Language Policy in Multilingual Contexts: Revisiting Ruiz's "Language-as-Resource" Orientation

Autor/inn/en	de Jong, Ester J.; Li, Zhuo; Zafar, Aliya M.; Wu, Chiu-Hui
Titel	Language Policy in Multilingual Contexts: Revisiting Ruiz's "Language-as-Resource" Orientation
Quelle	In: Bilingual Research Journal, 39 (2016) 3-4, S.200-212 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2016.1224988
Schlagwörter	Language Planning; Multilingualism; Foreign Countries; Chinese; English (Second Language); Native Language; Early Childhood Education; Language Usage; Language of Instruction; Bilingual Education; Political Influences; Native Speakers; Cooperation; Educational Resources; Educational Policy; Civil Rights; Teacher Characteristics; Language Attitudes; Urdu; Mandarin Chinese; Official Languages; Language Role; China; Taiwan; Pakistan + Suchen Sie Ihr Suchwort? Sprachwechsel; Mehrsprachigkeit; Multilingualismus; Ausland; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachgebrauch; Teaching language; Unterrichtssprache; Bilingual teaching; Bilingualer Unterricht; Political influence; Politischer Einfluss; Muttersprachler; Co-operation; Kooperation; Bildungsmittel; Politics of education; Bildungspolitik; Bürgerrechte; Grundrechte; Zivilrecht; Sprachverhalten; Office language; Amtssprache
Abstract	In this article, we apply Ruiz's language-as-resource orientation to three international settings: Taiwan, Pakistan, and mainland China. Our guiding question was how different languages (indigenous languages, Chinese, and English) were positioned differently as resources in these contexts. For our analysis, we used Lo Bianco's (2001) elaboration of the language-as-resource framework as our starting point for an examination of early childhood education (Taiwan), political events (Pakistan), and different types of bilingual education (mainland China). Through this analysis, we confirmed the multidimensionality and multiplicity of the language-as-resource orientation (i.e., different languages can be positioned as different types of resources by different groups in society). We also found that additional dimensions might be considered as part of the language-as-resource orientation, such as native-speaker status, time, and space. Finally, we argue for an emphasis on Ruiz's idea of cooperative language planning as an integral part of the language-as-resource orientation. The "multilingualism-as-a-resource" orientation is a step in this direction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01