刊讯｜SSCI 期刊《语言政策》2022年第1-2期
2022-10-01
2022-09-26
LANGUAGE POLICY
Volume 21, issue 1-2
LANGUAGE POLICY (SSCI一区，2021 IF: 2.355) 2022年第1期共发文8篇，其中研究性论文5篇，书评3篇。研究论文涉及西班牙加泰罗尼亚的语言政策、教师教育中的语言政策解读、英语和法语的语言意识形态、语言态度、社交媒体营销的语言实践等。2022年第2期共发文6篇，其中研究性论文5篇，书评1篇。研究论文涉及语言歧视、语言政策的官方性和模糊性、评估诉讼当事人的语言能力、跨国公司的语言实践和语言意识形态、伊朗外语政策等。
第1期目录
ARTICLES
■ Critical LPP and the intersection of class, race and language policy and practice in twenty first century Catalonia, by David Block, Victor Corona, Pages: 1-21.
■ ‘I don’t think that’s really their wheelhouse’: governing language policy interpretation in teacher education, by Chris K. Chang-Bacon, Pages: 25-46.
■ The evolution of language ideological debates about English and French in a multilingual humanitarian organization, by Maria Rosa Garrido, Pages: 47-73.
■ Perceptions and attitudes of Qatar University students regarding the utility of arabic and english in communication and education in Qatar, by Eiman Mustafawi, Kassim Shaaban, Tariq Khwaileh, Katsiaryna Ata
■ #workfromhome: how multi-level marketers enact and subvert federal language policy for profit, by Sabrina Fluegel, Kendall King, Pages: 121-154.
BOOK REVIEWS
■ Ritu Jain (ed.): Multilingual Singapore: language policies and linguistic realities, Routledge, London and New York, 2021, 240 pp, Pb, $44.95, ISBN 978-10-320-0043-5, by Bernard Spolsky, Pages: 155-157.
■ Hywel Coleman: The Condition of English in Multilingual Afghanistan, by John Terry Dundon, Pages: 159-161.
■ Thomas Ricento (ed.): Language Politics and Policies: Perspectives from Canada and the United States. Cambridge University Press. 2019, xxxi + 318 pp, Hb £95.00 ISBN 978-11-084-2913-9, by Kashif Raza, Pages: 163-165.
第1期摘要
Critical LPP and the intersection of class, race and language policy and practice in twenty first century Catalonia
David Block, ICREA, Grup de Recerca en Espais Interculturals, Llengües i Identitats (GREILI), Departament d’Humanitats, Universitat Pompeu Fabra, Trias Fargas 25-27, 08005, Barcelona, Spain
Victor Corona, Departament d’Anglès i Lingüística, Universitat de Lleida, Plaça de Víctor Siurana, 1, 25003, Lleida, Catalonia, Spain
Abstract Language policy and planning (LPP) has always drawn on research and scholarship in education as well as the social sciences in general (in particular sociology). Social theory has also figured as an important source of ideas and concepts, and critical LPP has arisen as a distinct strand of inquiry since the 1980s (Tollefson, in Planning language, planning inequality: language policy in the community. Longman, London, 1991; Tollefson (ed) Language policies in education: critical issues. Routledge, London, 2013). More recently, critical LPP researchers have begun to turn to political economy, as a source discipline, and neoliberalism, as a baseline concept, in the study of LPP-related phenomena and practices in a range of contexts (Ricento 2015; Tollefson & Pérez-Milans 2018). This paper examines how a critical political economy-oriented approach may be applied in a specific context, that of Catalonia, where most would agree that there has been a relatively successful recovery of a minority language situated in a larger nation-state structure traditionally dominated by a monolingual (Spanish) polity. This critical approach explores, on the one hand, how political economy—which examines the power relations that mutually constitute the production, distribution, and consumption of resources and the class relations that emerge within these processes—may be brought to bear on issues arising in the ongoing development of LPP in Catalonia. In addition, this critical approach is attentive to issues around race and ethnicity which inevitably arise in societies experiencing high levels of immigration, as has been the case in Catalonia over the past 25 years. This paper aims to bring these two strands together, examining how two key matters of interest in political economy today– inequality and class—intersect with race and ethnicity in the ongoing development of language policy in Catalonia, focussing specifically on the Barcelona metropolitan area. And further to this, it aims to understand how this intersectionality is, at the same time, intersected by the nexus of a Catalan national, cultural and linguistic identity emerging from the aforementioned relatively successful recovery of Catalan over the past several decades.
