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Статті в журналах з теми "Namibian National Language Policy"

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Автор: Grafiati

Опубліковано: 15 вересня 2021

Оновлено: 14 лютого 2022

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1

Woltersdorf, L., A. Jokisch, and T. Kluge. "Benefits of rainwater harvesting for gardening and implications for future policy in Namibia." Water Policy 16, no. 1 (October 14, 2013): 124–43. http://dx.doi.org/10.2166/wp.2013.061.

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Rainwater harvesting to irrigate small-scale gardens enhances food self-sufficiency to overcome rural poverty. So far rainwater harvesting is not encouraged by the Namibian National Water Supply and Sanitation Policy nor supported financially by the Namibian government. This study proposes two rainwater harvesting facilities to irrigate gardens; one collects rain from household roofs with tank storage, the second collects rain on a pond roof with pond storage. The aim of this paper is to assess the benefits of rainwater harvesting-based gardening and to propose policy and financing implications for the Namibian government. We investigate the benefits of rainwater harvesting through a literature review, a cost–benefit analysis, monitoring of project pilot plants and a comparison with the existing irrigation and drinking water infrastructure. The results indicate that rainwater harvesting offers numerous benefits in technological, economic, environmental and social terms. The facilities have a positive net present value under favourable circumstances. However, material investment costs pose a financing problem. We recommend that government fund the rainwater harvesting infrastructure and finance privately garden and operation and maintenance costs. Integrating these aspects into a national rainwater harvesting policy would create the conditions to achieve the benefits of an up-scale of rainwater harvesting based gardening in Namibia.

2

Baxter, Craig, William R. Beer, and James E. Jacob. "Language Policy and National Unity." Pacific Affairs 59, no. 2 (1986): 287. http://dx.doi.org/10.2307/2758942.

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3

XueMin Shen and TSENG TIEN FU. "Taiwan's Language Policy and National Language Education Status." Journal of Korean Language Education ll, no. 28 (December 2011): 269–94. http://dx.doi.org/10.17313/jkorle.2011..28.269.

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4

양명희 and Ge-Soon Moon. "Language Awareness and National Language Policy in Korea." Journal of Social Science 41, no. 3 (December 2015): 317–39. http://dx.doi.org/10.15820/khjss.2015.41.3.013.

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5

Selvaratnam, Viswanathan. "Malaysia: National Language Policy and Employability." International Higher Education, no. 96 (December 5, 2018): 16–18. http://dx.doi.org/10.6017/ihe.2019.96.10776.

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Malaysia’s public–private sector university graduates are facing an employment crisis and their employability rates “remain poor and unimproved.” The low graduate employability is primarily due to their poor command of English, weak professional competency, lack of critical communication, interpersonal, and leadership skills, and a lacklustre work attitude. The mismatch between demand and supply of high-quality human capital from local universities is hampering the country’s aspiration to be a developed nation by 2020. Unemployable graduates are absorbed into the highly bloated public service, while private sector companies are recruiting almost exclusively among returnees of top overseas English-medium universities.

6

AL–BATAL, MAHMOUD. "Arabic and National Language Educational Policy." Modern Language Journal 91, no. 2 (June 2007): 268–71. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_10.x.

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7

Chandler, David P. "Report on a national language policy." Asian Studies Association of Australia. Review 9, no. 1 (July 1985): 34–36. http://dx.doi.org/10.1080/03147538508712376.

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8

Kar Sharma, Dr Jayanta. "National Education Policy 2020: Language Perspective." International Journal of Management Research and Social Science 8, no. 1 (February 23, 2020): 7–15. http://dx.doi.org/10.30726/ijmrss/v8.i1.2021.81003.

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9

Davis, Diana. "National policy on languages." Australian Review of Applied Linguistics 12, no. 1 (January 1, 1989): 18–35. http://dx.doi.org/10.1075/aral.12.1.02dav.

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10

Niipare, Alina Kakunde. "Preparing Namibian Student Teachers to Teach Literacy in Mother Tongue." African Journal of Teacher Education 8 (April 1, 2019): 25–52. http://dx.doi.org/10.21083/ajote.v8i0.4095.

