be easily available to program planners. This article summarizes important research on resettlement reported since 1980 and outlines implications of that research for instructional programs in ESL, pre-employment training, and cultural orientation.

Language policy in independent Slovenia

Despite the preeminent Status of Slovene in its newly independent state, Slovenia has adopted a wide range of measures to protect minority Ionguages. The article summarizes those measures, both constitutional provisions and other important laws and regulations, and seeks to explain why Slovenia persists in its protection oflinguistic minorities. In addition, other important language policy issuesfacing Slovenia are summarized. Language and nationality policy is shown to have been a fundamental driving force behind the creation of independent Slovenia. Although the threat ofdomination by Speakers of Serbo-Croatian has passed, Slovenia continues to face serious questions about the Status and use of Slovene in Europe, as well as international concerns about border populations and linguistic minorities.

Broken promises : reading instruction in twentieth-century America

m One of the most important developments in the social sciences in recent years has been the growing awareness that prevailing theories may reflect the legitimizing philosophies of dominant groups. The critical approach to social science theory seeks to discover the ways in which theory and practice serve the interests of groups that dominate the state apparatus, including education. This is nowhere more evident than in language studies, where the interests of the state and those of minority language groups are often directly contradictory. What is disturbing is that the field of ESL has been remarkably free from such critical analysis. For instance, most ESL practitioners accept the view that learning English is a path to economic and social advancement, rather than a barrier to groups who often have no realistic opportunity to become fluent in English. Thus most second language acquisition (SLA) theories emphasize psychological and social-psychological factors such as motivation, while ignoring the links between language learning and power and dominance. With few exceptions (such as Fairclough, in press), work in ESL/SLA ignores questions such as: Who benefits when minority language groups are required to learn English for employment? What are the consequences of the belief that a single language is more effective than several languages for national communication? How does ESL serve to block the access of large numbers of people to economic resources and political power? Given the failure of ESL/SLA to confront such questions, it is not surprising that ESL is often seen by members of minority language groups as an agent of sociopolitical domination. Although no ESL book deals with these questions, a new book in a closely related field-reading instruction-offers ESL specialists a valuable window into critical analysis. Patrick Shannons Broken Promises: Reading Instruction in Twentieth-Century America

The Monitor Model and Neurofunctional Theory: An Integrated View

The acquisition-learning distinction is the foundation for much current research in second language acquisition (SLA), yet we lack an analysis of the applicability of this distinction to the whole of the SLA process, including input, storage, retrieval, and performance. This article details the meaning of the acquisition-learning distinction in the Monitor Model and Neurofunctional Theory. It is argued that the two models provide complementary accounts of different components of the SLA process, with the Monitor Model employing the acquisition-learning distinction in an analysis of input and performance, and Neurofunctional Theory using the distinction to describe the formation of linguistic knowledge. Thus an integrated SLA model is proposed that carries the acquisition-learning distinction to all components of the SLA process and that incorporates the main elements of the Monitor Model and Neurofunctional Theory.

Types of language contact and the acquisition of language

Abstract The type of contact between two speech communities speaking different: language varieties is one important factor affecting the pattern of acquisition of the varieties by sub-groups within each community. The study reported here examines the relationship between types of contact and (1) age and educational level of sub-groups of the community acquiring the language(s) of the contact community, and (2) the manner in which the language(s) is (are) acquired. The description of types of contact relies on proposed definitions of international contact language, intranational contact language, and non-contiguous language. In order to examine the relationship between types of contact and acquisition patterns, a study of multilingualism in Slovenia, one of the six republics of Yugoslavia, was conducted. The study concludes that: international contact languages tend to be acquired at school at somewhat lower educational levels than non-contiguous languages, which are also acquired at school; intranational contact languages tend to be acquired outside the school setting and are spoken by individuals at all educational levels; younger Slovenes tend to speak non-contiguous languages more than older Slovenes, who tend to speak languages of adjacent speech communities.

Language Policy and National Stability in Yugoslavia

AbstractL’importance principale de la question de nationalite en ce qui concerne la politique yougoslave se concoit de differentes facons, comme un signe de la desintegration inevitable du systeme politique, ou comme un exemple de l’effort continu du systeme d’accommoder sa population diverse. Cet article examine la reponse du systeme politico-administratif decentralise aux exigences des differents groupes nationaux pour les droits linguistiques. En examinant la formulation de la politique linguistique aux niveaux federal, republicain, et municipal, il est demontre que l’organisation du systeme de politique linguistique selon les interets ethniques et linguistiques pourvoit un mecanisme decisif pour l’expression et la solution des questions linguistiques. Specifiquement, on examine la politique linguistique dans la constitution federale, dans la constitution de la republique slovene, et dans l’ordonnance municipale de Piran. On arrive a la conclusion que (1) la revendication des droits linguistiques (a la...