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Arbitrating repression: language policy and education in Arizona / Eric J. Johnson
// Language and education 2012, Vol26, N.5 2012p. 53-76 In 2000, voters in the US state of Arizona passed Proposition 203 English for the Children, effectively abolishing bilingual education services in favor of a submersion approach termed Sheltered English Immersion. In this discussion, I use an ethnographic lens to highlight the logistical complexities involved in the negotiation of restrictive educational language policies between macro levels of development, meso levels of interpretation and micro levels of educational application. By looking at language policy as a sociocultural process, I reveal how Arizona’s anti-bilingual education policy has unfolded across various levels of bureaucracy and been enacted in schools where the majority of students come from an immigrant background. Specifically, the current study explores how Proposition 203 has affected patterns of language use in predominantly language-minority classrooms by illustrating the influence of key policy arbiters within politically repressive environments
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Assessing children’s proficiency in a minority language : exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals / Siobhán Nic Fhlannchadha,Tina M. Hickey
// Language and education Vol. 33-No 4/2019 2019p. 340-362 There can be significant diversity in the language experience of minority language children, and in the levels of proficiency reached. The declining numbers of children now exposed to Irish include those from homes where only/mainly Irish is spoken, those with only one Irish-speaking parent, and children from homes where one/both parent(s) speak ‘some Irish’, while levels of language use in the wider community also vary widely. The proficiency of children from Irish-speaking homes seems impressive compared with their L2 learner classmates, but still shows particular linguistic needs. Since acquisition of complex morphosyntactic features depends on both the quantity and quality of input, and extends well into the school years, assessing children’s performance on features such as grammatical gender may provide a useful index of need for language enrichment, even among young speakers judged by teachers and parents to be fluent. We report data from 306 Irish-speaking participants aged 6–13 years from a range of language backgrounds, most of whom live in Gaeltacht (officially designated Irish-speaking) areas. Information was collected from parents on children’s home language and new measures of receptive and productive use of grammatical gender marking in Irish were administered. Performance on these measures is compared with scores on standardised measures of Irish and English reading vocabulary, as well as teacher and parent ratings.
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Exploring bilinguals’ social use of language inside and out of the minority language classroom / Bo Hi Mon Thomas and Dylan Bryn Roberts
// Language and education 2011, Vol25, N.2 2011p. 89-108 This paper examines bilingual children’s use of language inside and out of the minority language classroom. A total of 145 children between 8 and 11 years of age, attending 16 bilingual Welsh-English primary schools in North Wales, responded to questionnaires (supplemented by classroom observations) requesting information about their language backgrounds, their use of language at school (inside and out of the classroom) and in the wider community, their self-ratings about their linguistic competence in Welsh and in English and their attitudes towards Welsh and English and towards bilingualism per se. Whilst the results, in general, demonstrated a positive attitude towards bilingualism, there was a clear trend towards favouring the use of English outside the classroom. This pattern was mediated by language experiences and perceived language abilities within the individual. The implications of the findings for language policy and planning in education and in minority situations are discussed
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Language crashes and shifting orientations : the construction and negotiation of linguistic value in bilingual school spaces in Finland and Sweden / Tuuli From, Gunilla Holm.
// Language and education Vol. 33-No 3/2019 2019p.195-210 This article analyses the construction of linguistic value and recognition of linguistic resources in educational spaces in Finland, where Swedish is the second national language and in Sweden, where Finnish is one of five official minority languages. Drawing on ethnographic methods, critically informed notions of language policy and spatial theorisation, we argue that linguistic hierarchies created through language and education policies manifest themselves in the discursive construction of linguistic value in the everyday educational spaces. In Finland, the strong societal and political status of Swedish and the monolingual school institutions enable the recognition of language as a right and a resource but potentially present linguistic diversity as a problem within those spaces. In Sweden, the historical traces of a problem orientation towards Finnish language remain, despite the aimed improvements in educational language rights and the shifting orientation on Finnish being recognised as a resource in the market-oriented educational system. Pupils in both countries mostly considered language as a communicative resource in their everyday social spaces but the negotiation of the societal value of language and bilingualism was rather controversial. Discussing linguistic disadvantage in relation to educational spaces will bring new perspectives to language and minority policies in linguistically diverse societies.
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