Research Seminar in Language Planning and Policy in Education
Spring 2008
EDUC 927.001
Professor
Nancy H. Hornberger Office: Room 334, 215-898-7957
Tuesdays 12-2, Room 335 Call Lorraine at 215-898-8435 for appts
Required Texts
Canagarajah, A. Suresh, ed. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum. ISBN 0-8058-4593-3
Cooper, Robert L. (1989). Language planning and social change. Cambridge: Cambridge University Press. ISBN 0-521-33641-4
Hornberger, Nancy H., ed. (1996). Indigenous literacies in the Americas: Language planning from the bottom up. Berlin: Mouton. ISBN 3-11-015217-7
Ricento, Thomas, ed. (2006). An introduction to language policy: Theory and method. New York, NY: Blackwell Publishing. ISBN 1-4051-1498-3
Course blackboard site available at https://courseweb.library.upenn.edu
May, Stephen & Nancy H. Hornberger (Eds.) (2008) Encyclopedia of Language and Education, Volume 1: Language Policy and Political Issues in Education. Springer (available from NHH or online via Van Pelt).
Course Outline
Part I -- Language Planning and Policy (LPP): Theory and method
1/22 Week 1 Global languages and multilingualism / Historical, critical, ecological perspectives on LPP
1/29 Week 2 Language ideologies / LPP Definitions and Typologies
2/5 Week 3 Van Pelt Introduction - meet in Goldstein Electronic Classroom
2/12 Week 4 Research methodologies / LPP Processes and Frameworks
2/19 Week 5 Official languages and national identities / LPP Policy Goals: Officialization, Nationalization, Standardization
2/26 Week 6 Minority languages and education / LPP Cultivation Goals: Revival, Maintenance, Spread, Shift
3/4 Week 7 Indigenous languages and local identities / LPP Corpus Goals: Standardization, Graphization, Modernization, Reform, Purism
3/11 Break
3/18 Week 8 Endangered languages and linguistic human rights / LPP and Social Change
Part II -- LPP Case Studies in a Theoretical Framework
3/25 Week 9 Quechua LPP in the Andes
4/1 Week 10 Student Research
4/8 Week 11 Student Research
4/15 Week 12 Student Research
4/22 Week 13 Student Research
4/29 Week 14 Student Research
Course Requirements
· Keep up with the readings and participate in a focused and thoughtful way in seminar discussions, panel presentations, and oral reports. (30% of grade).
· The success of this seminar for all participants depends heavily on each one's timely and thorough pursuit of your language planning case study. See description below. (Oral presentation - 35% of grade; paper - 35% of grade).
· Students are expected to complete all course work within the semester. If extenuating circumstances mean you cannot turn in the written version of your study on time, you must request permission to take an incomplete from me at least 2 weeks before the end of the semester. To make up the incomplete, you must turn in your work at least 4 weeks before the end of the semester in which you wish to receive a grade. If the work is not made up after 1 year, your incomplete becomes permanent.
The Language Planning Case Study Requirement
Within the first few weeks of the semester, you are expected to identify a language planning case in which you will become expert through library research. I encourage you to direct this project toward your dissertation research if you want to.
You should spend the first few weeks exploring available resources on your topic. This syllabus includes some suggested general references on language planning. Please make an appointment to see me on an individual basis if you need help in choosing your case or identifying resources. Part of each of the first several class meetings will be devoted to consideration of your case study topics and any references or resources you have already identified or know about. We will also hold one early meeting at Van Pelt Library, where a reference librarian will introduce you to some of the online resources Van Pelt offers.
At the meeting one week before your presentation, you will provide multiple copies of 1 or 2 essential readings for your case for the other seminar members to read in advance of your presentation. Please follow these guidelines when submitting the readings:
· keep the total length of the readings to 30 pages or less
· make sure they are legible all the way through
· make sure they are complete (no pages missing)
· identify the author, source, date, and publisher on the first page of each reading.
You must keep to the specified time schedule for the sake of the whole seminar.
Beginning with Week 10, we will devote our seminar time to discussion of the cases you have researched. You will be responsible for leading the class in discussion of your case, making sure that both your presentation and the discussion draw on the theoretical framework outlined in the first part of the course.
