abstract: This study reports on research that explores local manifestations of Arizona's English-only language education policy by investigating the experiences of selected English language learners (ELLs) with reclassification into mainstream classrooms and four of their classroom teachers. In this study, I employed ethnographic methods (participant observation, document collection, interviewing, and focus groups) to investigate what practices emerge after ELLs are reclassified as "Fluent English Proficient" (FEP) students and moved from "the four-hour English Language Development (ELD) block" into mainstream classrooms. With a focus on the perspectives and experiences of twelve 5th and 6th grade elementary school students and four of their teachers, I examined how students and teachers viewed and responded to restrictive language policies and the practices that accompany them. One finding from this study is that students and teachers believed that the four-hour ELD block helped prepare students to learn English, but "proficiency" in English as determined by the Arizona English Language Learner Assessment (AZELLA) did not always indicate a solid understanding of the language used in the mainstream classrooms. A second finding from this study is that ideologies of language that position English over multilingualism are robust and further strengthened by language policies that prohibit the use of languages other than English in ELD and mainstream classrooms. A third finding from this study is that, in part because of the language restrictive policies in place, particular groups of students continued to engage in practices that enact ideologies of language that devalue multilingualism (e.g., "language policing"). At the same time, however, a close examination of student-to-student interaction indicates that these same students use their multiple linguistic and communicative resources in a variety of creative and purposeful ways (e.g., through language crossing and language sharing). The close examination of policy as practice in a restrictive educational language policy context conducted here has implications for debates about English-only as a method and medium of instruction, about how the ideologies of language operate in situated interactional contexts, and about how youth might use existing resources to challenge restrictive ideologies and policies. / Dissertation/Thesis / Ph.D. English 2013

Esta dissertação faz considerações sobre a natureza da interferência derivada da introdução de variantes padrão de línguas imigrantes no currículo do sistema de escolas públicas de comunidades de falantes de dialetos. A pesquisa busca uma maior compreensão da questão por meio da análise de discurso e conteúdo encontrados em artigos de jornal, artigos disponíveis na Internet, mensagens trocadas em comunidades virtuais e quatro entrevistas colhidas de habitantes do município de Angelina em Santa Catarina, onde falantes de dialeto freqüentam escolas públicas onde o inglês é a única oferta de língua estrangeira, apesar da constituição étnica predominantemente germânica da população local. O trabalho ainda examina modelos teóricos de contato lingüístico baseados em teoria dos jogos em termos de sua relevância em um cenário mais complexo onde um dialeto coexista com sua variante padrão e uma língua nacional. / This dissertation prompts considerations about the nature of the interference deriving from the introduction of standard variants of immigrant languages into the curriculum of the public school system in communities of dialect speakers. The investigation seeks a greater understanding of the problem by means of discourse and content analysis of articles published in newspapers, articles available on the internet, forum posts, and four interviews collected from inhabitants of Angelina, a municipality in the State of Santa Catarina where dialect speakers attend public schools where English is the only foreign language option in spite of the predominantly German ethnic make-up of the local population. In addition, existing theoretical models that examine language contact from the perspective of game theory are examined in terms of their relevance in a more complex scenario where a dialect coexists with its corresponding standard variant and a national language.

