Language planing

1. Presented by Farangis Shahidzade
Under the Supervision of Dr. Mazdayasna

3. Introduction
Many applied linguists define language
planning in terms of large-scale national
planning often undertaken by
governments and meaning to influence
ways of speaking or literacy practices
within a society.

4. Dictionary definition of language planning
“The development of policies and programs
designed to direct or change language use,
as though the establishment of an official
language, the standardisation or
modernisation of language, or the
development or alternation of writing
system.”

5. Language planning is a deliberate plan
to influence the function, structure, or
acquisition of languages or language
variety within a speech community. It is
often associated with government
planning, but is also used by a variety
of non-governmental organizations and
individuals. Economic benefits and
political domination can be among its
goals.

7. Many countries have a language
policy designed to favor or discourage
the use of a language(s). Although
many nations historically have used
language policies to promote one
official language at the expense of
others, many countries have policies to
promote regional and ethnic languages
that are in danger.

9. Language planning and policy are relevant
to research on language teaching and
learning on at least two counts.
First, the language policies and planning that
occur provide the context for language
learning and teaching and contribute to
researching.

10. Second, at a more micro level,
decisions that administrators
and/or teachers make about who,
what, how, why, to whom, have
small-scale policy consequences
reinforcing or undermining the
policy.

11. Four Dimensions of language planning:
• Kloss (1967):
1.Corpus planning (about language structure)
It deals with linguistic norm selection and
codification setting up official rules for
grammar, orthography, pronunciation,
syntax and vocabulary as well as publishing
grammar books, dictionaries and similar
guideline.

12. 2.Status planning (about society)
It deals with the function of
language, allocation of new functions
such as official, provincial,
international affecting the status, or
standing of the language.

14. 3. Prestige Planning (image-related)
“Creating a favourable psychological background
crucial for the long-term success of language
planning activities ”. Prestige is the level of
regard normally accorded a specific language
or dialect within a speech community, relative
to other languages or dialects.

15. 4. Acquisition planning or language in education –
(promotion of language learning) is a type of
language planning in which a national, state or
local government system aims to influence
aspects of language distribution and literacy
through education.Acquisition planning is
integrated into a larger language planning
process in which the statuses of languages are
evaluated, corpuses are revised and the changes
are finally introduced to society on a national,
state or local level through education systems,
ranging from primary schools to universities.

17. Language Planning Models
Although a number of the concepts related to language
policy and planning began to develop in the work of the
Prague School out of the need for Czech language
standardization and development after the World War I,
language management did not initially develop wider
currency. Instead, the discipline of language planning—
called language engineering—developed in the 1950s
out of the more widespread needs for large-scale
government language planning in the new independent
states particularly those in East Africa and in South
and Southeast Asia.

18. Although language planning in the 1950s
and 1960s was an outgrowth of the
positivistic science paradigms that
dominated the three post-World War II
decades, language problems were not
unique to developing nations but were
much more widely applicable to macro
(i.e., state-level) language problems and
situations. Since the 1990s, critical
approaches to the discipline and the
broader context of the discipline have
become more important .

20. In spite of being used
interchangeably in the literature,
Language policies, are bodies of
ideas, laws and rules intended to
achieve some planned language
change. WHEREAS Language
planning focuses on the
implementation of these plans.

21. AN EVOLVING LANGUAGE PLANNING
FRAMEWORK
Recently a number of researchers have
focused on what might constitute a model
for language policy, whereas others have
concentrated on language planning goals.
Kaplan and Baldauf (1997) framed ideas
within an ecological context, whereas
Hornberger brings the model and goals
strands together in a single framework.
However, insufficient research has been
done to allow a comprehensive model of
the discipline.

22. LG
planning
Model
Content
LG
planning
goals
Ecological
context

23. Both policy (i.e., form) and planning (i.e., function)
need to be considered as well as whether they will be
overt (explicit) or covert (implicit) in terms of the
way it is decided and put into action. Understanding
that language policy and planning occurs at
different levels—the macro, the meso, and the micro
is vital. In addition, there is a significant underlying
historical and social component that helps to frame
ongoing work model.

24. The practice of language policy and
planning may be one of four types:
status planning (about society)
corpus planning(about language)
language-in-education(acquisition)planning
(about learning)
Prestige planning(about image).

25. Each of these four types of language
planning can be realized from two
approaches: a policy approach—with an
emphasis on form: basic language and policy
decisions and their implementation;
a cultivation approach—with an emphasis
on the functional extension of language
development and use.

26. Policy approach (form)
Cultivation (function or
use)
Approache
s of LG
Planning

27. Status Planning Goals
The goals of status planning relate either to the
policy planning—about the form of language(s),
that is, status standardization (officialization,
nationalization and proscription)
or to cultivation planning about functions, that
is, the revival (restoration, revitalization,
reversal), maintenance, interlingual
communication (international, intranational) and
spread of languages .

