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Intro -- Heritage Languages -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Heritage speakers and heritage languages -- 1.1 Introduction -- 1.2 Characterizing heritage speakers -- 1.2.1 Unofficial language -- 1.2.2 Language dominance shift -- 1.2.3 Divergent grammars and other possible effects of the dominance shift -- 1.2.4 Personal and cultural ties to the language -- 1.2.5 Age of onset and acquisition in a naturalistic setting -- 1.2.6 Are HLs community languages? -- 1.2.7 Summary -- 1.3 The contact scenario approach to HLs -- 1.3.1 Typical contact scenarios -- 1.3.2 An example: Turkish as a HL in Northwestern Europe -- 1.3.3 Evaluating the scenario approach -- 1.4 Overview of the book -- History of the field of heritage language studies -- 2.1 Introduction -- 2.2 The perspective of the diaspora languages -- 2.2.1 Dutch from a diaspora perspective -- 2.2.2 Other diaspora varieties -- 2.2.3 Diaspora studies in a broader perspective -- 2.3 The perspective of the country of immigration -- 2.3.1 The United States -- 2.3.2 Early studies on ethnolects and Canadian HL research -- 2.3.3 Case studies of HL languages in the United States -- American Portuguese -- American Finnish -- American Greek -- 2.3.4 HLs in Australia -- 2.3.5 The European context -- 2.3.6 Summary -- 2.4 Summary and introduction of the speakers' perspective -- Social aspects of heritage languages -- 3.1 Introduction -- 3.2 The scenario approach: Attending to social and linguistic factors -- 3.3 Maintenance -- 3.3.1 Indigenous minorities -- 3.3.2 Immigration -- 3.3.3 Social factors that affect maintenance -- Case study: Turkish in the Netherlands -- The primacy of everyday interaction -- 3.3.4 Investigating language choice -- Interlocutor effects -- Generations -- Family language use -- Networks -- Communities of practice.

AbstractThis article describes and analyses language management and language managers at local and micro-interactional levels in

While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell's cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.

Language policy is all about choices. If you are bilingual or plurilingual, you have to choose which language to use. Even if you speak only one language, you have choices of dialects and styles. Some of these choices are the result of management, reflecting conscious and explicit efforts by language managers to control the choices. This book presents a specific theory of language management. Bernard Spolsky reviews research on the family, religion, the workplace, the media, schools, legal and health institutions, the military and government. Also discussed are language activists, international organisations, and human rights relative to language, and the book concludes with a review of language managers and management agencies. A model is developed that recognises the complexity of language management, makes sense of the various forces involved, and clarifies why it is such a difficult enterprise

Cover -- Half-Title -- Title -- Copyright -- Contents -- 1 Introduction -- Who was Wilhelm Reich? -- How can racist beliefs become part of common sense? -- Part I -- 2 The Language Racist -- Sitting in a walled house -- My language, my nation - i'm lovin' it -- My language - keep it pure -- Why can't they all learn the standard language? -- Why do they speak in unintelligible accents? -- My mother tongue is my identity -- Our language and their integration -- Help! My language and my culture are dying -- Bilingual education harms the children -- No Babel, please

This paper surveys the development of language policy over the last 40 or more years, particularly with respect to linguistic minorities and the attendant problems of illiteracy and lack of access to basic education among these groups. While there are discernible, emerging trends in the area of language policy, we make considerable effort to point out that the evolution of such policy in the past has often been the product of an unpredictable confluence of national and international politics, economics (at all levels), social, cultural, and religious differences, intrigue, historical accident, human perversity, and serendipitous circumstances.

'Think globally, act locally' is the message of Language Policy: Dominant English, Pluralist Challenges. The book examines the impact of English in countries in which it is taken for granted — Australia, Britain, Canada, New Zealand, and the USA. It explores how the dominance of English impacts on the development of national language policies, the maintenance of minority languages, the ability to provide services in other languages, the efforts to promote first language and bilingual education programs, and the opportunities for adult and child second language and literacy training. The book examines language and language-in-education policies in these countries and the extent to which English influences some policies or preludes others. It explores the viability of a statement on national language policies that could be adopted by the International Teachers of English to Speakers of Other Languages (TESOL) organization as a statement of principles. The book explores how to raise issues of individual, social and educational responsibilities that TESOL members must face as they are influenced by, and can influence, the language policy agendas established in these countries. It explores what can be learned from other English dominant nations, and compares language policy and practice, developing a more cross-national view on rights and responsibilities in language and language-in-education in these five dominant nations.