Orientador: Tania Maria Alkmim / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T03:11:52Z (GMT). No. of bitstreams: 1 Torquato_ClorisPorto_D.pdf: 1209389 bytes, checksum: 30053a49246eb098bd0f127a944b7b28 (MD5) Previous issue date: 2009 / Resumo: Este trabalho investiga as políticas lingüísticas desenvolvidas em Cabo Verde, um dos Países Africanos de Língua Oficial Portuguesa. Em Cabo Verde, a língua portuguesa e a caboverdiana dividem os espaços de interação. A língua caboverdiana é uma língua crioula e tem o estatuto de "língua oficial em construção". À luz dos estudos desenvolvidos por Louis-Jean Calvet (2002, 2007) e apoiados em trabalhos que analisam a sociedade cabo-verdiana numa perspectiva sócio-histórica, analisamos as políticas lingüísticas implementadas nesse país desde o período colonial até o ano de 2006. Organizamos nosso trabalho de modo a contemplar separadamente as políticas lingüísticas in vitro e in vivo nos períodos colonial e pós-Independência. As políticas in vivo analisadas dialogam com as políticas in vitro. Para análise das políticas in vitro tomamos como objeto de estudo documentos administrativo-jurídicos. Os documentos do período colonial visavam a orientar a administração das colônias portuguesas, determinar as funções da Igreja Católica (principal instituição parceira do Estado colonial) e estabelecer o estatuto dos nativos dessas colônias. Observamos que as políticas lingüísticas coloniais in vitro estavam vinculadas à construção da Nação-Império portuguesa, que se instituía sobre uma unidade nacional em um território descontínuo. Tendo como instrumento a educação, essas políticas in vitro caracterizaram-se pela imposição da língua portuguesa aos cabo-verdianos e pela formulação discursiva da superioridade dessa língua sobre a língua caboverdiana. Os documentos administrativo-jurídicos do período pós-Independência mostram que as políticas lingüísticas in vitro estão vinculadas aos debates empreendidos ainda no período colonial e dialogam com as políticas orientadas por organismos internacionais. Após a Independência, o Estado cabo-verdiano tem promovido a língua caboverdiana, como língua da tradição, e tem produzido os instrumentos necessários à oficialização dessa língua. Entendendo que os debates sobre as línguas e sobre as ideologias das línguas são ações políticas empreendidas por atores sociais distintos do Estado, que podem ou não estar organizados socialmente, nosso estudo das políticas in vivo consistiu em analisar debates sobre as línguas realizados por grupos letrados cabo-verdianos. Tanto no período colonial quando no pós-Independência esses grupos constituíram-se em mediadores político-sociais e promotores da cabo-verdianidade. O debate sobre as línguas, que está inserido na promoção da identidade cabo-verdiana, atribui à língua portuguesa a função de expressar a modernidade e os conteúdos científicos e à caboverdiana a função de manter a tradição cultural e expressar os sentimentos dos falantes. / Abstract: This work investigates the language policies developed in Cape Verde, one of the African countries whose official language is Portuguese. In Cape Verde, the Portuguese and the Capeverdian languages share the interactional spaces. The Capeverdian language is a creole language and has the status of "official language under construction". In the light of the studies developed by Louis-Jean Calvet (2002, 2007), and supported by studies that evaluate the Cape Verde society in a socio-historical perspective, we analyzed the language policies implemented in this country from the Colonial Period until 2006. We organized our study so that we could contemplate separately the linguistic in vitro and in vivo policies in the Colonial Period and after the Independence. The in vivo policies we analyzed dialogue with the in vitro policies. For the in vitro analysis, we considered the juridical-administrative documents as the object of study. The documents of the Colonial Period aimed at orienting the administration of the Portuguese Colonies, determining the functions of the Catholic Church (main institution partner of the Colonial State) and setting up the natives' status of these Colonies. We observed that the linguistic in vitro policies of these Colonies were linked to the construction of the Portuguese Nation-Empire, which was established upon a national unit in a discontinuous territory. Considering education as a means, these in vitro policies characterized themselves by the imposition of the Portuguese language on the Capeverdian speakers and by the discursive formulation of the superiority of this language over the Capeverdian language. The judicial-administrative documents of the period after the Independence show that the linguistic in vitro policies are linked to the debates undertaken during the Colonial Period and dialogue with the policies oriented by international organisms. After the Independence, the State of Cape Verde has promoted the Capeverdian language as a traditional language, and has produced the necessary means to make this language official. Understanding that the debates about the languages and about the ideologies of the languages are political actions undertaken by social actors distinct of the State, who may or may not be socially organized, our study of the in vivo policies sought to analyze debates about the languages carried out by Capeverdian literate groups. These groups became socio-political mediators and sponsors of the Capeverdian culture, during the Colonial Period as well as after the Independence. The debate about the languages, which is inserted in the promotion of the Capeverdian identity, ascribes to the Portuguese language the function to express the modernity and the scientific contents, and to the Capeverdian language the function to maintain the cultural tradition and express the feelings of the speakers. / Doutorado / Linguistica / Doutor em Linguística