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Scholars of language teaching agree that the development of initial literacy is best achieved when taught in the mother tongue. Namibia’s language policy for schools prescribes teaching using mother tongue or the predominant local language as a medium of instruction during the first three years of schooling. This study reports on a study of how Namibian lecturers prepare student teachers to teach literacy in mother tongue (Oshikwanyama and Oshindonga) dialects of Oshiwambo language. Data were collected through classroom observations, semi-structured interviews and document analysis. Content analysis was used to analyse the data. The main findings are that most of the lecturers were proficient in the languages in question and they fluently explained the literacy content in Oshikwanyama and Oshindonga. However, the preparation was constrained by a lack of prescribed books in the African languages. The study aims at filling a gap in the literature on how Namibian student teachers are prepared to teach literacy in mother tongue grounded within a sociocultural perspective.

11

JENSEN, JANIS. "National Foreign Language Policy: A State Language Coordinator's Perspective." Modern Language Journal 91, no. 2 (June 2007): 261–64. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_7.x.

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12

Ngololo, Elizabeth N., Sarah J. Howie, and Tjeerd Plomp. "An evaluation of the implementation of the National ICT Policy for Education in Namibian rural science classrooms." African Journal of Research in Mathematics, Science and Technology Education 16, no. 1 (January 2012): 4–17. http://dx.doi.org/10.1080/10288457.2012.10740725.

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13

Blanco, Joseph Lo. "The national policy on languages." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 23–32. http://dx.doi.org/10.1075/aral.10.2.03bia.

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Abstract This article is an introduction to and a brief overview of the National Policy on Languages. It traces the development of the Policy, concentrating on some major contributing factors. It then describes the content of the Policy and assesses its present status and future prospects.

14

Smitherman-Donaldson, Geneva. "Toward a National Public Policy on Language." College English 49, no. 1 (January 1987): 29. http://dx.doi.org/10.2307/377787.

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15

Bianco, Joseph Lo. "Australian Experiences:Multiculturalism,Language Policy and National Ethos." European Journal of Intercultural studies 5, no. 3 (January 1995): 26–43. http://dx.doi.org/10.1080/0952391950050304.

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16

Reising, Bob. "Do We Need a National Language Policy?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 70, no. 5 (May 1997): 231–32. http://dx.doi.org/10.1080/00098655.1997.10543921.

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17

Gill, Saran Kaur. "Shift in language policy in Malaysia." AILA Review 20 (December 31, 2007): 106–22. http://dx.doi.org/10.1075/aila.20.09gil.

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Malaysia experienced a major shift in language policy in 2003 for the subjects of science and maths. This meant a change in the language of education for both national and national-type schools. For national schools, this resulted in a shift from Bahasa Malaysia, the national language to English. Parallel with this, to ensure homogeneity of impact of change, the State persuaded the national-type schools, which have been utilizing the language of community, Mandarin and Tamil respectively, as medium of instruction since independence in 1957, to shift to English for the teaching of science and maths. This paper aims to unravel the socio-political reasons underlying the shift with a focus on the Chinese community’s responses to the change. This will be carried out by examining the discourses of the debate contested by members of the Chinese community, juxtaposed against the reasons for the change, set forth by the State, as articulated by the former Prime Minister of Malaysia, Mahathir Mohamad. This multi-pronged approach will be used to unravel the underlying ideologies for the change and the reluctant compromise that was reached by the Chinese community.

18

SCHMIDT, RICHARD. "National Language Education Policy or a National Language Education Framework? Summary of a Discussion Group." Modern Language Journal 92, no. 4 (December 2008): 621–23. http://dx.doi.org/10.1111/j.1540-4781.2008.00790_2.x.

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19

John Albury, Nathan, and Khin Khin Aye. "MALAYSIA’S NATIONAL LANGUAGE POLICY IN INTERNATIONAL THEORETICAL CONTEXT." Journal of Nusantara Studies (JONUS) 1, no. 1 (June 26, 2016): 71. http://dx.doi.org/10.24200/jonus.vol1iss1pp71-84.

