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"Si nosotros no usamos la lengua, ¿quién lo va a hacer?" : La trayectoria de una educadora intercultural bilingüe en la revitalización de la lengua indígena
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Ethnography of Language Planning and Policy
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In: GSE Faculty Research (2018)
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Portraits of three language activists in Indigenous language reclamation ...
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Joshua A. Fishman: A Scholar of Unfathomable Influence
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In: GSE Faculty Research (2017)
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Portraits of Three Language Activists in Indigenous Language Reclamation
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In: GSE Faculty Research (2017)
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From Student Shyness to Student Voice: Mapping Biliteracy Teaching in Indigenous Contexts
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In: Working Papers in Educational Linguistics (WPEL) (2017)
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Immigration Policy as Family Language Policy: Mexican Immigrant Children and Families in Search of Biliteracy
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In: GSE Faculty Research (2017)
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Revisiting Orientations in Language Planning: Problem, Right, and Resource as an Analytical Heuristic
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In: GSE Faculty Research (2016)
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Abstract:
In 1984, Richard Ruiz set forth three orientations to language planning: language as problem, language as right, and language as resource. Since that time, the orientations have only become more powerful, rising to the level of paradigm in the field of language policy and planning (LPP). In this paper, we revisit Ruiz’s orientations. By drawing upon Ruiz’s own work as well as the work of other scholars who have been inspired by him, we unpack the ideas aligned with each orientation in order to reflect upon the application of the three orientations as a heuristic for LPP. In contrast to critiques that the three orientations do not map onto the political reality of policy situations, we argue that they are analytically useful as both etic concepts that can be used by researchers to guide deductive analysis about the values that emerge from messy policy debate and negotiation and as (latent) emic concepts in situations when people express their beliefs about language.
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Keyword:
and Multicultural Education; and Research; Bilingual; bilingual education; Curriculum and Instruction; Curriculum and Social Inquiry; discourse analysis; Education; Educational Administration and Supervision; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; Language and Literacy; Language and Literacy Education; language planning; language policy; language rights; minority languages; Multilingual; Teaching and Learning
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URL: https://repository.upenn.edu/cgi/viewcontent.cgi?article=1488&context=gse_pubs
https://repository.upenn.edu/gse_pubs/476
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Review of M. Bigelow and J. Ennser-Kananen (Eds.), The Routledge Handbook of Educational Linguistics
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In: GSE Faculty Research (2015)
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Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania
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In: Working Papers in Educational Linguistics (WPEL) (2015)
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On not Taking Language Inequality for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa’s Multilingual Language Policy
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In: GSE Faculty Research (2014)
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“Until I Became a Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’s Trajectory in Indigenous Language Revitalization
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In: GSE Faculty Research (2014)
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Negotiating Methodological Rich Points in the Ethnography of Language Policy
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In: GSE Faculty Research (2013)
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On Not Taking Language Inequity for Granted: Hymesian Traces in Ethnographic Monitoring of South Africa's Multilingual Language Policy
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In: Working Papers in Educational Linguistics (WPEL) (2013)
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