The written version of your case study is due at our last course meeting. Please follow these guidelines for the paper:
· submit the paper in both hard copy and by email attachment to me
· the paper should be no more than 30 double-spaced typed pages in length
· use a standard style (APA style is the most usual in our field - see the Publication Manual of the American Psychological Association)
·
be
consistent in your reference citation and please give specific page numbers
(e.g. Fishman 1983:117).
PART I. LANGUAGE PLANNING AND POLICY (LPP): THEORY AND METHOD
Week 1. Global languages and multilingualism / Historical, critical, ecological perspectives on LPP[i]
LP theory and method, chapters by Ricento, Hornberger, Tollefson, Schiffman
Reclaiming the local in LPP, chapter by Canagarajah
*Ruiz, Richard (1984). Orientations in language planning. NABE Journal 8(2):15-34.
*Phillipson, Robert & Tove Skutnabb-Kangas (1996). English only worldwide or language ecology? TESOL Quarterly 30(3), 429-452.
*Ricento, Thomas (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196-213.
Case: Global English
Week 2. Language ideologies / LPP Definitions and Typologies
LP theory and method, chapters by Pennycook, Grin, Schmidt
LP and social change, chapters 1 & 2 (LP cases & definitions)
Reclaiming the local in LPP, chapter by Bhatt
*Garvin, Paul L. (1974). Some comments on language planning. In Advances in Language Planning, edited by Joshua Fishman. 69-78.
*Neustupny, J.V. (1974). Basic types of treatment of language problems. In Advances in Language Planning, edited by Joshua Fishman. 37-48.
Cases: Academie Française, Hebrew in Israel, nonsexist language in US, mass literacy in Ethiopia, Indian Englishes
Week 3. Van pelt introduction /Research topics explored on databases
Week 4. Research methodologies / LPP Processes and Frameworks[ii]
LP theory and method, chapters by Wiley, Canagarajah, Wodak, Cartwright, Baker
LP and social change, chapters 3 & 4 (LP frameworks: management of innovation, marketing, pursuit and maintenance of power, decision-making)
Reclaiming the local in LPP, chapters by Block, Lin et al.
*Karam, Francis X. (1974) Toward a definition of language planning. In Advances in Language Planning, edited by J. Fishman. 103-124.
*Fishman, J. (1979) Bilingual education, language planning and English. English World-Wide 1(1): 11-24.
*Haugen, Einar (1983) The implementation of corpus planning: Theory and practice. In Progress in Language Planning, edited by Juan Cobarrubias. 269-290.
*Ricento, Thomas & Nancy Hornberger (1996) Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly 30(3), 401-428.
Cases: language teaching professionals in France and Asia.
Week 5. Official languages and national identities / LPP Policy Goals: Officialization, Nationalization, Standardization[iii]
LP theory and method, chapters by Blommaert, Reagan
LP and social change, chapter 5 (status planning)
Reclaiming the local in LPP, chapters by David & Govindasamy, Utakis & Pita
*Rabin, Chaim (1971). A tentative classification of language planning aims. In Can language be planned? Sociolinguistic theory and practice for developing nations, edited by Joan Rubin and Bjorn Jernudd. 277-279.
*Nahir, Moshe (1984). Language planning goals: a classification. In Language Problems and Language Planning 8(3): 294-327.
*Ruiz, Richard (1990). Official languages and language planning. In Perspectives on Official English, edited by K. Adams & D. Brink. 11-24.
Cases: Malaysia, Dominicans in NYC, sign languages
Week 6. Minority languages and education[iv] / LPP Cultivation Goals: Revival, Maintenance, Spread, Shift
LP and social change, chapter 7 (acquisition planning)
Reclaiming the local in LPP, chapters by Martin, Luk, Mermann et al.
*Fishman, Joshua (1969). National languages and languages of wider communication in the developing nations. Anthropological Linguistics 11(4):111-135.
*Cobarrubias, Juan (1983). Ethical issues in status planning. In Progress in Language Planning, edited by J. Cobarrubias. 41-86.