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This paper examines the motivations behind Malaysia’s national language policy in theoretical terms to allow the Malaysian narrative to be positioned in an international context. To do this, it applies Spolsky’s (2004) theory of what influences language policy making in contemporary nation-states, namely national ideology, the role of English in globalisation era, the nation’s sociolinguistic situation, and an interest in linguistic minority rights. The paper argues that all factors are relevant in the Malaysian context. However, the domestic sociolinguistic situation only influences policy in so far as Malaysia’s response to its ethnolinguistic minorities is limited to minimal linguistic rights in the education system. This limited acceptance of linguistic diversity continues a tradition of protecting what Malaysian law sees as the supremacy of Malay culture and language. The paper concludes with an invitation to apply this theory in the study of other nations in the region to foster a robust body of comparative data on national language policies in Southeast Asia. Keywords: Malaysia, national language policy, ethnocracy, national identity, language rightsCite as: Albury, N.J., & Aye, K.K. (2016). Malaysia’s national language policy in international theoretical context. Journal of Nusantara Studies, 1(1), 71-84.

20

Smolicz, J. J. "National Policy on Languages: A Community Language Perspective." Australian Journal of Education 30, no. 1 (April 1986): 45–65. http://dx.doi.org/10.1177/000494418603000103.

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A brief historical review of language policies in Australia up to the publication of the Senate Standing Committee's Report on a National Language Policy in 1984 is given. The recommendations of the Report are discussed in the light of the ethno-cultural or core value significance that community languages have for many minority ethnic groups in Australia. Recent research findings on such languages are presented and their implications for a national language policy considered. It is postulated that the linguistic pluralism generated by the presence of community languages needs to be viewed in the context of a framework of values that includes English as the shared language for all Australians. From this perspective, it is argued that the stress that the Senate Committee Report places upon the centrality of English in Australia should be balanced by greater recognition of the linguistic rights of minorities and their implications for bilingual education. It is pointed out that both these aspects of language policy have been given prominence in recent statements and guidelines released by the Ministers of Education in Victoria and South Australia. The paper concludes by pointing to the growing interest in the teaching of languages other than English to all children in Australian schools.

21

Green, L. C., and Richard Mead. "Malaysia's National Language Policy and the Legal System." Pacific Affairs 63, no. 1 (1990): 122. http://dx.doi.org/10.2307/2759845.

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22

Kirkwood, Michael. "Glasnost'‘the national question’ and Soviet language policy." Soviet Studies 43, no. 1 (January 1991): 61–81. http://dx.doi.org/10.1080/09668139108411911.

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23

Kużelewska, Elżbieta. "Language Policy in Switzerland." Studies in Logic, Grammar and Rhetoric 45, no. 1 (June 1, 2016): 125–40. http://dx.doi.org/10.1515/slgr-2016-0020.

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Abstract Switzerland is often referred to as a success story for handling its linguistic and cultural diversity. Traditionally four languages have been spoken in relatively homogeneous territories: German, French, Italian and Rhaeto- Romanic (Romansh). The first three have been national languages since the foundation of the Confederation in 1848; the fourth became a national language in 1938. In effect, The Law on Languages, in effect since 2010, has regulated the use and promotion of languages and enhanced the status of Romansh as one of the official languages since 2010. While Swiss language policy is determined at the federal level, it is in the actual practice a matter for cantonal implementation. Article 70 of the Swiss Federal Constitution, titled “Languages”, enshrines the principle of multilingualism. A recent project to create legislation to implement multilingualism across the cantons, however, has failed. Thus Switzerland remains de jure quadrilingual, but de facto bilingual at best, with only a handful of cantons recognizing more than one official language (Newman, 2006: 2). Cantonal borders are not based on language: the French-German language border runs across cantons during most of its course from north to south, and such is also the case for Italian.

24

Park, Soo-Young. "European Union and Hungarian Language Policy." International Area Review 8, no. 2 (June 2005): 155–65. http://dx.doi.org/10.1177/223386590500800208.

