Language Policy and Planning

obligatory courses

Classroom

The purpose of this course is to explore concepts of language policy and planning in various geographical settings. The course will use a comparative case study approach to investigate the legal processes of making a language official, the policy measures and management ensuring that a language is taught and learnt at school, as well as reflection on political events, economic and social processes affecting the development of planning and policies.

The course content will constitute an introduction to research and literature on language policy and planning as well as education reform. It will examine the theory and implementation of language policy and planning in various polities and jurisdictions. We will look at what language policy and planning consist of, how they operate, their historical roots, and ways they can be studied empirically. The course will apply a comparative case study approach including key concepts or issues demonstrated in the context of various countries around the world, e.g. Japan, Mexico, Botswana, Nigeria, Taiwan, South Africa, the EU countries, and many others. To the extent possible, students will compare and contrast the concepts with the prevailing language policy and planning issues present in their countries.

Topics

Introduction: The Family, The Home and Education

2. Initial Concepts for Language Planning: Definitions, Concepts, Frameworks

3. Language Planning Goals

4. National Languages and Language Planning

5. Social Purpose of Language Planning: Education and Literacy

6. Conceptualising Key Elements of Language Policy

7. Imperialism, Colonialism and the Colonial Language Heritage

8. Endangerment and Language Shift

9. The Language Profile of South Africa

10. Language Politics and Practices in the Baltic States

11. Language Situation in Northern Ireland

12. Linguistic Diversity and Language-in-Education Planning in Taiwan

13. Political Context and the Role of Indigenous Languages in Nigeria

14. Key Factors of Governmental Language Policy in Mexico

15. Two Language Policy and Planning Studies: Finland and Sweden

16. The linguistic diversity, the historical and political contexts and the current language

situation in Fiji and Vanuatu

Course Reading Materials

Hornberger, N. H. (2006). Frameworks and models in language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24-41). Malden MA: Blackwell.

Kaplan, R. B. & Baldauf, R. B. (1997). Language planning: From practice to theory. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2001). Language Planning and Policy in Asia, Vol.1: Japan, Nepal and Taiwan and Chinese Characters. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2008). Language Planning and Policy in Europe, Vol. 3: The Baltic States, Ireland and Italy. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2007). Language Planning and Policy in Africa, Vol. 2: Algeria, Côte d'Ivoire, Nigeria and Tunisia. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2007). Language Planning and Policy in Latin America, Vol. 1: Ecuador, Mexico and Paraguay. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2006). Language Planning and Policy in the Pacific, Vol 1: Fiji, The Philippines, and Vanuatu. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2005). Language Planning and Policy in Europe Vol. 2: The Czech Republic, The European Union and Northern Ireland. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2005). Language Planning and Policy in Europe, Vol. 1: Hungary, Finland and Sweden. Bristol: Multilingual Matters.

Kaplan, R. B. & Baldauf, R. B. (2004). Language Planning and Policy in Africa, Vol 1: Botswana, Malawi, Mozambique. Bristol: Multilingual Matters.

Shohamy, E. (2005). Language policy: Hidden agendas and new approaches. Abingdon: Routledge.

Spolsky, B. (2021). Rethinking language policy. Edinburgh: Edinburgh University Press.

Tollefson, J.W. (2013). Language policy in a time of crisis and transformation. In J.W. Tollefson (Ed.), Language policies in education: Critical issues (pp. 11-34). New York: Routledge.

Tollefson, J.W., & Tsui, A. B. M. (2014). Language diversity and language policy in educational access and equity. Review of Research in Education, 38, 189-214.

Wright, S. (2021). Language policy and language planning: From nationalism to globalisation. (2nd edition). Basingstoke: Palgrave

Knowledge: the graduate knows and understands:

-at an advanced level conceptual and terminological apparatus in the field of multilingualism and multiculturalism

-at an advanced level main directions of development and the most important achievements in the area of multilingualism and multiculturalism

-at an advanced level contemporary research trends in the field of multilingualism and multiculturalism

-the latest research methodology used in the field of multilingualism and multiculturalism

-relations between language and culture and religion sciences as well as sociology

-principles of creation and development of various forms of entrepreneurship

Skills: the graduate is able to:

-prepare written works in the field of multilingualism and multiculturalism in English (including works bearing the features of a scientific text)

-search, analyse and utilise information using available sources

-recognize different genres of texts and conduct their in-depth analysis and interpretation using various methods

-argue substantively using the views of other authors and formulate conclusions

-integrate knowledge relevant to multilingualism and multiculturalism

-independently develop and give an oral presentation on a selected topic in the field of multilingualism and multiculturalism using source literature

-formulate, analyse and synthesise research problems in the field of multilingualism and multiculturalism and select adequate methods and tools to solve these problems, present the developed issues using various forms and methods

-work independently and in a group to acquire knowledge and develop research skills in the field of multilingualism and multiculturalism

-use the English language in speech and writing compliant with the requirements set out for the B2+ level according to CEFR

Social competences: the graduate is ready to:

-recognise the importance of knowledge and seek expert advice when problems arise

-critically assess knowledge and skills in the field of multilingualism and multiculturalism

Assessment

Attendance: 10%

Participation: 30%

Final Assignment: 60%

Written Exam

Final Assignment (Paper)

The readings assigned for this course provide only a brief overview of the vast amount of information that has been written on the topic. To allow the students to obtain a deeper understanding, as well as to prepare them for a major process in writing their final thesis, they will be asked to write a final paper of no less than 3,000 words in length, including a bibliography (a minimum of 10 articles/ chapters or books is required).

The paper can focus on comparing language policy in two countries with sub-themes, or focus on one of the main aspects of language policy (e.g. status planning, corpus planning, multi-/plurilingual policy) with sub-themes from a synthesis of multiple contexts, or one aspect with a comparison of 2-3 contexts. The paper should include a topic statement and outline followed by an analysis of the selected aspects of language policy. The paper should conclude with a critical reflection on the relationship and implications from the literature for the Kazakhstani context. The students are advised to follow APA 7th edition, use Times New Roman and make sure the paper is double-spaced.