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Language Policy and World Englishes - Coggle Diagram
Language Policy and World Englishes
Introduction
components of language policy (Spolsky, 2004)
optional
language management
compulsary
language practices
language ideologies
constant influence of ideologies on language practices
challenging language policy regarding language management
runs againts the distributed nature of agency
does not gibe credence to the roles played by non-human actos
reveals an a useful and feasible question
is it possible to maintain a distinction between cases where there is language management and cases where there isn't?
the performance of nature of policy
to understand the problem in WE
how to understand similarities between English in the Outer Circle and Expanding Circle
The Performance of Policy
Appreciating performance as a continuum. from 'mundane' to 'high'
mundane performances
characteristics
routinized
highly conventionalized
not recognized as performances
due to
routinization
conventionalization
high performances
characteristics
scheduled events
pre-announced and planned
programmed
temporarily and spatially bounded events
routine flow of communicative practice
consumed as an independent and memorable cultural form (Coupland and Jaworski, 2004, p.21)
formally reflexive
demonstrating conscious manipulation of the formal feature of the communicative system (Bauman, 1996: 47-8)
scripted, rehearsed, conducted as events that are marked off
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coordinated
rely on specific sorts of collaborative activity
performers and audience members will establish themselves in these participant roles for the enactment of the performance
public events
the membership is not exclusive
social collectivity
a policy that is formulated will hew closer to the high end of the performance continuum
the formulation is highly reflexive matter
conducted with an awareness of how the policy might be received
pre-emptive or mitigating actions can be taken to maximize the change of a positive reaction
language policy with management
located towards the more mundane end of the continuum
involve langauge practices that are enacted under the influence of various ideologies without any conscius attempts at management
language policy without management
place towards the high end of the continuum
greater care is taken to lay out and explain the policy in detail
Speak Good English Movement (2000) vs. Speak Mandarin Campaign (1979) in SIngapore
the reapplication of SMC's strategies in SGEM
aim
Encouraging specific uses of language whilst discoraging others.
the encouraged and discouraged languages cannot co-exist
the presence of the latter makes it difficult to properly learn the former
programs
relaunched annually
competititions
games
workshops to raise public awareness and support
Public events
involve careful planning and coordination
located towards the high end of the performance continuum
however, imitate the previous policy
more routinized and located towards mundane?
mobility of policy
fast policy transfer
shifts policy even more towards the high end of the performance continuum
specific policies that have been formulated elsewhere can be adopted/adapted for their own purposes
the practies from elsewhere pervade so much of the policymaking conversation
policymakers are increasingly enggaged in look to learn from the recommendations from other policymakers while also sharing their own experiences
referencing distant models and practices is now commonplace
learning curves can be shortened
reading of the best-practice literature
borrowing from a well-known model
travelling policy
becoming mundane
assemblages
being reflexively constituted and reconstituted
placing towards the high end of the perfomarnce continuum
a set of ideas, initiatives, documents, and human actors
agentive roles
policy actors
flexibility to own goals
English Language Education: The Common European Framework of Reference for Languages
policy studies concerning world Englishes
mobile policy
the constitution and reconstitution of policy assemblages
parts of the policy assemblages that are intact and are changed
Policy on English language education
Exonormative approach
ensure that English is properly taught by adopting an outward orientation
an outward orientation
the search for how best to go about teaching the language
Tending to look outward and rely on foreign forms and customs.
policy mobility with some modifications to facilate local adaptations
CEFR
aim
designed to provide a transparent, coherent and comprehensive basis
language syllabuses
curriculum guidelines
teaching and learning materials
assessment of foreign language proficiency
define levels of language proficiency for assessment purposes
goals of language learning and teaching
characteristics
not inteded to offere ready-made solutions
must be adaptad to the requirements of particular contexts
Taiwan
Japan
Cambridge University Press
englishprofile.org
China
assemblage perspective in policy study
contribution in world Englishes
understanding relationship between postcolonial and non-postcolonial Englishes
a challenge to explain the global spread of English
the effect of colonialization to Englishes
historical explanation betweem PCEs and non-PCEs
similarties across both groups
extra- and intra-terrortial forces model (EIFM) (Buschfeld and Kautzch, 2017)
a joint approach to those PCEs and non-PCEs
argues that PCEs and Non-PCEs develop along the same five phases like in Dynamic Model
adopting strategy of parallel development
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takes the DM as its starting point
suggests that PCEs and non-PCEs differ in their foundation phases
argues that
Dynamic Modell (Scheider, 2007)
changing relationships between the colonial settlers and the indegenous communities
five phases of the development of English in post-colonial contexts
foundation
exonormative stabilization
nativization
endonormative stabilization
differentiation
connecting the developments of PCEs to their colonial histories
as well as their later socio-political conditions