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Ethnography of Language Planning and Policy
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In: GSE Faculty Research (2018)
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| 2 |
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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| 5 |
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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| 6 |
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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| 7 |
Negotiating Methodological Rich Points in the Ethnography of Language Policy
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In: GSE Faculty Research (2013)
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| 8 |
Multilingual Education Policy and Practice: Ten Certainties (Grounded in Indigenous Experience)
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In: GSE Faculty Research (2009)
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| 9 |
La Educación Multilingüe, Política y Práctica: Diez Certezas
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In: GSE Faculty Research (2009)
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| 10 |
Discursive Approaches to Understanding Teacher Collaboration: Policy Into Practice
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In: GSE Faculty Research (2006)
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| 11 |
Voz y Biliteracidad en la Revitalización de Lenguas Indígenas: Prácticas Contenciosas en Contextos Quechua, Guaraní, y Maori
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In: GSE Faculty Research (2005)
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| 12 |
Heritage/Community Language Education: US and Australian Perspectives
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In: GSE Faculty Research (2005)
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| 13 |
No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States
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In: GSE Faculty Research (2005)
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| 14 |
Opening and Filling up Implementational and Ideological Spaces in Heritage Language Education
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In: GSE Faculty Research (2005)
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| 15 |
Quechua Language Shift, Maintenance, and Revitalization in the Andes: The Case for Language Planning
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In: GSE Faculty Research (2004)
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| 16 |
The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice
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In: GSE Faculty Research (2004)
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| 17 |
La Educación Bilingüe Intercultural, la Escrituralidad, y los, Derechos Humanos Lingüísticos
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In: GSE Faculty Research (2003)
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| 18 |
Afterword: Ecology and Ideology in Multilingual Classrooms
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In: GSE Faculty Research (2003)
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| 19 |
Multilingual Language Policies and the Continua of Biliteracy: An Ecological Approach
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In: GSE Faculty Research (2002)
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| 20 |
Authenticity and Unification in Quechua Language Planning
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In: GSE Faculty Research (1998)
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