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:16:29Z No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-04T14:18:19Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-04T14:18:19Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Cardoso da Cunha Gomes - 2016.pdf: 3559400 bytes, checksum: e3cb3c24be291805e3d28b1291043a36 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-07-09 / With this study, I have the main objective to present the language policy vitality built by Karajá students of the course of Specialization in Intercultural Education and Transdisciplinary: pedagogical management, Federal University of Goiás, which make up the pedagogical political projects of the schools of Hawalò, Itxala and Btoiry. In it I discuss, first, the historical and social context of the Karajá people, in order to understand the complex universe, plural and specific experienced by these people in Brazil. The second chapter of this study has the objective to discourse about public policies on Indigenous Education in Brazil, from the Indian Protection Service, founded in 1910, until term of the 1988 Federal Constitution. In the third chapter, we discuss the concepts of interculturalism and transdisciplinary in the process for specific differentiated indigenous education in order to understand how teachers and indigenous students experience these principles in the course of specialization, taking prospects to bring possibilities to recognize and appreciate other cultural and educational systems that will beyond the cultural hierarchy, language and education in the construction of educational policy projects of their schools. And finally, in the fourth chapter, we present the sociolinguistics situation of the mentioned villages, detailing the language uses realities of the Karajá people in their social spheres of linguistic and cultural production in these communities. It is important noting that the sociolinguistic study is authored by Karajá teachers and is the basis of creation of language policies that make up the pedagogical political projects of schools in question. For the presentation and study of these language policies, I support this research in Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), the pedagogical political projects the schools of the villages of Hawalò, Itxala and Btoiry (2014) and interviews with students graduating teachers of the specialization course. I intend, with this work, collaborate with research on language policies vitality of indigenous Brazilian languages, but also and especially with the training of teachers Karajá, providing them grants for study and reflection of contextualized methodologies and intercultural bilingual education to consider the uses and functions of their languages and other, such as the Portuguese language, both inside and outside the school in the process of oral communication and writing. / Com este estudo, tenho por objetivo principal apresentar as políticas linguísticas de vitalidade da língua Karajá elaboradas e construídas pelos professores alunos do curso de Especialização em Educação Intercultural e Transdisciplinar: gestão pedagógica, da Universidade Federal de Goiás, que compõem os projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry. Nele discuto, primeiramente, o surgimento e o contexto histórico-social do povo Karajá, de modo a compreender o universo complexo, plural e específico vivenciado por esse povo no Brasil. O segundo capítulo deste estudo tem por objetivo discorrer acerca das políticas públicas referentes à Educação Escolar Indígena no Brasil, desde o Serviço de Proteção aos Índios, fundado em 1910, até a vigência da Constituição Federal de 1988. No terceiro capítulo, discuto as concepções de interculturalidade e transdisciplinaridade no processo para uma educação escolar indígena específica e diferenciada, a fim de entender como os professores e alunos indígenas vivenciam esses princípios no curso de Especialização, assumindo perspectivas que tragam possibilidades de reconhecer e valorizar outros sistemas culturais e educacionais que vão além da hierarquização cultural, linguística e educacional na construção dos projetos políticos pedagógicos de suas escolas. E, por fim, no quarto capítulo, apresento a situação sociolinguística das aldeias mencionadas, detalhando as realidades de usos da língua Karajá em suas esferas sociais de produção linguística e cultural nessas comunidades. É importante registrar que o estudo sociolinguístico é de autoria dos professores Karajá e é a base de criação das políticas linguísticas que compõem os projetos políticos pedagógicos das escolas em questão. Para a apresentação e estudo dessas políticas linguísticas, apoio-me em Toral (1992), Pimentel da Silva (2001a, 2004), Walsh (2009), nos projetos políticos pedagógicos das escolas das aldeias de Hawalò, Itxala e Btoiry (2014) e em entrevistas realizadas com os professores alunos egressos do curso de Especialização. Pretendo, com este trabalho, colaborar com as pesquisas sobre políticas linguísticas de vitalidade das línguas indígenas brasileiras, como também, e principalmente, com a formação dos professores Karajá, fornecendo-lhes subsídios para o estudo e a reflexão de metodologias contextualizadas de ensino bilíngue intercultural, que considerem os usos e as funções de suas línguas e de outras, como por exemplo, a língua portuguesa, dentro e fora da escola nos processos de comunicação oral e na escrita.

