LanguagePlanninginSchl
Language Planning in School-based Language Revival Programs
Philippa Dundon1 Senior Curriculum Officer, Aboriginal Languages, Board of Studies NSW
Introduction
This paper examines the role of language planning within school-based language revival programs, particularly focusing on Indigenous2 language revival programs within Australia. It provides an overview of language planning concepts and definitions, and examines language planning as it relates to language revival programs in general, and to school-based language programs in particular. The term ‘language revival’ is used here as a cover term for related types of language revitalisation, renewal and reclamation projects and programs that are being developed all around Australia (Amery 2000, pp 17–18; SA DETE 1999, p 19; Board of Studies 2003). The paper concludes by examining the language planning and policy background in Australia, and how this environment influences the policy and funding issues that affect school-based language revival programs.
Language planning
In a multilingual society decisions need to be made about the functions and roles that different languages will play in that society. This is a type of language planning that includes making decisions about the national and/or official language(s), the language(s) of education and government, the role of community languages especially, the place and role of Indigenous languages. Language planning may also take place as part of language revival efforts, as communities try to reverse language loss. Language planning in this case is a form of social planning that takes place in response to a social issue or need (Eastman 1983, p 36).
What is language planning?
Language planning is a broad field of study that, in response to a perceived language problem or issue, enables practitioners to examine the possible options that speakers may have available to them and recommend a range of potential actions (Eastman 1983, p 2). All languages are
Philippa Dundon1 Senior Curriculum Officer, Aboriginal Languages, Board of Studies NSW
Introduction
This paper examines the role of language planning within school-based language revival programs, particularly focusing on Indigenous2 language revival programs within Australia. It provides an overview of language planning concepts and definitions, and examines language planning as it relates to language revival programs in general, and to school-based language programs in particular. The term ‘language revival’ is used here as a cover term for related types of language revitalisation, renewal and reclamation projects and programs that are being developed all around Australia (Amery 2000, pp 17–18; SA DETE 1999, p 19; Board of Studies 2003). The paper concludes by examining the language planning and policy background in Australia, and how this environment influences the policy and funding issues that affect school-based language revival programs.
Language planning
In a multilingual society decisions need to be made about the functions and roles that different languages will play in that society. This is a type of language planning that includes making decisions about the national and/or official language(s), the language(s) of education and government, the role of community languages especially, the place and role of Indigenous languages. Language planning may also take place as part of language revival efforts, as communities try to reverse language loss. Language planning in this case is a form of social planning that takes place in response to a social issue or need (Eastman 1983, p 36).
What is language planning?
Language planning is a broad field of study that, in response to a perceived language problem or issue, enables practitioners to examine the possible options that speakers may have available to them and recommend a range of potential actions (Eastman 1983, p 2). All languages are