Transcript Language Planning and Language Policy Goals and Actors

Language Planning and Language Policy:
Goals and Actors – An Overview
语言政策与规划 — 目标与参与者综述
Li Minglin and Richard B. Baldauf Jr.
University of Queensland, Australia
5th International Conference on ELT in China and the 1st Congress of Chinese Applied Linguistics,
May 16th-21st, 2007 in Beijing
Abstract
• The purpose of this session
is to introduce a theoretical
framework for language
planning goals and actors
involved in the language
policy and planning process.
The literature on language
policy and planning (LPP) is
briefly reviewed before
introducing language
planning goals and the
description of the multilevelled actors. A Chinese
example of local agency is
given.
• 本文重点介绍语言政策与
规划领域中语言规划目标
的理论构架以及有关参与
语言规划过程的规划者的
研究，并辅以介绍有关中
国英语教师在语言教育政
策与规划中作用的一个案
研究结果。
Language Planning
Language planning,
which has been variously
defined by scholars in
their literature (See, e.g.,
Cooper, 1989; Liu, 2006),
is broadly perceived as
the organized activity to
study language issues for
solving language
problems. (For various
definitions, see e.g.,
Cooper, 1989; Liu, 2006.)
语言规划通常被认为
是通过制订语言计划
来达到解决语言问题
的目的。（自1959年
正式出现的language
planning这一术语的描
述请参阅Cooper，
1989； 刘海涛，
2006。)
Language Policy
The exercise of language
planning leads to, or is
directed by, the promulgation
of a language policy by
government (or other
authoritative body or person). A
language policy is a body of
ideas, laws, regulations, rules
and practices intended to
achieve the planned language
change in the society, group or
system (Kaplan & Baldauf,
1997: xi).
语言政策一般来说是政府和官
方行为，是由政府或政府授权
部门所颁布的意见、规章、条
例甚至法律，目的是为了实现
在社会或某团体、系统内针对
语言变化所做的语言规划
（Kaplan and Baldauf, 1997:
xi）。
Language Policy
Spolsky (2004): language
policy is about choice, the
choice of a specific sound, or
expression, or of a specific
variety of language, which is
regularly made by an
individual, or a socially
defined group of individuals,
or a body with authority over
a defined group of
individuals. The real
language policy of a
community is more likely to
be found in its practices than
its management.
Spolsky（2004）: 真正意义
上的语言政策更有可能是存
在于一个言语社区中的个人
或团体的语言实践中，或者
存在于这些个人和团体对语
言的信念或意识中；它可能
是对一个特殊的语音、一种
表达方式、或是对某一种语
言的选择；做出这种选择可
能是某个人或者社会中某个
被授权或未被授权的团体；
这些选择可能会被某授权团
体以正式的语言规划的方式
使其形成明确的规定。
Language Policy and Planning
Categories of LPP
语言规划分类：
• Status planning (about
•
•
•
•
society)
• Corpus planning (about
language)
• Language-in-education
planning (about learning)
• Prestige and image
planning (about image)
地位规划
本体规划
教育规划
声望与形象规划
Language Planning Goals
Various typologies
and dichotomies by a
number of language
planners, e.g.,
• Haarmann, 1990
• Haugen, 1983
• Kaplan and Baldauf,
1997, 2003
• Nahir, 1984
对于语言规划目标的
分类，不同学者有不
同的分类方法，请参
阅：
• Haarmann, 1990
• Haugen, 1983
• Kaplan and Baldauf,
1997, 2003
• Nahir, 1984
Language Planning Goals
(Kaplan and Baldauf, 2003: 202)
（Chinese version for this table can be found in Zhao Shouhui (2007). 国际语言规划的新发展－以非主流语言教学为例.）
Approaches Types (overt - covert)
1. Policy Planning (on form) Goals
2. Cultivation Planning (on function) Goals
1. Status Planning
(about society)
Status Standardisation
■ Officialisation
■ Nationalisation
■ Proscription
Revival
■ Restoration
■ Revitalisation
■ Reversal
Maintenance
Interlingual Communication
■ International
■ Intra-national
Spread
2. Corpus Planning
(about language)
Corpus Standardisation
■ Graphisation
■ Grammatication
■ Lexication
Auxiliary Code Standard