Segundo os principais representantes da atual política linguística espanhola, o español general é uma variedade transnacional da língua. Comum, neutra e globalizada, não se impõe a ninguém, mas faz parte do repertório linguístico de todo falante culto do mundo hispânico. Nas últimas décadas, e com diferentes nomes, ele habita os instrumentos normativos produzidos pelas academias de la lengua, protagoniza grandes eventos promovidos pelo Instituto Cervantes e é difundido mundo afora como língua estrangeira pela mesma instituição, carro chefe do atual projeto de planificação linguística do Estado espanhol. O presente estudo trata de situar o dito español general na política linguística espanhola da década de 90 do século XX até o final da primeira década do século XXI e tem como tese central que a invenção, promoção, defesa e difusão dessa variedade visam a comercialização da língua. A pesquisa se situa no campo teórico da glotopolítica e tem como objetivo analisar ações de política e planificação linguística esta última de acordo com o modelo de Robert Cooper e as ideologias que as acompanham. Para tanto se faz, por meio de revisão bibliográfica, uma análise da conformação do habitus linguístico espanhol desde sua instalação no Novo Mundo, a posição que ocupou nas jovens nações americanas no momento das independências, o surgimento e construção da autoridade linguística da Real Academia de la Lengua Española até sua atual política linguística panhispánica. Analisa-se também a criação e atuação do Instituto Cervantes (por meio da propaganda por ele veiculada, seus eventos e discursos de seus representantes), instituição espanhola responsável pela difusão e expansão mundial da língua. O presente estudo não poderia se realizar sem levar em conta o contexto político, social e econômico em que se elabora e executa o projeto de planificação linguística analisado, além de tratar de avaliar em que medida a ideia de língua enquanto activo económico (recurso e ativo econômico) serve de motor para tal projeto. Finalmente, são analisados os instrumentos linguísticos elaborados e adotados pelo Instituto Cervantes currículos, livros didáticos e manual de estilo com o objetivo de verificar de que maneira a planificação linguística espanhola chega à sala de aula e qual é a língua-produto adquirida pelo aluno de espanhol como língua estrangeira (mercado internacional). Toda a análise realizada ao longo deste estudo termina por revelar quem é e como soa o tão festejado español general. / According to the current main researchers on Spanish Language Policy Studies, the español general is a transnational variety of the language. As it is ordinary, neutral and globalized, it cannot be imposed on anybody, but it is part of the linguistic repertoire of every educated speaker in the Hispanic World. For the past decades, and bearing different names, it has been referred to in all normative documents written by the academias de la lengua, has been the theme of important events promoted by the Cervantes Institute and also spread around the world as a foreign language by the same institution, the flagship of the current linguistic planning project of the Spanish State. The objective of this study is to situate the so-called español general within the Spanish language policy from the 90s of the 20th century to the end of the first decade of the 21st century. The central thesis underpinning this research is that the invention, promotion, defense and propaganda of this variety aim at the commercialization of the language. Situated in the field of Glotopolitics, this piece of research aims to analyze actions of language policy and planning the latter by following Robert Coopers model and the ideologies that accompany them. In order to do so, a bibliographical study is carried out concerning an analysis of the conformation of the Spanish linguistic habitus since its installation in the Novo Mundo, the position it occupied in the new American nations at the moment of their independence, the beginning and construction of the linguistic authority of the Real Academia de la lengua española up to its current panhispánica linguistic policy. We also analyze the creation and actions of the Cervantes Institute (through its propaganda, events and representatives speeches), the Spanish institution responsible for the language diffusion and spread in the world. This present study could not have been carried out without taking into account the political, social and economic context in which the language planning analyzed is designed and implemented. It also evaluates to what extent the concept of language as activo económico (economic resource and asset) drives such a project. Lastly, the linguistic instruments designed and adopted by the Cervantes Institute such as curricula, books and style manuals - are analyzed aiming at verifying in what ways the Spanish language planning reaches the classrooms and which is the product-language learned by the student of Spanish as a foreign language (international market). The analysis carried out reveals what the much-feted español general is and what it sounds like.

