The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

In this dissertation, I investigated the top-down implementation process of a dual language bilingual education (DLBE) program in over 60 schools in a large urban school district in Texas to identify language ideologies and issues of language policy and policy implementation according to local participating educators. Drawing on a language policy framework and research in linguistic anthropology to define language ideologies, I employed a multi-method approach (survey (n=323 educators), interview (n=20 DLBE teachers) and observation (n=3 DLBE teachers)) to measure and better understand language ideology and its significance for local language policy. Analysis revealed ideological tension and multiplicity, within and across educators, within single statements and overtime. For example, during interviews most teachers expressed additive views towards bilingualism, but subtractive views towards non-standard variations of each language. Similarly, several teachers articulated additive ideologies towards bilingualism while articulating the relative greater importance of English language acquisition. These ideological tensions operated in distinct ways at the classroom level. One teacher strictly followed the DLBE policy in her classroom to support bilingual/biliteracy development, but she also discouraged certain students and families from participating in the program because of their non-standard language practices. This dissertation complicates traditional understandings of the role of language ideologies within language policy implementation. Much research in our field discusses bilingual programs and program implementation in dichotomous terms (i.e. subtractive/additive). In contrast, I demonstrate how the multiplicity and complexity of language ideologies must be considered when trying to discuss the ideological struggle involved in implementing pluralist bilingual programs within an English dominant society. I present four potential models to conceptualize and analyze ideological tension as well as a discussion on the relationship between language ideologies and local language policy. Implications for teacher education, DLBE policy and future research are considered. / text

The research undertaken for this PhD investigates the Pan South African Language Board (PanSALB) and its role in the context of language policy implementation. This study was inspired by two separate factors. First, the PanSALB was heavily criticised, especially in recent years, despite its central and important role in the implementation of the South African language policy. Second, a look at the language planning theory indicated a lack of theoretical focus on the roles of language boards or language agencies, despite their frequent use in language policy efforts, a lack also recently lamented by Spolsky (2011) and Edwards (2012). The research undertaken for and reported on in this thesis has aimed toward two goals. First, to provide insight into the functioning and potential problems a language agency, such as the PanSALB, can face. Second, to allow a closer look at the implementation stage of the language planning process, a stage which has not yet been the focus of direct study, despite a lot of theoretical work on the processes which lead to language policies. Previous research on the PanSALB and the language policy in South Africa focused on the sociolinguistic issues, such as conflicting language ideologies among the population. This study approaches the PanSALB from an organisational and administrative point of view, as some of the recent criticism indicated that these aspects of the Board's work were problematic. A case study of the PanSALB was undertaken, and semi-­‐structured interviews conducted with board members and managers. The findings indicate that financial, collaborative, and legislative issues hinder the Board's functioning. The latter is also the cause for some of the conflicts and tension within the Board and between the Board and its stakeholders, since ambiguous stipulations make the status and reporting structures of the Board unclear. The findings indicate that financial, collaborative, and legislative issues hinder the Board's functioning. The latter is also the cause for some of the conflicts and tension within the Board and between the Board and its stakeholders, since ambiguous stipulations make the status and reporting structures of the Board unclear. These findings highlight the importance of the implementation stage of language policy and planning, since even a well-­‐ planned language policy may fail if the body or bodies tasked with its implementation are dysfunctional.

M. Tech. Applied Languages / This study is about awareness of language careers in contemporary South African society, given its multilingual ecology, and post-1994 official language policy, with particular reference to Black South African languages. The study attempts to come to its conclusions, based on a survey of societal language attitudes, current university offerings on such languages, the possible impact of technology on the language professions, and government efforts to promote careers in African languages.

After nearly 400 years of colonial occupation by Spain, the Philippine Islands were signed over to the United States in the 1898 Treaty of Paris along with other Spanish colonies, Guam and Puerto Rico. The American acquisition of the Philippine archipelago marked the beginning of rapid linguistic, social and political transformations that have been at the center of life in the Philippines for the last century, characterized by massive swings in national language policy, the structuration of the modern educational system, political reorganizations and increased involvement in the global economy. The rapid expansion of "education-for-all" during the American Period (1898-1946) set the foundation for the role of education in daily life and created a nation of multilinguals - contemporarily, most people speak, at the very least, functional English and Filipino (official and national languages, respectively) in conjunction with their L1 (mother tongue), of which there are an estimated 170 living varieties throughout the island array. This study focuses on the minority language of Ilocano, a branch of the Malayo-Polynesian (Austronesian) language family and is the third largest minority language spoken in the Philippines with over 9 million speakers spread throughout the islands, having a strong literary tradition and a clearly defined ethnolinguistic homeland in the northernmost region of the island of Luzon. The articles contained in this dissertation variously investigate the linguistic, social, and ideological implications of the last century of contact and colonization among speakers of Ilocano and seek to understand why (and how), in light of colonization, missionization, Americanization, and globalization, minority languages like Ilocano have remained robust. Taken together, these analyses shed light on the dynamic interplay between linguistic, social, and ideological processes as they shape contemporary language practices found among Ilocano speakers negotiating the terms of their local and national participation in a continually shifting social, political, and linguistic landscape.