28. Language planning goals-Status planning

29. Corpus Planning Goals
Corpus planning is directed at those linguistic
goals related to language itself to codify,
standardize, or modify and elaborate a
language(s).
What is language renovation?
Language renovation may involve the
removal of foreign (lexical) influences or the
adherence to the classical forms and lexicon
of a language.

30. Corpus Planning Goals relate either to policy
planning about the Linguistic form of the language(s),
that is, corpus standardization and auxiliary code
standardization (graphization including orthographic
reform, grammatication. lexication),
Or cultivation planning about enhancing linguistic
functions, that is, lexical modernization, stylistic
modernization, renovation (purification, reform,
stylistic simplification, terminologlcal unification),
and internationalization.

31. Language planning goals-Corpus planning

32. Language-In-Education(Acquisition) Planning Goals
Regarding the form of a language learning
program(s), access policy, personnel policy,
curriculum policy, methods and materials
policy, resourcing policy, community policy;
evaluation policy are included.
Regarding cultivation planning for enhancing
language teaching functions reacquisition,
maintenance, foreign language/second
language, and shift are considered.

33. Prestige Planning Goals
Those goals related to the image a language needs
to develop to promote and intellectualize that
language(s).
These goals relate to policy planning by those
taking the responsibility to create the image of the
language(s), that is language promotion
(official/governmental, institutional, pressure
group, individual)
or to cultivation planning by enhancing the
functional image and status of the language in key
language domains, that is, intellectualization
(language of science, language of professions,
Language of high culture).

34. Language planning goals-Prestige planning

35. Language Planning and Language Rights
Language planning is not just a technical
exercise involving status, corpus, language-
in-education, and prestige planning but
occurs in a social context. Kaplan and Baldauf
(1997) have referred to this context as a
language ecology noting that when one
language changes in an ecology, the other
languages in that ecology are also affected
and usually changed in some manner. This
occurs not only at the macro policy level, but
also in institutions, including schools and
classrooms.

37. In the context of language management,
management refers to a wide range of acts of
attention to “language problems.” Initially
these problems were conceptualized as
occurring in the narrow linguistic sense, but
areas such as discourse, politeness,
intercultural communication, proofreading,
speech therapy, or literary criticism are
RECENTLYimplicated.

38. •Management may be simple—dealing with specific,
often individual problems— or organized—
involving multiple participants in the discussion
(potential ideological) of the management process.
Features of
LG
manageme
nt
1.
•Management is a process in which deviation from
some particular norm (or expectation) is noted and
evaluated, an adjustment plan selected, and then
implemented.
2.

39. • linguistic management is nested
within communicative
management, which is nested
within socioeconomic management
3.
• Language management recognizes that
decisions and plans are based on
interests and power relations within the
community.
4.

40. Hymesian Model of
Language Management
frame
variety
participant
content
factors affecting LG
management
function
situational set
channel
setting

41. LEVELS OF LANGUAGE PLANNING

42. policy and planning can be either overt
(explicit, planned) or covert (implicit,
unplanned) or may not be done at all.
Much of planning occurs informally, off
the record, and explicitly by those
involved without thinking explicitly
about them or their consequences.
.Baldauf (1994) has called this
“unplanned language planning”.

43. Why should we consider the formal planning
and the informal or unplanned one?

44. The absence of some activity (i.e.,
language planning) often provides
information about the activity.
Planned and unplanned features often
coexist is the same context and the
unplanned can alter the planning
process.
Much micro language planning is
unplanned because most people feel
quite competent—often based on their
native-speaker competence.
•
Language policy and planning
activities are power related and may be
invoked to ensure social control rather
than to implement desirable language
change.

45. Some of the postmodern critiques of practice-based
language planners and language planning are:
• Language planning is conducted by elites
that are governed by their own self-
interest.
•Language planning reproduces rather than
overcomes socio-cultural inequalities.
•

46. • Language planning inhibits or
counteracts multiculturalism—for
example, in the European Union.
•Language planning espouses worldwide
Westernization and modernization
leading to new socio-cultural. Econo-
technical and conceptual colonialism.
• Ethnographic research is the most
appropriate methodology for avoiding these
traps.

47. Critical claims related to local impact
The failure to realize the complexity of
problems, to adequately analyze the
impact of local context on policies and
plans and inability to achieve their
lofty goals.
lack of attention paid to language
practices and attitudes of communities
affected by macro language policies
and planning.

48. SUMMARY AND CONCLUSIONS
1. Language policy and planning is a dynamic
field for application and study.
2. It has moved from being a methodology for
solving language problems in developing
nations to a way of examining language
problems in general.

49. It has moved from a focus on societal and linguistic
concerns to add the dimensions of language-in-education
(acquisition) planning and prestige planning to its scope of
activities.
It has begun to move from an exclusive focus on
large-scale language problems to smaller, more
everyday contexts, including businesses and
schools.
It is recognized that not only overt policy and
planning, but covert or “unplanned” policy can
affect the nature of language, including the
teaching and learning context.

50. Thanks for Your Patience