Este trabalho estuda a implantação do ensino de japonês nas escolas públicas do estado de São Paulo, através do Centro de Estudos de Línguas (CEL), cuja criação, em 1987, objetivava implantar o ensino de espanhol na rede pública paulista de ensino fundamental e médio, com interesses que visavam os acordos políticos entre os países latino-americanos e a intenção de estreitar as relações econômicas entre esses a partir da criação do Mercosul. Para a nossa pesquisa, investigamos documentos oficiais publicados pelo Estado como Decretos e Resoluções, como também fizemos entrevistas semiestruturadas com professores, diretores e funcionários que participaram no processo da implantação ocorrido em 1989. Para a nossa análise, baseamo-nos em estudos concernentes à Política Linguística e Planejamento Linguístico (CALVET, 2007; OLIVEIRA 2013; RICENTO, 2006; WRIGHT, 2007). / The purpose of this study is to analyze the implementation of japanese language teaching in public schools in the state of São Paulo, through The Foreign Language Study Center (Centro de Estudos de Línguas CEL, in portuguese), whose creation in 1987 aimed to implant the teaching of spanish language in the public network of primary and secondary education in São Paulo with interests that aimed at the political agreements between the Latin American countries and the intention to strengthen the economic relations between them from the creation of Mercosul. For our research, we investigated official documents published by the State as Decrees and Resolutions, as well as semi-structured interviews with teachers, directors and employees who participated in the implementation process that took place in 1989. For our analysis, we are based on studies concerning Language Policy and Language Planning (CALVET, 2007, OLIVEIRA 2013, RICENTO, 2006, WRIGHT, 2007).

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-04-13T20:03:20Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-04-20T14:58:23Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Made available in DSpace on 2017-04-20T14:58:23Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_Tatiana Pereira Carvalhal.pdf: 2301882 bytes, checksum: 6597ceb02c0ce9d00bc80e8bcf31aa8a (MD5) / Esta investigação visa a avaliar a política e planejamento da linguagem de uma universidade federal brasileira pautada em um projeto de integração latino-americana de educação bilíngue em português e espanhol. Particularmente, foram avaliados os efeitos desse projeto sobre o perfil sociolinguístico e ideologias linguísticas dos estudantes. Situado no campo interdisciplinar de pesquisas de Política e Planejamento da Linguagem (PPL), e com foco no eixo avaliação, o presente estudo integrou análises de natureza quantitativa e qualitativa e propôs um enquadre analítico baseado em três dimensões, conjuntural, social e individual, de modo a construir uma compreensão ampla dos efeitos e dos fatores que os geraram. A partir desse procedimento analítico-metodológico, identificou-se que atuam, na política e planejamento da linguagem institucionais, além da proposta de educação bilíngue e do ensino obrigatório de espanhol e português, fatores como a localização na fronteira trinacional formada por Argentina, Brasil e Paraguai e a composição discente e docente da Universidade. A avaliação realizada mostrou que a (inter)ação desses fatores com diferentes orientações ideológicas de política da linguagem gerou múltiplos efeitos na comunidade estudantil, relacionados a processos de mudança e manutenção nos usos e conhecimento das línguas, bem como nas ideologias linguísticas. Quanto aos usos, avaliou-se que tais fatores contribuíram tanto para o contato, integração e usos bilíngues quanto para o conflito, exclusão e transferência de relações assimétricas da região para a universidade. Ademais, contribuíram também para um avanço desigual no aumento do conhecimento e usos do espanhol e do português nos ambientes familiar e educacional, bem como para a perda de outras línguas nesses ambientes, especialmente das originárias. Com relação aos efeitos nas ideologias linguísticas, foi avaliado que a política e planejamento da linguagem da instituição, ao se pautarem na educação bilíngue em espanhol e português e atribuírem a estas a função de línguas de ensino e de produção de conhecimento científico, promoveram o fortalecimento das duas línguas majoritárias, entretanto, no que tange a demais línguas, em especial as originárias, novamente favoreceram a redução do seu status. Por fim, discutiu-se a divergência entre a política e planejamento de integração, de identidade e da linguagem, e se concluiu que o alinhamento dessas diversas políticas e planejamentos seria um possível caminho para o avanço da instituição em direção aos seus objetivos / This investigation aims to evaluate the language policy and planning featured in a Brazilian federal university based on a Latin American integration project with bilingual education in Portuguese and Spanish. The effects on this project over the sociolinguistic profile of students and their linguistic ideologies were thoroughly analyzed. Lying in the interdisciplinary field of Language Policy and Planning (LPP), with a focus on evaluation, this study integrated quantitative and qualitative analyses, and proposed an analytical framework