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Eastern European countries has been historically multiracial European countries, therefore, the language policy of EU becomes a test case for the practical lives of peoples on the question of the preservation of national identities without national boundaries. This thesis shows what kind of language policy that EU practices to integrate its member states' peoples which practically transcend the borders and how each state deals with these necessities with European Integration and the Globalization. In my paper, Hungary was analyzed as an example.

25

Rahmi, Rahmi. "THE DEVELOPMENT OF LANGUAGE POLICY IN INDONESIA." Englisia Journal 3, no. 1 (September 21, 2016): 9. http://dx.doi.org/10.22373/ej.v3i1.622.

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Indonesia has successfully implemented language policy by choosing Malay language as its national language which enables to unite ethnics from a variety of vernaculars’ background. However, Indonesia is not considered successful enough in preserving indigenous languages and promoting English as a crucial international language. In comparison with Indonesia, Malaysia and the Philippines faced some challenges when applying a language of majority as national language. Yet, both countries have more focuses to develop English in domestic level for global purposes. There are some sociolinguistic challenges for Indonesian policy makers in terms of local, national and international languages.

26

Patel Stevens, Lisa. "Early Literacy Policy: National and Local Instantiations." Current Issues in Language Planning 5, no. 1 (February 15, 2004): 18–33. http://dx.doi.org/10.1080/14664200408669077.

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27

Kaplan, Robert B. "Language Policy and Planning in New Zealand." Annual Review of Applied Linguistics 14 (March 1994): 156–76. http://dx.doi.org/10.1017/s0267190500002877.

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In 1992, the author of this paper was invited to New Zealand to work within the Ministry of Education on the development of a New Zealand National Languages Policy. Prior to the arrival of the author, Waite (1992a) had prepared a comprehensive document laying out the language issues in New Zealand (see also Peddie 1991). A search of the documentation available in New Zealand (see, e.g., Kaplan 1981, National Language Policy Secretariat 1989) suggests that the notion of a National Languages Policy has been under discussion in New Zealand for more than a quarter of a century. Largely, that discussion has produced a great number of seminars, retreats, symposia, colloquia, and other meetings, and a plethora of reports, most now overtaken by time.

28

Awang Habuan, Dayangku Alina. "Using Spolsky’ Model in Examining Malaysia’s National Language Policy." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 3 (September 25, 2018): 321–27. http://dx.doi.org/10.34050/els-jish.v1i3.5078.

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Malaysia gained its independence on 31 August 1957 after the British Empire have fully relinquished its colonisation on the land. As with any newly independent polity, one of the ways for Malaysia, a multi-ethnic country, tries to establish its national identity is by establishing a language policy. This paper will examine Malaysia’s language policy planning using Bernard Spolsky’s (2004) model proposed in his book ‘Language Policy’ published by Cambridge University Press in 2004. In the book, Spolsky (2004) theorised that there are four major motivations that influences the decision of a country’s language policy planning. These four major motivations are, the sociolinguistic situation of a country, a country’s national identity or ideology, the effects of English as the language of a wider communication, and minority linguistic rights. In the case of Malaysia, each of Spolsky’s (2004) four forces does seem to have an impact on Malaysia’s language policy planning and the forces are very intertwined with each other. Malay as the dominant ethnic group in a sense has influenced the language chosen as the national language. However, being a diverse country, this decision does pose an issue at creating a national identity among its people. At the same time, English being the past colonial language and at present, the language for wider communication has caused Malaysia’s medium of instruction in public education policy to be seen as oscillating back and forth between Malay and English. On the other hand, minority linguistic rights in Malaysia has a long way to go since only certain indigenous languages are taught as elective subjects in schools.

29

BLAKE, ROBERT, and CLAIRE KRAMSCH. "The Issue: National Language Educational Policy. Guest Editors' Introduction." Modern Language Journal 91, no. 2 (June 2007): 247–49. http://dx.doi.org/10.1111/j.1540-4781.2007.00543_2.x.

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30

Brann(xa∗), C. M. B. "National language policy and planning: France 1789, Nigeria 1989." History of European Ideas 13, no. 1-2 (January 1991): 97–120. http://dx.doi.org/10.1016/0191-6599(91)90117-h.