‘I don’t think that’s really their wheelhouse’: governing language policy interpretation in teacher education
Chris K. Chang-Bacon, School of Education and Human Development, University of Virginia, 417 Emmet Street South, PO Box 400273, Charlottesville, VA, 22904, USA
Abstract Recent research highlights teachers’ key role as language policy interpreters, yet few studies have explored whether and how teachers learn about policy interpretation. This article explores how language policy interpretation is addressed within a statewide teacher education initiative in the U.S. state of Massachusetts. Since 2012, the state has required most teachers to receive a state-approved endorsement in Sheltered English Immersion (SEI), an increasingly popular model for teaching emergent bilinguals. Initially administered in the context of the state’s controversial English-only education policy, this endorsement was the result of complex policy dynamics. Since few studies have engaged the perspective of teacher educators directly, this article draws on interviews with teacher educators across the state who played a pivotal role in this initiative. Findings show that some teacher educators prioritized policy interpretation in their work with teachers, while others engaged in complex discursive moves by which to avoid the topic of policy. Applying the theoretical lens of governmentality, this study demonstrates the process by which language policy is often positioned as too “political” for teachers, as well as how teacher educators themselves engaged in self-censorship on the topic of language policy. These findings have implications for teacher education and professional development, bringing into question the degree of support teachers are given to act as language policy interpreters.
The evolution of language ideological debates about English and French in a multilingual humanitarian organization
Maria Rosa Garrido, Bâtiment Anthropole, Université de Lausanne, section d’anglais, 1015, Lausanne, Switzerland
Abstract This article traces the evolution of the ideological construction of elite multilingualism, with a focus on the values accorded to French and English, under transforming socioeconomic and institutional conditions at the International Committee of the Red Cross (ICRC). The ICRC, a major humanitarian agency based in Geneva, opens a window onto the construction of “internationalisation” and its accompanying language ideologies, resulting in fluctuating hiring requirements for “delegates” (expatriate representatives). The data include job advertisements for delegate posts from 1989 to 2020 complemented by interviews with different generations of delegates and ethnographic fieldwork in a recruitment fair. The analysis of language ideological debates at the ICRC illuminates the articulations and tensions between “roots” in Geneva, symbolised by French, and “routes” in its delegations worldwide, with English as a lingua franca, in dominant discourses about multilingualism. The requirements for ICRC delegates include English as a must and at least a second ICRC working language. Concerning the latter, there are tensions between the desired language regime at headquarters, privileging French as the “parent” language, and the current needs in key operations, with a shortage of Arabic speakers. The analysis shows that French requirements for generalist delegates have fluctuated from perfect command and good knowledge to an optional second working language. In the 2020 recruitment campaign, elite multilingualism is hierarchically stratified into English as a global language, other “working languages” including Arabic, and non-European languages such as Pashto or Dari as newly-introduced “assets”.
Perceptions and attitudes of Qatar University students regarding the utility of arabic and english in communication and education in Qatar
Eiman Mustafawi, Department of English Literature and Linguistics, Qatar University, P.O. Box 2713, Doha, Qatar
Kassim Shaaban, Department of English, American University of Beirut, 345 Fisk Hall, Beirut, Lebanon
Tariq Khwaileh, Department of English Literature and Linguistics, Qatar University, P.O. Box 2713, Doha, Qatar
Katsiaryna Ata, Gulf Studies Centre, Qatar University, P.O. Box 2713, Doha, Qatar
Abstract This study investigates the linguistic attitudes and perceptions of Qatar University students regarding the utility and vitality of the two languages that define the education and communication scenes in Qatar, namely, Arabic and English. It also reports on the predictors of these attitudes in terms of demographic traits. 861 students completed a questionnaire that was divided into: Media Language Preference (MLP); Value and Symbolism of Arabic (VSA); Arabic in Education and Society (AES); Medium of Instruction (MOI); Impact of Al-Jazeera Network (IJN); English in Scientific and Professional Communication (ESPC); Qatari Cultural Identity (QCI); Arabic Books (AB); English in Society and Work (ESW); Language in Workplace (LIW); Arabic in Employment (AE); Status of Arabic (SA); and Manifestations of Sociocultural Identity (MSI). Results showed that Arabic got higher ratings for MLP, VSA, AES, MOI, QCI, and MSI, while English was perceived as more useful than Arabic in ESPC. Correlational analysis showed that Gender had significant correlations with MLP, MOI, ESPC, and MSI, while Nationality, Specialization, and Number of spoken languages had correlations with MLP and MOI.
