The Problems with Language Policy and Planning

Autor/in	Leibowitz, Brenda
Titel	The Problems with Language Policy and Planning
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 1, S.36-49 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.988571
Schlagwörter	Social Justice; Foreign Countries; Language Planning; Educational Policy; Second Language Learning; Language Usage; Criticism; Correlation; Language of Instruction; Interviews; Personal Narratives; Student Attitudes; English; Indo European Languages; African Languages; Native Language; Bilingualism; Multilingualism; Monolingualism; Student Characteristics; Peer Relationship; Interpersonal Communication; Self Concept; South Africa + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Sprachwechsel; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Sprachgebrauch; Kritik; Korrelation; Teaching language; Unterrichtssprache; Interviewing; Interviewtechnik; Erlebniserzählung; Schülerverhalten; English language; Englisch; Indoeuropäisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Peer-Beziehungen; Interpersonale Kommunikation; Selbstkonzept; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article begins with a critique of dominant approaches to language policy in education that are based on the notion of "rights" and "peoples." It makes the case for an approach that is based on the tripartite view of social justice, as articulated by Nancy Fraser. This view of social justice sees a complementary relationship between the politics of recognition, distribution and representation. The study on which the article is based demonstrates how the experience of using a second language can be analysed with these dimensions in mind. The study is based on the biographical, educational narratives of a group of academics who recount experiences of learning and using a second language at the University of Stellenbosch, South Africa. The study was conducted during a time of intense concern with the language policy of the university. It suggests that if language policies or plans are needed, these should be based upon principles of social justice and the needs of people rather than on the needs of reified languages or the rights of peoples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01