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31

Bowring, Bill. "National Developments – Russia Emphasis on Crimea, Russian Language, and National Security." European Yearbook of Minority Issues Online 14, no. 1 (September 12, 2017): 186–98. http://dx.doi.org/10.1163/22116117_01401009.

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This report analyses the dramatic turn in the policy of the Russian Federation towards its minorities in 2015. In March 2014, the Kremlin created a new state agency, the Federal Agency for Affairs of Nationalities. This new Agency is headed by an FSB Colonel with combat experience in the North Caucasus, and no previous experience of work with minorities. There are three main manifestations of the new turn. First, there is an emphasis on protection of national security as the central aim of Russian nationalities policy, together with the strengthening of the state sovereignty and integrity of Russia. Second, there is the promotion of the Russian language, which is now seen to be in some ways under threat. And third, documents and speeches are replete with references to the ‘Rossiiskaya natsiya’ [‘Russian nation’], not to be confused with the ‘Russkiy narod’ [‘Russian people’]. This turn has been instituted against the background of a systematic ‘conservative turn’ by the Kremlin, with increasing obstacles placed in the way of all civil society organizations through the 2012 Foreign Agents Law, and the May 2015 Law on Undesirable Organizations. The ‘securitization’ of minorities policy in Russia and the appointment of FSB Colonel Barinov to lead the new direction of minorities policy in Russia will, as he has frankly stated, signify that preservation and promotion of cultural and in particular linguistic rights will be seen as threats to Russia’s continued existence.

32

Kosmajac, Vesna. "Language Policy of the Russian Federation." Филолог – часопис за језик књижевност и културу 22, no. 22 (December 30, 2020): 165–77. http://dx.doi.org/10.21618/fil2022165k.

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This paper presents a sociolinguistic analysis of the current linguistic situation in the Russian Federation. Preservation and development of the Russian language represents the national interest of the state. The Russian language has the status of a state language, but, given the large number of ethnic groups living on the territory of Russia, it must not jeopardise other national languages, as this could lead to inter-ethnic conflicts. Some of the key issues Russia is currently facing in this field are: the process of globalisation, the uncontrolled penetration of anglicisms into the Russian language, the adverse impact of the Internet and social networks on literacy, especially with the younger population. All valid rules of the Russian orthography are, in fact, prescribed by the Government of The Russian Federation. Laws regulating the area of language policy are the Constitution of the Russian Federation, the Law on the Languages of the Peoples of the Russian Federation, and the Law on the State Language of the Russian Federation.

33

Liddicoat, Anthony J., and Andy Kirkpatrick. "Dimensions of language education policy in Asia." Journal of Asian Pacific Communication 30, no. 1-2 (June 30, 2020): 7–33. http://dx.doi.org/10.1075/japc.00043.kir.

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Abstract This paper will identify the major trends that can be determined from an overall study of recent language policies across Asia. The trends can be seen across three interrelated themes, namely: the promotion and privileging of one language as the national language as part of an attempt to create a nation state, often in polities that are linguistically extremely diverse; a decrease in the promotion of indigenous languages other than the national language and the neglect of these in education in many countries; and the promotion of English as the first foreign language in education systems, often giving other ‘foreign’ languages a minimal role in education. Possible reasons and motivations for these trends will be discussed and countries where exceptions to these trends can be identified will be illustrated. The aim of the paper will be to discuss these trends and to critically evaluate selected language policies. The paper will conclude with predictions for the future linguistic ecology of the region and for the interrelationships of respective national languages, indigenous languages and English

34

van Cuilenburg, Jan, and Paul Slaa. "From Media Policy Towards a National Communications Policy: Broadening the Scope." European Journal of Communication 8, no. 2 (June 1993): 149–76. http://dx.doi.org/10.1177/0267323193008002002.

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35

McKay, Graham R. "Policy and Indigenous languages in Australia." Australian Review of Applied Linguistics 34, no. 3 (January 1, 2011): 297–319. http://dx.doi.org/10.1075/aral.34.3.03mck.