Cases: Brunei, Hong Kong, US-Mexico borderlands
Week 7. Indigenous languages and local identities / LPP Corpus Goals: Standardization, Graphization, Modernization, Reform, Purism
LP and social change, chapter 6 (corpus planning)
Reclaiming the local in LPP, chapters by Ryon, Souza, Rajagopalan
Indigenous literacies in the Americas, chapters by González Ventura, López
*Ferguson, Charles A. (1968). Language development. In Language Problems of Developing Nations, edited by J. Fishman, C. A. Ferguson, & J. Das Gupta. 27-35.
*Dorian, Nancy (1994). Purism vs. compromise in language revitalization and language revival. Language in Society 23: 479-494.
Cases: Cajun French in Louisiana, Kashinawá in Brazil, English threat in Brazil, Ñuu Savi in Mexico, Guarani in Bolivia
BREAK
Week 8: Endangered languages and linguistic human rights[v] / LPP and Social Change
LP theory and method, chapters by May, Skutnabb-Kangas, Phillipson
LP and social change, chapters 8 & 9 (social change & concluding summary)
Indigenous literacies in the Americas, chapters by Dick & McCarty, Watahomigie & McCarty, Benjamin et al., & Hornberger conclusion
*Fishman, Joshua (1991). Theoretical recapitulation: What is reversing language shift (RLS) and how can it succeed? In Reversing Language Shift, by Joshua Fishman. 381-419.
*Phillipson, R, M. Rannut, & T. Skutnabb-Kangas (1995). Introduction. In Linguistic Human Rights, edited by T. Skutnabb-Kangas & R. Phillipson. 1-22.
Cases: Native American languages in the US: Navajo, Hualapai, Cochiti
PART II. CASE STUDIES IN A THEORETICAL FRAMEWORK
Week 9. Quechua LPP in the Andes[vi]
Indigenous literacies in the Americas, chapters by Hornberger, Godenzzi, Chirinos, Hornberger & King
* Hornberger, N. H. (2006). Voice and biliteracy in indigenous language revitalization: Contentious educational practices in quechua, guarani, and maori contexts. Journal of Language, Identity, and Education, 5(4), 277-292.
*Hornberger, N. H., & Hult, F. M. (2007). Ecological language education policy. In B. Spolsky & F. M. Hult (Eds.), Handbook of educational linguistics (pp. 280-296). New York: Blackwell Publishers.
*Hornberger, N. H., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 41(3), 509-532.
*King, K. A., & Hornberger, N. H. (2006). Quechua as a lingua franca. Annual Review of Applied Linguistics, 26, 177-194.
Additional References on Language Planning
My language planning and policy bibliography in EndNote,
from which I can create short, selective bibliographies on specific topics, at your request.
My file drawer of resources on LPP in various parts of the world, some collected by your predecessors in earlier seminars, along with their seminar papers.
Language Planning Newsletter (1972-1984) and New Language Planning Newsletter (1980-present) in my files.
See Course Blackboard – Course Information for lists of additional references available at Van Pelt:
Book-length LPP case studies
LPP overview books or collections 1968-1006
LPP overview books or collections 1997-present
See Course Blackboard – External Links for links to:
LPP periodicals
Websites on LPP issues
[i] Supplementary reading (week 1):
Hornberger, Nancy H. (2002). Multilingual language policies and the continua of biliteracy: An ecological approach. Language Policy, 1(1), 27-51.
Mühlhäusler, Peter. (1996). Linguistic Ecology: Language Change and Linguistic Imperialism in the Pacific Region. London: Routledge.
Paulston, Christina Bratt, & G. Richard Tucker (Eds.) (1997). The Early Days of Sociolinguistics: Memories and Reflections. Dallas, Texas: Summer Institute of Linguistics.
Wiley, Terrence G. (1996). Language planning and policy. In Sociolinguistics and Language Teaching, edited by S. McKay & N. Hornberger. 103-147.
[ii] Supplementary reading (week 3):
Tollefson, James W. (1981). Centralized and decentralized language planning. Language Problems and Language Planning 5(2): 175-188.
Rubin, Joan (1986). City planning and language planning. In Language Planning: Proceedings of an Institute, edited by E. Annamalai, B. Jernudd, & J. Rubin. 105-122.
Bamgbose, Ayo (1989). Issues for a model of language planning. Language Problems and Language Planning 13: 24-34.
