Orientations in Language Planning

Ruiz, Richard

doi:10.21832/9781783096701-004

Cited by 37 publications

(54 citation statements)

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“…an ideological legitimation of only one language -a monolingual habitus secures the ground for "language as a problem" (Ruiz 1984), whereby non-competence in the legitimated language, as well as competence in non-legitimated languages, is framed as socially disadvantageous. Moreover, through standardization, monologism suppresses or stigmatizes language variants and becomes universalizing and homogenizing (Bourdieu 1991).…”

Section: Habitusmentioning

confidence: 99%

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Language ideologies and epistemic exclusion

Kiramba

2018

Language and Education

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Research in educational linguistics is now challenging the efficacy of monolingual approaches that often dominate educational practices in multilingual settings. In most African nations where multilingualism is the norm, there remains a persistent reluctance by educational stakeholders (principals, teachers, parents, and students) to embrace multilingualism in education or to reposition local languages as resources in classrooms. This article draws on qualitative data from a multilingual, rural, fourth-grade classroom in Kenya to interrogate the articulated ideologies and their effects on communicative practices as voiced by the participants and by observing actual classroom practices. Bourdieu's notions of habitus, legitimate language, and symbolic power serve as analytic lenses for enhancing our understanding of the power of language ideologies. From the data, "monoglossia" emerged as the key operating ideology, with time-on-task pedagogical practice helping to consolidate these monoglossic practices. The most visible effect of this ideology was silencing student engagement in the classroom. I argue that an awareness of these articulated ideologies and their observable effects on students' learning and language-use behaviors is important for challenging the subordination of home languages and the epistemic exclusion of the children who speak marginalized languages. Ideological awareness may open spaces for alternative and inclusive educational approaches.

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Section: Habitusmentioning

confidence: 99%

“…As such, in order to do well in school, a perceived language problem (Ruiz 1984) in the multilingual classroom needed to be overcome. However, some of the challenges that Mr Jabari pointed out were beyond school's boundaries, as seen in Extract 2:…”

Section: Monoglossic Ideology: Legitimate Vs Illegitimate Languages mentioning

confidence: 99%

Language ideologies and epistemic exclusion

Kiramba

2018

Language and Education

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“…The thinking of language as resource in mathematics education research gets inspiration from its original thinking by Ruíz (1984) in language planning research. Ruíz produced the socalled resource orientation to reflect on the placement of heritage and immigrant languages in the U.S.A. as a politically beneficial asset to cultivate.…”

Section: Introductionmentioning

confidence: 99%

Language as resource: a key notion for understanding the complexity of mathematics learning

Planas

2018

Educ Stud Math

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The thinking of language as resource in mathematics education research has been more metaphorical than conceptual so far. This article provides grounds and reasons for the theorization of language as resource. Based on views from sociolinguistics and functional grammar, I propose a theorization that considers the social languages of learners and the systems of language as discursive dialectical sites of potential/actual and shared/non-shared meaning production. I illustrate the analysis of a text of a student group work in order to inform the discussion. The approach to data analysis seeks out tensions between potentially realizable and actual meaning in the immediacy of situations embedded in cultures of school mathematics and the official language of instruction. In the midst of social and personal relationships and diverse experiences in/of the world, language is a shifting resource for the communication of tensions regarding languages of learners and the creation of newer situations toward the production of meaning taken as mathematical and shared.

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“…Sociocultural process undertaken by an authorizing body (e.g., government, schools), communities and/or families to promote language change through: (1) status planning, decisions and activities specifying how languages will be used, by whom, in what contexts, and for what purposes; (2) corpus planning, including language codification, elaboration, standardization, and development of print materials; and (3) acquisition planning, language program development (Cooper, 1989;Haugen, 1983;Kaplan & Baldauf 1997). Language planning may be guided by one or more orientations: (1) language-as-a-problem, in which linguistic diversity is viewed as a problem to be overcome; (2) language-as-a-right, the negotiation of language rights, often in contested contexts; and (3) language-as-a-resource, the promotion of linguistic democracy and pluralism (Ruiz, 1984). (See also Grin, 2006 on economic considerations in language planning and policy).…”

Section: Indigenous Educationmentioning

confidence: 99%

“…Emphasizing what individuals lack rather than the proficiencies they possess, the term LEP reveals the "language as problem" orientation in U.S. language policy (Ruiz, 1984). The centerpiece of this policy is the Bilingual Education Act of 1968, the purpose of which was, according to its legislative sponsor, not "to create pockets of different languages throughout the country," nor to "stamp out the mother tongue," nor to make [minorities'] mother tongue the dominant language," but rather to "make those children fully literate in English" (cited in Crawford, 2004: 107).…”

Section: Structured Immersionmentioning

confidence: 99%

Key Concepts in Bilingual Education: Ideological, Historical, Epistemological, and Empirical Foundations

SpringerReference

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Orientations in Language Planning

Cited by 37 publications

References 0 publications

Language ideologies and epistemic exclusion

Language ideologies and epistemic exclusion

Language as resource: a key notion for understanding the complexity of mathematics learning

Key Concepts in Bilingual Education: Ideological, Historical, Epistemological, and Empirical Foundations

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