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The use of Indigenous languages has been declining over the period of non-Aboriginal settlement in Australia as a result of repressive policies, both explicit and implicit. The National Policy on Languages (Lo Bianco, 1987) was the high point of language policy in Australia, given its national scope and status and its attempt to encompass all aspects of language use. Indigenous languages received significant recognition as an important social and cultural resource in this policy, but subsequent national policy developments moved via a focus on economic utility to an almost exclusive emphasis on English, exacerbated by a focus on national literacy standards. This is exemplified in the Northern Territory’s treatment of Indigenous bilingual education programs. Over recent years there have been hopeful signs in various states of policy developments supportive of Indigenous languages and in 2009 the Commonwealth Government introduced a new National Indigenous Languages Policy and a plan for a national curriculum in languages. Support for Indigenous languages remains fragmentary, however, and very much subservient to the dominant rhetoric about the need for English skills, while at the same time ignoring research that shows the importance of Indigenous and minority languages for social well-being and for developing English language skills.

36

Azhniuk, Bohdan. "Language Policy: European Criteria and Ukraine." Ukrainian Linguistics, no. 49 (2019): 9–31. http://dx.doi.org/10.17721/um/49(2019).9-31.

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The article discusses a much-debated in Ukraine issue: what are the principles of language policy that can be labelled European, what are the major sources for the deduction of these principles and to what extent they could be implemented in Ukraine’s current language policy. It is argued that these principles can be deduced from the following major sources: national constitutions and legislative acts on language issues, international legal instruments (The European Charter of regional or Minority Languages), international declarations (The Universal Declaration of Linguistic Rights) that are not legal instruments at the moment, expert opinions of international committees and other bodies like the Venice Commission, OSCE, etc, scientific publications on language policy and language planning. The analysis of these sources gives justification to the following principles as reflecting the mainstream European conception of language policy and language planning: 1) maintaining the leading role of the official state language as the backbone of national unity, 2) protection of endangered languages and preservation of language diversity, 3) promotion of the bilingualism with sufficient competence in the state language, 4) effective management of the enforcement mechanism. The ratification by Ukraine of the European Charter for Regional or Minority Languages called attention to its implementation in Ukraine. The comparison of Ukraine with most European countries shows that in terms of linguistic rights the country’s main language (Ukrainian) is in a rather underprivileged position. There is growing awareness in the society that the idea of official or semi-official Ukrainian-Russian bilingualism was designed as an instrument of Russian foreign policy and became one of the key factors that provoked political instability in the country. Nowadays Russian is associated with the annexation of Crimea and justification of further aggression and the official upgrading of its status is perceived as jeopardy for the Ukrainian national identity and statehood. The change of the popular attitude to the idea of the official bilingualism has modified the positions of the major political players.

37

Hyunsik Min. "The direction of the national language policy for intergenerational communication." Korean Language and Literature ll, no. 164 (August 2013): 29–66. http://dx.doi.org/10.17291/kolali.2013..164.002.

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38

ATAEV, Boris Makhachevich. "NATIONAL LANGUAGE POLICY IN THE POST-SOVIET PERIOD OF DAGHESTAN." Herald of Daghestan Scientific Center of Russian Academy of Science, no. 74 (September 28, 2019): 62–68. http://dx.doi.org/10.31029/vestdnc74/8.

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The article analyzes the national language policy of the post-Soviet period of Daghestan, considers the necessary conditions for survival of the national languages with different social status and the prospects of their coexistence with the languages of the more numerous peoples. The problems connected with the language policy are investigated, the reasons of the occurring process of disappearance of non-written languages are analyzed and the conditions under which their preservation is possible are discussed.

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Albury, Nathan John. "Between public perception and government intent in national language policy." Current Issues in Language Planning 20, no. 2 (May 2018): 160–78. http://dx.doi.org/10.1080/14664208.2018.1468963.

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40

Eggington, William. "Language Policy and Planning in Australia." Annual Review of Applied Linguistics 14 (March 1994): 137–55. http://dx.doi.org/10.1017/s0267190500002865.