An international school (BES) in Greece, overwhelmingly attended by Greek origin children, has adopted, as its language policy, English as the ‘official’ medium of interaction, including in the Reception classroom, the target of this research. That is, through its language policy, the school aims to promote the learning and use of English throughout school. At the same time, the school has adopted ‘free interaction’ in designated play areas as its pedagogical approach. The aim of this approach is to promote learners’ autonomy and, in the particular case, it could be interpreted as including the possibility of using Greek. Thus, a conflicting situation has developed: how to reconcile the school’s English monolingual language policy and the pedagogical approach in the play areas? Reception educators are expected to police the use of English in the kids’ play areas without however undermining children’s autonomy and/or disrupting their ‘free interaction’. The feelings and views expressed by educators show that they are seriously concerned about how this conflicting situation can be approached. The aim of this thesis is to respond to this issue of concern by providing a detailed description of how the school’s conflicting policies are actually lived in the educators’ and pupils’ language choice practices in the play areas of their classroom. By adopting the Applied Conversation Analytic perspective of “description-informed action” (Richards 2005), a perspective whereby practitioners are made aware of their own practices and are left to “make (their own) decisions regarding the continuation or modification” of their own policies and practices (Heap, 1990: 47), the aim is to raise BES stakeholders’ awareness about the possible advantages, possibilities and limitations of their policies and practices in Reception, and thus pave the way to more informed language policy making and practice in the school. The data consists of audio-recorded naturally occurring child-child and childadult interactions in the school’s play areas. The analytic framework draws on Spolsky (2004), for whom “the real language policy of a community” resides in its language practices (hence the notion of ‘practiced language policy’), and on conversation analytic methodologies applied to language choice (Auer 1984, Gafaranga 2000, 2001, 2005, 2007a, 2009). The key finding is that, adult school members and children respond to the school’s conflicting policy demands in different ways, i.e. by orienting to different ‘practiced language policies’. On the one hand, as the adults’ ‘medium request’ (Gafaranga 2010) practices in the kids’ play areas demonstrate, from the adult perspective, at all times, participants need to attend to a language preference that is ‘institutionally-assigned’, i.e. adults orient to a ‘practiced language policy’ that is in line with the “declared” (Shohamy 2006) English monolingual language policy of the school. This shows that they have responded to the school’s conflicting policy demands by prioritising the school’s language policy (use of English) at the expense of the pedagogical approach (learners’ autonomy). On the other hand, children approach the conflicting situation differently. Children seem to have developed an alternative ‘practiced language policy’ according to which language choice during peer group interaction is not organised around the school’s “declared” (ibid) language policy but around their interlocutor’s “linguistic identity” (Gafaranga 2001). This alternative language policy allows the kids to attend to the pedagogical approach (learner autonomy and free interaction).

<p>This study is an investigationof the application of dual-medium and parallel-medium models of bilingual schooling as implimented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understandingof the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learnersacademic performanceand language development in dual-medium and parallel-medium classrooms.</p>

This study investigates the perceptions of Zulu speaking parents of the new language-in-education policy. The context for the study, which is explained in Chapter one, is an ex-Model C senior primary school in KwaZulu-Natal. Chapter two consists of a review of the literature and examines South African language policy before 1989 as well as early ANC language policy up to the present language-in -education policy of additive multilingualism. The research entails a critical examination of the popularity of English as a language of learning (hereafter referred to as LOL), weighed against the need to maintain and sustain indigenous languages. There is also a focus on the current debate surrounding language policy and the notion that, historically, language policy has never been a neutral issue. Chapter three describes the research methodology. A qualitative approach was used, drawing on the interpretive paradigm. Some quantitative data, however, was necessary to support the research. Data was drawn from a sample comprising 30 Grade 4 Zulu speaking parents at a former Model C school, who completed a questionnaire. Interviews were conducted to probe and clarify the responses to the questionnaire. Three main issues were addressed: parents' reasons for choosing an English school; any concerns they might have over the neglect of culture; and their knowledge of the new language-in-education policy. Chapter four describes how these three broad issues were tested against the perceptions of two other participants, namely the Principal of the school (Mr B) and an outside educator (Dr L). Conclusions are discussed in Chapter 5. A key finding that emerges from the study is that parents do not favour an English only policy; they want both unfetted access to English and the assurance that their indigenous language and culture will be safeguarded. However, these findings need to be discussed in the context of rapid social change and it was concluded that parents were not well informed about the new language-in-education policy of additive multilingualism, and the options that this affords them. The government needs to disseminate information more efficiently if the new language-in-education policy is to impact on the decisions that parents make regarding their children's education. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 2002.

The presence of Allophone students in French-language secondary schools in Ottawa is gradually increasing. While the politique d’aménagement linguistique (PAL) insists on the use of French within the school, one may begin to wonder which language Allophone students are speaking. French? English? Their native language(s)? This qualitative case study of four multilingual Allophone students explores their language repertoire use in relation to their desired linguistic representation, their linguistic proficiency in French, English, and their native language(s), and their perceptions of language prestige. The results indicate that students spoke a significant amount of English, some French (particularly with their teacher or Francophone classmates), and minimal amounts of their native language. Recommendations are suggested to increase the effectiveness of PAL within a Francophone minority context and to ensure that the policy’s objects are attained.

<p>This study is an investigationof the application of dual-medium and parallel-medium models of bilingual schooling as implimented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understandingof the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learnersacademic performanceand language development in dual-medium and parallel-medium classrooms.</p>