Language-in-Education Planning

Ingram, David

doi:10.1017/s0267190500001215

Cited by 22 publications

(12 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Batibo 2005) and beyond (e.g. Choi 2003;Ingram 1989). Once stakeholders have favourable attitudes towards MT education, Igboanusi (2008, 731) is right in his observation that 'the cooperation and active participation of all the stakeholders .…”

Section: Resultsmentioning

confidence: 99%

“…A focus on attitudes to be generated is regarded as a vital part of language-ineducation (LiE) planning (Ingram 1989). The priority placed by Ingram on attitudes along with practical concerns such as teacher supply and materials is particularly important in minority language-contexts where attitudes are thought to influence the success or failure of entire language planning strategies (Ó Riagáin 2008).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The effect of language attitudes on Kenyan stakeholder involvement in mother tongue policy implementation

Jones

2012

Journal of Multilingual and Multicultural Development

View full text Add to dashboard Cite

This paper studies the relationship between language attitudes and the involvement of Sabaot stakeholders in the implementation of the Kenyan language-ineducation policy (mother tongue [MT] as subject). Attitudes were vitally important for how the policy was interpreted, the extent to which stakeholders invested their time and the way in which the implementation was actually practiced. While some stakeholders seemed to have an inherent belief in the vital place of the MT and its use in education, others became convinced of it through micro-language planning activities which focused on raising the prestige and image of the Sabaot language. An ethnographic research approach was used to observe the actual language practices of stakeholders and interview participants. Implications from the study reveal that fostering favourable attitudes towards MT should be made a priority in any minority language planning initiative, since attitudes play such a key role in determining stakeholder involvement in implementation.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of language attitudes on Kenyan stakeholder involvement in mother tongue policy implementation

Jones

2012

Journal of Multilingual and Multicultural Development

View full text Add to dashboard Cite

show abstract

“…Haarmann (1990) does not refer directly to language-in-education planning (e.g. Baldauf & Ingram, 2003;Ingram, 1990) or acquisition planning (Cooper, 1989), as this dimension was subsumed by the models of the time under status planning cultivation (see Haugen, 1983). 7.…”

Section: Discussionmentioning

confidence: 99%

Issues of Prestige and Image in Language-in-Education Planning in Australia

Baldauf

2004

Current Issues in Language Planning

View full text Add to dashboard Cite

After providing a brief general framework for language policy and planning, this article examines the case of language policy and planning in Australia with a particular focus on how one of the elements in that framework, prestige planning, might contribute to successful planning implementation, thereby adding to our more general understanding of how language planning operates. It is argued that language-in-education planning in Australia, which has been the major vehicle for improvements in language teaching and learning over the last 25 years, has contributed to both the prestige and the spread of additional language teaching in the country. Thus, while it may not be generally recognised, without the receptive goals emphasised by prestige planning, language planning's productive goals would be much less likely to be achieved.

show abstract

“…While language-ineducation planning occurs most often in schools, it also implicates less systematic teaching situations in the community or the workplace. (Baldauf & Ingram, 2003;Corson, 1999;Ingram, 1990;Tollefson, 2002a) The chapter goes on to examine seven key language-in education policy (i.e., access policy, personnel policy, curriculum policy, methodology and materials policy, resourcing policy, community policy, evaluation policy) and four key language in education planning (i.e., language maintenance, language reacquisition, foreign / second language learning, language shift) goals by looking at examples of the implementation of these goals in three polities: Japan, Sweden and North Korea. A number of general implications for language-in-education are then drawn from these descriptions and those from other similar polity studies available in the published literature.…”

Section: Language-in-education Planningmentioning

confidence: 99%