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Australian federal and state government language policy and planning efforts have had a remarkable effect on Australian educational and non-educational life during the past twenty years. This effort has resulted in strong international recognition of the Australian language policy experience. For example, Romaine, in the introduction to her anthology focusing on the languages of Australia states that “the movement to set up a national language policy is so far unprecedented in the major Anglophone countries” (Romaine 1991:8).

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Sudaryanto, Sudaryanto, Soeparno Soeparno, and Lilis Ferawati. "Politics of Language in Indonesia (1975-2015): Study of History and Language Policy." AKSIS: Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 1 (September 9, 2019): 129–39. http://dx.doi.org/10.21009/aksis.030113.

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Indonesia has a political concept of language that is always updated in a certain period of time. The concept was born from a scientific meeting entitled “Seminar Politik Bahasa Nasional” (1975), “Seminar Politik Bahasa” (1999) and finally, “Seminar Politik Bahasa” (2015). Each scientific meeting produces a concept of language politics that is complementary and updates the previous concept. Furthermore, the concept of language politics is closely related to the implementation of a language policy in Indonesia. The research method used is content analysis. The data sources used are books, document archives, and photographs that record language political events over a period of 40 years. The results of this study indicate that (1) the concept of national language politics in the version of the Seminar Politik Bahasa Nasional (1975) focuses more on aspects of Indonesian, regional languages, and foreign languages; the political concept of the national language version of the Seminar Politik Bahasa (1999) focuses more on aspects of Indonesian language and literature, regional language and literature, and foreign languages, and the national language politics version of the Seminar Politik Bahasa (2015) emphasizes improving the function of Indonesian language into an international language; and (2) the political concept of national language 1975 and 1999 language politics became the elaboration of Pasal 36 UUD 1945 and the 2015 political concept of language became the elaboration of UU No. 24 Tahun 2009 and PP No. 57 Tahun 2014.

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Giovanazzi, A. "Coherence and continuity: first steps towards a national policy." Language Learning Journal 17, no. 1 (June 1998): 81–86. http://dx.doi.org/10.1080/09571739885200141.

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Enever, Janet. "Global language policies." Language Teaching for Young Learners 2, no. 2 (July 8, 2020): 162–91. http://dx.doi.org/10.1075/ltyl.19021.ene.

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Abstract This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages is now evident – described by Graddol, with reference to English specifically, as a process of “moving up the educational escalator”. Themes threaded throughout the paper include power and resistance to soft policy, perspectives of social justice and an emerging global expectation for accountability and transparency with regard to primary foreign languages policy. In reviewing recent developments in the field of educational policy research the final section raises questions around the extent to which teachers may shape language policy in education, acting as critical interpreters of policy in an agentive role, adapting and refining national and local curriculum policy to meet the needs of their learners.

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Bradley, David. "Language policy for China’s minorities." Written Language and Literacy 12, no. 2 (December 15, 2009): 170–87. http://dx.doi.org/10.1075/wll.12.2.03bra.

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The Yi national minority of southwestern China has four distinct orthographic traditions: Nosu, Nasu, Nisu and Sani. All are based on traditional systems using the same logographic principle as Chinese writing and a few Chinese characters. Otherwise, they are very different, both from Chinese and to a lesser degree from each other. Since 1950, orthographic reform has taken place separately in the three main provinces where Ngwi or Yi languages are spoken. This process has been a top-down language planning effort, run by leaders and scholars from within the various Yi communities of each province. In addition, for local and scholarly purposes, the traditional scripts continue in use. This paper discusses and exemplifies the traditional and new orthographic systems and the process of reform which created three modern orthographies alongside the four traditional ones which also continue in limited use. The top-down process of script reform is parallel to other areas of script, language and other policy developments in China since 1950, with a centralised model that achieves some great successes and some failures, and going through a series of major changes affecting the way the languages of the Yi are written.

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CHU, MAI NGOC, and PHAN THI NGOC LE. "Language Policy Strategies of Malaysia, Singapore and Indonesia." Journal of Indian and Asian Studies 01, no. 02 (July 2020): 2050009. http://dx.doi.org/10.1142/s2717541320500096.