in three dimensions, conjunctural, social and individual, in order to build a wide comprehension of the effects and the factors from which they were generated. According to this analytical and methodological procedure, it was verified that, besides the bilingual education proposal and the compulsory teaching of Spanish and Portuguese, factors such as the location in the trinational region of Argentina, Brazil and Paraguay and how the student body and faculty are constituted also have an impact on the institutional language policy and planning. The evaluation revealed that the interaction of these factors, along with different ideological orientations of language policies, generated several effects amongst students, in processes of changing or maintaining the use and kwnoledge of languages, as well as the linguistic ideologies. As far as use is concerned, it was demonstrated that these factors contributed not only to the contact, integration and bilingual uses of languages, but also to conflicts, exclusion and the transfer of asymmetric relationships from the region to the university. Moreover, there was an uneven progress in the grown of knowledge and in the use of Spanish and Portuguese at the family and educational environments, along with the loss of other languages at these environments, mainly their native ones. Regarding the effects in the linguistic ideologies, it was verified that language policy and planning in the institution, by relying on bilingual education in Spanish and Portuguese, and their role as languages of instruction and production of scientific work, strengthened both major languages. Nevertheless, the other languages, particularly the native ones, were once again excluded or had their status diminished. Finally, a thorough discussion concerning the divergence between policies of integration, identity and language took place, and it was concluded that the alignment of these several policies and plans would enable the institution to move forward towards its objectives

M.A. / The purpose of the mini-dissertation is to investigate the implementation of the language policies of financial institutions. These institutions are ABSA and NEDCOR. The research was conducted against the backdrop of the 1996 Constitution. Despite the constitutional recognition of eleven official languages, the use of official languages is only enforced in national, provincial and local government institutions. The task of promoting functional multilingualism in the private sector has fallen to PANSALB. However, English is being used overwhelmingly, especially in business. Unfortunately only 25% of speakers of indigenous languages speak English well enough to actively partake in the economy. Scant research exists regarding language preferences of clients of financial institutions. Banks claim their research shows English as the preferred banking language. They are therefore reluctant to implement indigenous languages ABSA and NEDCOR were chosen for the study and research was conducted at selected branches of ABSA, Nedbank and People’s Bank. Both quantitative and qualitative research was employed and managers, ground staff and clients were included in the study. Information was gathered over a period of eighteen months, starting from February 2003. Two hypotheses were tested: a) A discrepancy exists between the theoretical and practical implementation of the language policies of financial institutions; and b) A discrepancy exists in the language behaviour of people with different educational levels. During the empirical part of the study qualitative interviews were held with representatives of ABSA and NEDCOR who deal with the language policies of their respective banks. The sentiment is expressed in each case that the bank knows that its organic growth lies in the so-called “unbanked” sector of the market, which translates into the speakers of indigenous languages. The official/unofficial policies state that there is no discrimination against any language, but that in the case of services not being available in a specific language, English will be used. The argument used for the fact that there are few services available in indigenous languages is the lack of financial terminology and lack of legal validity of documents written in indigenous languages. Research proved both arguments invalid. Banks felt that the implementation of indigenous languages would incur great costs. Ground staff and clients at all the branches answered questionnaires and were interviewed. In this way quantitative as well as qualitative data was collected. Looking at the two hypotheses that were tested, the results show that a discrepancy exists between the theoretical and practical implementation of the language policies of ABSA and NEDCOR. Far more is done by managers and ground staff at both these institutions to accommodate speakers of indigenous languages than by policy makers. The second hypothesis, which examines a discrepancy in the language behaviour of people with differing educational levels, also proves to be valid. Respondents with a low educational level need services in their mother tongue to operate but those with a high level of education, want to see their languages being used because of a cultural identification and a pride in their languages.

