Language Planning and Language Ecology

Mühlhäusler, Peter

doi:10.1080/14664200008668011

Cited by 196 publications

(48 citation statements)

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“…However, they differ on what is meant by an ecological approach. Eco-linguistics (as represented by Muhlhausler 2000) understands an ecological system to be one in which there is self-organized structural diversity based on primarily beneficial interactions among entities (e.g., languages) occupying different niches. Language planning in this context is taken to mean maintenance by "habitat preservation" of diversity among languages that retain equal status.…”

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confidence: 99%

Ecological Models of Language Competition

Kandler

Steele

2008

Biol Theory

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The contemporary global language "extinction crisis" has been analyzed by several influential linguists using concepts from ecology. In this article we study different reaction-diffusion models to explain the dynamics of language competition. We are mainly interested in situations where one language has a status advantage compared with the other. We consider previous applications of competition models from ecology, with particular attention to the implications of the "carrying capacity" term in such models. We derive existence as well as stability conditions for the equilibria of the models considered, and show that depending on environmental conditions both situations-coexistence of competing languages or extinction of the less advantageous language-are possible.

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confidence: 99%

Ecological Models of Language Competition

Kandler

Steele

2008

Biol Theory

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“…The structuralist view of language underlying language planning and standardisation was questioned by post-modern theorists who primarily saw language as socially constituted and acquired: they argued that the Eurocentric notion of language as a homogenous limited unit is a constructed object, and not suited to a multilingual post-colonialist world (Wright 2004). This is particularly prominent for the ecological approach to language planning, which shifts focus from standardisation to diversity and prioritises community engagement rather than language management by specialists (Mühlhäusler 2000). Language ecology is not without controversy (Pennycook 2004), but its focus on language planning as inherently socially situated ''calls upon researchers to see relationships among speakers, their languages, and the social contexts in which LPP and language use are situated'' (Hult 2010:9).…”

Section: Language Standardisation and Literacymentioning

confidence: 99%

Minority language standardisation and the role of users

Lane

2014

Lang Policy

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Developing a standard for a minority language is not a neutral process; this has consequences for the status of the language and how the language users relate to the new standard. A potential inherent problem with standardisation is whether the language users themselves will accept and identify with the standard. When standardising minority languages one risks establishing a standard that the users do not identify with, and thus, standardisation which was supposed to empower minority language speakers may create a new form of stigma for those who feel that they cannot live up to the new codified standard (Lane 2011). In order to investigate the role of users in minority language standardisation processes this article analyses language standardisation as a form of technology and draws on theories from Science and Technology Studies (STS), focussing on actors who resist or even reject (aspects of) standardisation. STS has investigated standardisation of technologies (Bowker and Star 2000) and the reflexive relationship between standards and users (Oudshoorn and Pinch 2003). Insights from these investigations are applied to the case of standardisation of Kven, a minority language spoken in Northern Norway, with a particular emphasis on how users of the standard are inscribed and configured (Woolgar 1991), the exclusionary effects of standards (Star 1991;Gal 2006;Lane 2011) and the positions of non-users (Wyatt 2003).

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“…The framework for the study was language ecology (see Baldauf, 2006;Haugen, 1972Haugen, , 2003Kaplan, Baldauf, 2008;Mühlhäusler, 2000). There has been an increasing number of ecological studies devoted to planning and policy in education for language diversity, maintenance, and development.…”

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confidence: 99%

Parental attitudes and approaches to biliteracy development and bilingualism

Basri¹,

Garner²,

Akil³

2018

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The research explores the parental attitudes and approaches on Indonesian families to support their children L1 and L2 literacy practices and bilingualism in Australian home context. It employs a longitudinal ethnographic approach utilizing home indepth interview to collect data on the perception of the parents on biliteracy development and bilingualism and how they put into their home biliteracy and bilingualism practices; and the extent of the biliteracy approaches the parents apply in their home influence the responses of the children toward their biliteracy development and bilingualism. Research results demonstrate that more inspired and complex the parents were in the way to support the development of biliteracy and bilingualism at the Australian Indonesian families, and opening up space for engaging and learning biliteracy and bilingualism, better the instantaneous results of the biliteracy and bilingualism outcomes of the children were.

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Language Planning and Language Ecology

Cited by 196 publications

References 0 publications

Ecological Models of Language Competition

Ecological Models of Language Competition

Minority language standardisation and the role of users

Parental attitudes and approaches to biliteracy development and bilingualism

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