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This paper emphasizes language policy strategies of Malaysia, Singapore and Indonesia. These three countries are the three highly successful Southeast Asian countries in language policy. This success, in our opinion, is due to the fact that the governments of these countries have had very clear and methodical strategies on language policy. To gain findings, this study combines the use of multiple research methods at the same time such as theoretical synthesis, analyzing and describing, comparing and contrasting, deductive and inductive scientific thinking, quantitative statistical methods. The results show that the language policy strategies of the above governments focus on five main contents namely proper recognition of national language context, determining and developing national languages, overcoming ethnic conflicts, aiming at international integration, socio-economic development of the country, implementing language policies appropriate to each historical period and overcoming limitations in the policy enforcement process.

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Arias, M. Beatriz, and Terrence G. Wiley. "Language policy and teacher preparation: The implications of a restrictive language policy on teacher preparation." Applied Linguistics Review 4, no. 1 (March 29, 2013): 83–104. http://dx.doi.org/10.1515/applirev-2013-0004.

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AbstractApplied linguistics, with its sub-domains of language planning and policy can make significant contributions to language teaching. In order to explore this issue, the authors focus on the contested arena of language minority instruction in the United States. Attention is given specifically to the state of Arizona, where, recently, its educational policies have captured national and even international attention. Of particular concern is Arizona's implementation of a restrictive language policy for the instruction of English Language Learners (ELLs). The authors present a framework for reviewing the relationship between language policies and teacher preparation. Applying this framework to Arizona's teacher preparation for ELLs, we find that the state sanctioned curriculum transmitted a deficit view of students who speak a language other than English and provided prospective teachers with few alternative approaches for their instruction. In response this outcome, the authors recommend that applied linguistics content needs to be embedded within teacher preparation.

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Sabi Kazeem, Ahmed, and Muritala Imam Suleiman. "Prospects and Problems of Language Policy." Britain International of Linguistics Arts and Education (BIoLAE) Journal 2, no. 1 (March 20, 2020): 330–37. http://dx.doi.org/10.33258/biolae.v2i1.203.

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Indigenous languages in Nigeria have been relegated to the background at the expense of foreign languages. Official language policies have variously been enunciated in documents such as the National Policy on Education. Yet, there are problems facing indigenous language is Nigeria. This study examined prospects and problems of language policy to indigenous languages in Nigeria. Scholars and researchers were of the opinion that indigenous languages in Nigeria should incorporate socio-cultural activities. Problems facing the growth and development of indigenous languages were identified and prospects and possible solutions to the identified problems were proffered. It was therefore concluded that despite Nigeria is a multilingual society, there are few multilingual speakers of indigenous languages. It was however recommended that indigenous languages should be developed in order to enhance socio-cultural integration.

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Lee, Jaehak. "National Language Policy and Filino Identity: Tagalog, Filipino, English and Spanish." Latin American and Caribbean Studies 38, no. 4 (November 30, 2019): 63–88. http://dx.doi.org/10.17855/jlas.2019.11.38.4.63.

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Fedinec, Csilla, and István Csernicsko. "Language Policy and National Feeling in Context Ukraine's Euromaidan, 2014-2016." Central European Papers 5, no. 1 (October 1, 2017): 81–100. http://dx.doi.org/10.25142/cep.2017.005.

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Johnson, Robert Keith. "Language Policy and Planning in Hong Kong." Annual Review of Applied Linguistics 14 (March 1994): 177–99. http://dx.doi.org/10.1017/s0267190500002889.

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Hong Kong has a population of 5,902,100 people crowded into its land area of 1076 sq. kms. In broad terms, 98 percent of its population are Chinese.1 They speak Cantonese among themselves and English in dealing with expatriates. The expatriate community, once predominantly British, now reflects the full range of national and multinational commercial and banking interests, including those of the People's Republic of China (PRC) and Taiwan. Luke and Richards (1982) described Hong Kong as having diglossia without bilingualism.