■ Graphisation
■ Grammatication
■ Lexication
Lexical Modernisation
Stylistic Modernisation
Renovation
■ Purification
■ Reform
■ Stylistic simplification
■ Terminological unification
Internationalisation
3. Language-in-Education
(Acquisition) Planning
(about learning)
Access Policy
Personnel Policy
Curriculum Policy
Methods & Materials Policy
Resourcing Policy
Community Policy
Evaluation Policy
Reacquisition
Maintenance
Foreign Language /
Second Language
Shift
4. Prestige Planning
(about image)
Language Promotion
■ Official / Government
■ Institutional
■ Pressure group
■ Individual
Intellectualisation
■ Language of Science
■ Language of Professions
■ Language. of High Culture
■ Language of the Law
Language Planning Goals – Status Planning
1. Policy planning goals:
Status Standardisation
• Officialisation
• Nationalisation
• Proscription
2. Cultivation planning goals
Revival
• Restoration
• Revitalisation
• Reversal
Maintenance
Interlingual Communication
• International
• Intra-national
Spread
1、政策规划目标：
地位标准化
• 官方化
• 国家化
• 剥夺语言权力
2、培育规划目标
拯救
• 再生
• 拯救
• 恢复
语言维护
多语社区
• 国际语言
• 地区语言
语言传播
Language Planning Goals – Corpus Planning
1. Policy planning goals:
Corpus Standardisation
• Graphisation
• Grammatication
• Lexication
Auxiliary Code Standard
• Graphisation
• Grammatication
• Lexication
1、政策规划目标：
语言规范化
• 文字
• 语法
• 词汇
副语言规范化
• 文字
• 语法
• 词汇
2. Cultivation planning goals
Lexical Modernisation
Stylistic Modernisation
Renovation
• Purification
• Reform
• Stylistic simplification
• Terminological unification
Internationalisation
2、培育规划目标
词汇现代化
语体现代化
革新
• 语言净化
• 语言改革
• 语体简化
• 术语统一
国际化
Language Planning Goals –
Language-in-education Planning
1. Policy planning goals:
Access Policy
Personnel Policy
Curriculum Policy
Methods & Materials Policy
Resourcing Policy
Community Policy
Evaluation Policy
1、政策规划目标：
课程对象
师资原则
课程目标
教材教法
财力资源
社区原则
评价原则
2. Cultivation planning goals
Reacquisition
Maintenance
Foreign Language / Second
Language
Shift
2、培育规划目标
语言再习得
语言维护
外语/二语
语言传播
语言变迁
Language Planning Goals – Prestige Planning
1. Policy planning goals:
Language Promotion
• Official / Government
• Institutional
• Pressure group
• Individual
1、政策规划目标：
语言推广
• 官方/政府
• 机构
• 利益集团
• 个人
2. Cultivation planning goals
Intellectualisation
• Language of Science
• Lang. of Professions
• Lang. of High Culture
2、培育规划目标
知识化
• 科学语言
• 专业语言
• 雅文化语言
Multi-level Actors in LPP Process
Baldauf and Kaplan
(2003: 33):
Baldauf and Kaplan
(2003: 33):
“The actors are most
likely to be (top-down)
politicians, constrained by
historical/constitutional
circumstances, or else
bureaucrats, those
involved in education, or
religious figures or
groups …”
由于受到历史条件和宪法
的制约，最有可能参与语
言政策规划的人员是政治
家、教育部门的官员、宗
教人士或其他团体
Multi-level Actors in LPP Process
• Macro or polity level
• Meso or community /
organization level
• Micro or individual
level
• 宏观
• 中观
• 微观
Examples of Actors / Agency
• Macro level: Mao,
Kim Il Sung, Lee
Kwan Yew, Sukarno,
Ataturk, Nyerere
• Meso level:
Educational systems
• Micro level: Teachers
(e.g., Ricento &
Hornberger, 1996)
• 宏观：毛泽东、金日成、
李光耀、苏加诺、阿塔图
尔克 、尼雷尔
• 中观：各级教育部门
• 微观：教师（参见：
Ricento & Hornberger,
1996 ）
Multi-level Actors in LPP Process
(Ricento and Hornberger, 1996)
Teachers
Institutions
Institutions (各种机构)，例如：
State
schools, organized religion,
the media, civic and other
private and publicly subsidized
organizations and the
business community
New Interest: Micro Level
• New interest in micro
level LPP and the
actors there. What
agency do they have?
