语言政策与规划.ppt

1、Language Planning and Language Policy: Goals and Actors An Overview,语言政策与规划 目标与参与者综述 Li Minglin and Richard B. Baldauf Jr. University of Queensland, Australia 5th International Conference on ELT in China and the 1st Congress of Chinese Applied Linguistics, May 16th-21st, 2007 in Beijing,Abstract,The

2、 purpose of this session is to introduce a theoretical framework for language planning goals and actors involved in the language policy and planning process. The literature on language policy and planning (LPP) is briefly reviewed before introducing language planning goals and the description of the

3、 multi-levelled actors. A Chinese example of local agency is given.,本文重点介绍语言政策与规划领域中语言规划目标的理论构架以及有关参与语言规划过程的规划者的研究，并辅以介绍有关中国英语教师在语言教育政策与规划中作用的一个案研究结果。,Language planning, which has been variously defined by scholars in their literature (See, e.g., Cooper, 1989; Liu, 2006), is broadly perceived as the

4、 organized activity to study language issues for solving language problems. (For various definitions, see e.g., Cooper, 1989; Liu, 2006.),语言规划通常被认为是通过制订语言计划来达到解决语言问题的目的。（自1959年正式出现的language planning这一术语的描述请参阅Cooper，1989； 刘海涛， 2006。),Language Planning,The exercise of language planning leads to, or is

5、 directed by, the promulgation of a language policy by government (or other authoritative body or person). A language policy is a body of ideas, laws, regulations, rules and practices intended to achieve the planned language change in the society, group or system (Kaplan Canagarajah, 2005, Martin, 2

6、005),国际最新关注焦点：微观语言政策与规划、规划参与者及其作用（参见： Baldauf, 2006; Canagarajah, 2005, Martin, 2005）,An Example of Chinese Teacher Agency Results of A Case Study,Teachers as implementers they are in a position to read educational policy or curriculum documents Teachers as micro-level policy makers different teachi

7、ng objectives, teaching methodology and assessment process from those suggested in policy documents Teachers voice agents involved in language policy making are not only government-based educationists or educational linguists, but schools, teachers organizations or associations i.e., teachers should

8、 be part of the expertise pool.,政策执行者教师要阅读教育政策及课程目标 微观政策制订者教师在教学实践中不遵循教育政策及课程目标精神，有其自己的教学目的、方法和测评手段 教师呼声政策制订者不仅仅应由教育家、教育语言学家们组成，学校、教师组织即教师也应参与其中。,References,Baldauf, R. B., Jr. (2006) Rearticulating the case for micro language planning in a language ecology context. Current Issues in Language Planni

9、ng, 7(2&3), 147-70. Baldauf, R. B. Jr. and Kaplan, R. B. (2003). Language policy decisions and power: Who are the actors? In P. Ryan and R. Terborg (Eds.), Language: Issues of Inequality (pp. 19-40). Mexico City: Universidad Nacional Autonoma de Mexico. Canagarajah, A. S. (2005) (Ed.). Reclaiming th

10、e Local in Language Policy and Practice. Mahwah, NJ: Lawrence Erlbaum. Cooper, R. L. (1989). Language Planning and Social Change. Cambridge: Cambridge University Press. Haarmann, H. (1990). Language planning in the light of a general theory of language: A methodological framework. International Jour

11、nal of the Sociology of Language, 95, 109-29. Haugen, E. (1983). The implementation of corpus planning: theory and practice. In J. Cobarrubias and J.A. Fishman (Eds.) Progress in Language Planning. Amsterdam: Mouton, (pp. 269-90).,References,Kaplan, R. B. & Baldauf, R. B. Jr. (2003). Language and La

12、nguage-in-Education Planning in the Pacific Basin. Dordrecht: Kluwer Academic. Kaplan, R. B. & Baldauf, R. B. Jr. (1997). Language Planning: From Practice to Theory. Clevedon: Multilingual Matters. Martin, P.W. (2005) Safe language practices in two rural schools in Malaysia: Tensions between policy

13、and practice. In A.M. Y. Lin and P. W. Martin (Eds.) Decolonialisation, Globalisation: Language-in Education Policy and Practice (pp. 74-97). Clevedon: Multilingual Matters. Nahir, M. (1984). Language planning goals: A classification. Language Problems & Language Planning, 8 (3), 294-327. Ricento, T. K. & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and t