#workfromhome: how multi-level marketers enact and subvert federal language policy for profit
Sabrina Fluegel, University of Minnesota, Minneapolis, USA
Kendall King, University of Minnesota, Minneapolis, USA
Abstract This paper analyzes how multi-level marketing companies (MLMs), via direct selling through electronic commerce (e-commerce) and social media, enact and evade federal language policy to maximize profits. Here we describe the federal language policies that govern this type of e-commerce, and in particular, the language policies of the Federal Trade Commission, which dictate what can and cannot be communicated by MLM companies and their contractors. We then illustrate how these federal language policies are enacted, and at times subverted, for financial gain during the COVID-19 economic and health crisis which rendered many people vulnerable. We draw on the discourse analysis of public documents, MLM insider sources via the first author, and over 100,000 public Instagram posts published by MLM independent contractors collected with the third-party Instagram data extraction tool, Phantombuster. We find that MLM independent contractors, although varying widely with respect to their enactment of federal and corporate policy, frequently reference COVID-19 implicitly or explicitly, a practice prohibited by federal policy. We demonstrate that quantitative and qualitative discourse analysis of language policies and practices of MLM social media provides a productive lens for understanding both the communication challenges of and responses to the COVID-19 pandemic. This approach reveals the variable ways in which language policies are taken up and discourses recontextualized with new meanings and for new purposes across social media platforms.
第2期目录
ARTICLES
■ Educational linguicism: linguistic discrimination against minority students in Vietnamese mainstream schools, by Trang Thi Thuy Nguyen, Pages: 167-194.
■ Officiality and strategic ambiguity in language policy: exploring migrant experiences in Andorra and Luxembourg, by James Hawkey, Kristine Horner, Pages: 195-215.
■ Assessing litigant’s language proficiency: the case of the Bafoussam Court of First Instance, by Endurence Midinette Koumassol Dissake, Pages: 217-234.
■ Reconstructing over 20 years of language practice, management and ideology at a multinational corporation in Brussels: A scaled socio-historical approach to language policy, by Fien De Malsche, Mieke Vandenbroucke, Pages: 235-259.
■ Is English the world’s lingua franca or the language of the enemy? Choice and age factors in foreign language policymaking in Iran, by Farhad Mazlum, Pages: 261-290.
BOOK REVIEWS
■ Ari Sherris and Susan D. Penfield (eds): Rejecting the marginalized status of minority languages: educational projects pushing back against language endangerment, by Wesley Y. Leonard, Pages: 291-293.
第2期摘要
Educational linguicism: linguistic discrimination against minority students in Vietnamese mainstream schools
Trang Thi Thuy Nguyen, School of Education, University of Queensland, Brisbane, QLD, 4072, Australia
Abstract This article examines linguistic discrimination against minority students in Vietnamese mainstream schools, as represented in administrators’, teachers’ and minority students’ experiences and perspectives. The concept of educational linguicism and three manifestations of educational linguicism, namely stigmatisation, glorification and rationalisation, are used as a theoretical lens to gain insights into linguistic discrimination occurring in this context. Semi-structured interviews and informal conversations with the participants are the main data source. Findings suggest that the administrators and teachers (1) stigmatised the value of minority languages as well as the minority students’ practices of their ethnic language (L1) and Vietnamese, (2) glorified the value and position of Vietnamese and English as compared with minority languages, and (3) rationalised the relationship between minority languages and Vietnamese in explaining how learning Vietnamese was necessary for the students’ social integration, development, and mobility. The participants’ linguicist beliefs and practices, which contributed to enacting and mobilising the structural ideologies and discourses nurturing linguicism against minority people, were perhaps unconscious, as they might try to emphasise the capital associated with the glorified languages which minority students could gain. Findings also reveal a tendency to construct internal linguicism among some minority students regarding the value and position of their L1 in Vietnamese society. Implications for reducing educational linguicism are then suggested.
Officiality and strategic ambiguity in language policy: exploring migrant experiences in Andorra and Luxembourg
James Hawkey, University of Bristol, Bristol, England
Kristine Horner, University of Sheffield, Sheffield, EnglandAbstract This article examines de jure language officialization policies in Andorra and Luxembourg, and addresses how these are discursively reproduced, sustained or challenged by members of resident migrant communities in the two countries. Although the two countries bear similarities in their small size, extensive multilingualism and the pride of place accorded to the ‘small’ languages of Catalan and Luxembourgish respectively, they have adopted different strategies as regards according official status to the languages spoken there. We start by undertaking a close reading of language policy documents and highlight the ways that they are informed by ‘strategic ambiguity’, wherein certain key elements are deliberately left open to interpretation via a range of textual strategies. We then conduct a thematic analysis of individual speaker testimonies to understand how this strategic ambiguity impacts on the ways that speakers negotiate fluid multilingual practices while also having to navigate rigid monolingual regimes. In given contexts, these hierarchies privilege Catalan in Andorra and Luxembourgish in Luxembourg, particularly in relation to the regimentation of migrants' linguistic behaviour. In this way, the paper provides insights into the complex ideological fields in which small languages are situated and demonstrates the ways in which language policy is intertwined with issues of power and dominance.