(See, e.g. Baldauf,
2006; Canagarajah,
2005, Martin, 2005)
• 国际最新关注焦点：
微观语言政策与规划、
规划参与者及其作用
（参见： Baldauf,
2006; Canagarajah,
2005, Martin, 2005）
An Example of Chinese Teacher Agency
– Results of A Case Study
• Teachers as implementers –
they are in a position to read
educational policy or
curriculum documents
• Teachers as micro-level policy
makers – different teaching
objectives, teaching
methodology and assessment
process from those suggested
in policy documents
• Teachers’ voice – agents
involved in language policy
making are not only
government-based
educationists or educational
linguists, but schools, teachers’
organizations or associations –
i.e., teachers should be part of
the expertise pool.
• 政策执行者—教师要阅读教育
政策及课程目标
• 微观政策制订者—教师在教学
实践中不遵循教育政策及课程
目标精神，有其自己的教学目
的、方法和测评手段
• 教师呼声—政策制订者不仅仅
应由教育家、教育语言学家们
组成，学校、教师组织即教师
也应参与其中。
References
• Baldauf, R. B., Jr. (2006) Rearticulating the case for micro
language planning in a language ecology context. Current Issues
in Language Planning, 7(2&3), 147-70.
• Baldauf, R. B. Jr. and Kaplan, R. B. (2003). Language policy
decisions and power: Who are the actors? In P. Ryan and R.
Terborg (Eds.), Language: Issues of Inequality (pp. 19-40).
Mexico City: Universidad Nacional Autonoma de Mexico.
• Canagarajah, A. S. (2005) (Ed.). Reclaiming the Local in
Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum.
• Cooper, R. L. (1989). Language Planning and Social Change.
Cambridge: Cambridge University Press.
• Haarmann, H. (1990). Language planning in the light of a general
theory of language: A methodological framework. International
Journal of the Sociology of Language, 95, 109-29.
• Haugen, E. (1983). The implementation of corpus planning:
theory and practice. In J. Cobarrubias and J.A. Fishman (Eds.)
Progress in Language Planning. Amsterdam: Mouton, (pp. 26990).
References
• Kaplan, R. B. & Baldauf, R. B. Jr. (2003). Language and Languagein-Education Planning in the Pacific Basin. Dordrecht: Kluwer
Academic.
• Kaplan, R. B. & Baldauf, R. B. Jr. (1997). Language Planning: From
Practice to Theory. Clevedon: Multilingual Matters.
• Martin, P.W. (2005) ‘Safe’ language practices in two rural schools in
Malaysia: Tensions between policy and practice. In A.M. Y. Lin and P.
W. Martin (Eds.) Decolonialisation, Globalisation: Language-in
Education Policy and Practice (pp. 74-97). Clevedon: Multilingual
Matters.
• Nahir, M. (1984). Language planning goals: A classification.
Language Problems & Language Planning, 8 (3), 294-327.
• Ricento, T. K. & Hornberger, N. H. (1996). Unpeeling the onion:
Language planning and policy and the ELT professional. TESOL
Quarterly, 30 (3), 401-27.
• Spolsky, B. (2004). Language Policy. Cambridge / New York:
Cambridge University Press.
•
刘海涛. 语言规划与语言政策 —— 从定义变迁看学科发展[A]，载陈章太等
主编《语言规划的理论和实践》[C]. 北京：语文出版社，2006：55-60.