Examining the languages in the public space i.e. the linguistic landscape is an emerging field of sociolinguistics, and research focused on the relationship between the linguistic landscape (LL) and language policy has recently garnered particular interest. This paper aims to study the linguistic landscapes of two different universities (Linköping University and ETH Zürich) in two different countries (Sweden and Switzerland, respectively) with rather different language policies. The aim is to ascertain some of the striking differences, as well as, the similarities between the two universities in terms of the public use of languages. Apart from the study of LL, the paper investigates the relationship between LL and language policy, and uncovers any contrasts which take place between top-down (posted by the university staff) and bottom-up (not inscribed by the university personnel) forces. The study of LL in these two universities is particularly interesting; since they are home to many international students; it is thus quite likely that the national languages are not the only languages found in the linguistic landscape. Furthermore, as Sweden is a monolingual country (basically Swedish), and Switzerland is a multilingual country (German, French, Italian and Romansch), comparing the two could yield insightful results regarding the public use of different languages in these different linguistic settings. Moreover, because of the influence universities have on society, studying the university space is of importance. This study tries to answer to the following research questions: What are the visible languages in the linguistic landscape of LiU and ETH? How are languages distributed in different areas? What is the status of English in proportion to other languages in bilingual signs? How are languages distributed in top-down and bottom-up signs? What kinds of multilingual signs are present? What is a clear classification scheme for signs found in the LL, and how are languages distributed in this scheme? What are the language policies of these two universities? Are there any policies regarding the languages written on signs? Are the language policies reflected in patterns of language use on signs, and are they reflected in top-down signs more visibly than in bottom-up signs?

In this thesis, I will be investigating educational policies with a focus on English as a medium of instruction. The medium of instruction in Pakistan varies with respect to each province and the social status of the school. Consequently, English is not taught only as a foreign language but is a medium for upward mobility. I will be investigating the chronicles of English as a medium of instruction in Pakistan both before and after the partition (1947) of British India. I have selected three phases: the mid-eighteenth century, the 1970s and the present decade. I will be tracing the similarities and differences in the language policies of these eras, and identifying any patterns which transcend these eras. I shall deal with each phase separately with a brief introduction and the rationale for their selection. The Colonial period which I have marked as an important phase is before 1857; the First War of Independence (also called the War of Mutiny). This is a period of the British East India Company Rule, and indirect involvement of the British Crown. My thesis revolves around the principle that language policy of an alien origin has played an important role in South Asian history which segregated between the colonized and the colonizer, which later turned to the segregation of the masses on the basis of Anglicised and non-Anglicised. I will also be looking at this segregation, in the LPP documents of the present decade as well. The language policy of the 1970s will be analyzed for the patterns in contrast with the present decade. The 1970s in Pakistan are a period of extraordinary chaos, beginning with a language-based separatist movement in East Pakistan gaining independence in 1971, the execution of a deposed elected prime minister and a nationalist language policy. Here, I would like to shed light on the reason of my label “nationalist” for this policy , as this was the only policy which determined, and made some concrete steps towards the establishment of Urdu as a medium of instruction, and Zia’s reinforcement of Urdu as a symbol of nationalism and Islam. But ironically this could not be implemented, in its true spirit either. This policy will not be dealt in detail, but the effect of its annulations on the present decade, if any. This decade will also be analyzed for patterns linked to the past colonial trajectories and the continuity of policies in favour of the English language as a medium of instruction. I will also be investigating the link between the present decade in relation to the interplay between colonial and Post- colonial influences. I would also like to bring forth the research carried on Pakistan’s language policy. The research carried on colonial India is vast, with researchers like Robert Philipson, and his influential book Linguistic Imperialism (1992). Pennycook (2001) also sheds light on the introduction of English language in colonial context and its implications. My contribution in this field is the comparison between the colonial and post-colonial policies with, Discourse Analysis. The selection of the policies of 2008 is also an advancement in this paper, which has helped in looking at the current policies in Pakistan.