Assessing litigant’s language proficiency: the case of the Bafoussam Court of First Instance
Endurence Midinette Koumassol Dissake, University of Bamenda, NW Region, P.O. Box 39, Bambili, Cameroon
Abstract Judicial discourse can grant or deprive liberty to litigants. It is, therefore, important to ensure fair hearing during trials and even more as courtrooms have become multilingual settings. In the Court of First Instance of Bafoussam, French (one of the official languages of Cameroon) often come into contact with more than 250 national languages. Generally, lay-litigants (accused, plaintiff and witness) language proficiency in French is poor because they have national languages as their first language. The law entitles judges to determine whether or not a witness needs the assistance of an interpreter. In Bafoussam, judges determine litigant’s language proficiency through Language Self-Assessment, a method mainly used in the educational milieu to enable learners to assess their language skills. Through the non-participant's observation method, I recorded three court cases in the Court of First Instance of Bafoussam. The data reveals that judge’s usage of the self-assessment method does not follow any standard, and this uncommon use harms court hearings.
Reconstructing over 20 years of language practice, management and ideology at a multinational corporation in Brussels: A scaled socio-historical approach to language policy
Fien De Malsche, Linguistics Department, Universiteit Antwerpen, Prinsstraat 13, 2000, Antwerpen, Belgium
Mieke Vandenbroucke, Linguistics Department, Universiteit Antwerpen, Prinsstraat 13, 2000, Antwerpen, Belgium
Abstract Research that considers the relevant temporal, spatial, and societal contexts of a corporate language policy remains scarce to date within the field of sociolinguistics. In contrast to approaches that take companies as static entities, this article focuses on a Belgian multinational corporation over the course of over 20 years and contextualizes the perceived changes and developments within the company’s socio-historical context, corporate structural changes and complex functioning across regional, national, and international spatiotemporal scales. On the basis of archival data, in-depth interviews with corporate managers, and screenshots of the company website over time, our case study uncovers the complexities of linguistically navigating different scalar levels of embeddedness in a globalized marketplace, taking into account both pride- and profit-based language ideological convictions. The discursive approach we adopt provides detailed insight into the development of corporate language practice, management and ideology, and we argue that companies function as multiscalar entities and should therefore be researched as such.
Is English the world’s lingua franca or the language of the enemy? Choice and age factors in foreign language policymaking in Iran
Farhad Mazlum, English Department, Faculty of Human Sciences, University of Maragheh, 55181-83111, Maragheh, Iran
Abstract Choosing which additional language to include in national curricula and when to begin teaching it are important educational policy decisions. The current study aims to provide a contextually embedded picture of such policymaking process in the Iranian context. More specifically, the study is intended to explain the agency mechanism of different actors involved in the choice of foreign languages and its start age. Data come from official documents, interviews with key officials in Iran’s Ministry of Education, a questionnaire and textual and on-line archival data. Data analyses revealed that despite official acknowledgement of diversity in foreign language education couched in a monopoly/antitrust discourse to manage English spread and attempts to delay its learning, Iranian (in)visible planners choose English exclusively and formulate their own policies to begin learning it much earlier. I argue that foreign language policymaking in Iran is torn between the religious and state officials’ English demotion rhetoric rooted in post-Revolutionary de-Westoxication and anti-imperialism ideology and the need of the state for defused English to meet its neoliberal globalization goals on the one hand, and the growing obsession of policy arbiters with English viewed by officials as soft power asset of the West, on the other. I also suggest that to understand Iran’s foreign language policymaking one needs to consider both the long-strained Iran-America relations as well as the unique authority and power mechanism of people-with-power actor conferred to him by Shia-Islam system of governance and how/why his directives, statements, orientations and speech carry significant implications to foreign language policymaking process in all key state organizations and entities including the Ministry of Education.
期刊简介
此外，《语言政策》也关注政府、政府机构、非政府组织和商业企业制定的政策，以及族裔、宗教和少数群体设定、抵制或修改的语言政策。
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