[iii] Supplementary readings (week 5):
Dogançay-Aktuna, Seran (1997). Language planning. In Research Methods in Language and Education, edited by N. Hornberger & D. Corson.
Hornberger, Nancy (1994). Literacy and language planning. Language and Education 8(1-2): 75-86.
Markee, Numa, ed. (2002). Language in Development. TESOL Quarterly, 36(2), entire.
Rubin, Joan (1977). Bilingual education and language planning. In Frontiers of Bilingual Education, edited by B. Spolsky & R. L. Cooper. 282-294.
[iv] Supplementary readings (week 6):
Wiley, Terrence G., & Guadalupe Valdés, eds. (2000). Heritage Language Instruction in the United States: A Time for Renewal. Bilingual Research Journal, 24(4), Entire issue.
Peyton, Joy Kreeft, Donald A. Ranard, & Scott McGinnis, eds. (2001). Heritage Languages in America: Preserving a National Resource. Washington DC: Center for Applied Linguistics.
Campbell, Russell, et al. (2002). Intergenerational transfer of heritage languages. Heritage Language Journal, www.heritagelanguages.org.
Hornberger, Nancy H., ed. (2004). Heritage/Community Language Education: US and Australian Perspectives. International Journal of Bilingual Education and Bilingualism 7(3).
Hornberger, N. H., & Wang, S. C. (2008). Who are our heritage language learners? Identity and biliteracy in heritage language education in the united states. In D. M. Brinton, O. Kagan & S. Bauckus (Eds.), Heritage language education: A new field emerging (pp. 3-35). New York and London: Routledge.
[v] Supplementary readings (week 8):
Hinton, Leanne. (2002). How to Keep Your Language Alive: A Commonsense Approach to One-on-One Language Learning. Berkeley, CA: Heyday Books.
Hinton, Leanne, & Kenneth Hale, (Eds.). (2001). The Green Book of Language Revitalization in Practice. San Diego & New York: Academic Press.
Kontra, Miklós, Robert Phillipson, Tove Skutnabb-Kangas, & Tibor Várady (Eds.). (1999). Language: A Right and a Resource. Budapest: Central European University Press.
Maffi, Luisa. (2001). On Biocultural Diversity: Linking Language, Knowledge, and the Environment. Washington DC: Smithsonian Institution Press.
Ostler, Nicholas, & Blair Rudes (Eds.). (2000). Endangered Languages and Literacy. Foundation for Endangered Languages.
Paulston, C. B. (1997). Language policies and language rights. Annual Review of Anthropology, 26: 73-85.
Skutnabb-Kangas, Tove (2000). Linguistic Genocide in Education--or Worldwide Diversity and Human Rights? Mahwah, NJ: Lawrence Erlbaum.
[vi] Supplementary readings (week 9):
Freeland, Jane. (1999). Indigenous Language Maintenance in Latin America. International Journal of Bilingual Education and Bilingualism, 2(3), entire issue.
Hornberger, Nancy (1995). Five vowels or three? Linguistics and politics in Quechua language planning in Peru. In J. W. Tollefson (Ed.) Power and Inequality in Language Education. Cambridge University Press, 187-205.
Hornberger, Nancy H. & Kendall A. King (1996). Language revitalization in the Andes: Can the schools reverse language shift? Journal of Multilingual and Multicultural Development 17(6), 427-441.
Hornberger, Nancy H., & Luis Enrique López (1998). Policy, possibility and paradox: Indigenous multilingualism and education in Peru and Bolivia. In J. Cenoz & F. Genesee (Eds.), Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 206-242). Clevedon, England: Multilingual Matters.
Hornberger, Nancy H., & Kendall A. King (2001). Reversing Quechua language shift in South America. In J. A. Fishman (Ed.), Can Threatened Languages be Saved? "Reversing Language Shift" Revisited: A 21st Century Perspective (pp. 166-194). Clevedon, UK: Multilingual Matters.
Hornberger, Nancy H., & Serafin M. Coronel-Molina (2004). Quechua language shift, maintenance and revitalization in the Andes: The case for language planning. International Journal of the Sociology of Language.
Mannheim, Bruce (1984). Una nación acorralada: Southern Peruvian Quechua language planning and politics in historical perspective. Language in Society 13(3):291-309.