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The definitive guide to the field of language policy, rich with examplesExplores a theory of language policy starting with the individual speaker rather than the nationDraws on a range of examples and case studies including examples of threatened indigenous and minority languages throughout the worldSurveys the language practices, beliefs, and planning efforts of a wide range of stakeholders including families, public institutions and local and national activistsDrawing on four decades of research, Bernard Spolsky presents an updated theory of language policy that starts with the individual speaker instead of the nation. In this book, he surveys the language practices, beliefs, and planning efforts of individuals, families, public and private institutions, local and national activists, advocates and managers, and nations. He examines the diversity of linguistic repertoires and the multiplicity of forces, linguistic and non-linguistic, which account for language shift and maintenance. By starting with the individual speaker and moving through the various levels and domains, Spolsky shows the many different policies with which a national government must compete and illustrates why national policy is so difficult. A definitive guide to the field, this is essential reading for policy makers, stakeholders, researchers, and students of language policy

Intro -- Contents -- Editorial Note -- Preface -- The Languages of Diaspora and Return -- Abstract -- Keywords -- Section 1. Introduction - Diaspora and Diasporas -- Defining Diaspora -- The Classical Jewish Diaspora -- Diaspora Attitudes -- Living in Diaspora -- Section 2. Non-Jewish Diasporas - Some Dimensions of Diaspora Languages -- Case 1 - The Chinese Diaspora - A Large Diverse Collection of Communities -- Case 2 - South Asian Diasporas -- Case 3 - A Return from Exile: The Navajo Case -- Case 4 - A Homeless Diaspora? Rom or Romani -- Case 5 - The Armenian Diasporas - An Analogous Case -- Case 6 - Exiles from Arab Lands: Syrian and Palestinian Diasporas -- Case 7 - Russian Diaspora Communities - Old and New -- Case 8 - Pasifika in Aotearoa -- Dimensions of Diaspora Languages -- Section 3. Babylon - The First Jewish Diaspora -- The Egyptian Captivity -- Captivity in Babylonia -- The Shift to Aramaic -- Attitudes to Diaspora -- The Persistence of Hebrew -- Section 4. The Diaspora in Greek Cities -- The Growth of the Diaspora -- Jews in Greek Colonies -- Section 5. Jews in the Arab World -- Pre-Islamic Diaspora -- Jews in Islam -- The Jewish Variety of Arabic -- The Reconquista and Jewish Spanish -- Section 6. The European Diaspora -- Jews in Europe -- Language Shift -- What is a Jewish Variety? -- Yiddish Origins -- Section 7. The Shtetl: The Mythic Classic Jewish Diaspora -- Jews in Slavic Lands -- Section 8. The Ottoman Sephardic Diaspora -- Expelled Iberian Jews Move East -- The Ottoman Welcome and Its Limits -- Jews in the Ottoman Balkans -- The Development of the Millet System -- Section 9. The Emancipated, Secularizing, Assimilating Diaspora of Modern Times -- The Effect of Emancipation -- France -- Germany -- Netherlands -- Belgium -- United Kingdom -- United States -- Poland -- The Soviet Union -- The Arab World -- Algeria -- Morocco

Cover; The Cambridge Handbook of Language Policy; Title; Copyright; Dedication; Contents; List of figures; List of tables; Contributors; Preface and acknowledgements; Part I Definition and principles; 1 What is language policy?; 2 History of the field: a sketch; Introductory remarks; Periodization of language policy and planning; Examples from the now distant past; The French academy; European national movements; Soviet Union of the 1920s and 1930s; Czechoslovakia and the Prague Linguistic School; 'Classic language planning'; Critique of classic language planning.

The urgent need to forge an inclusive, multi-racial, multicultural South African national identity has been one of the most dominant themes in post-Apartheid politics and society. With the realisation that many of the social problems which beset contemporary South African society are sociolinguistic in origin, the critical importance of language policy and planning for democratic 'nation-building' becomes evident. This book adopts a rigorous theoretical approach to the study of language policy and national identity, both in a general sense and with specific application to the sociolinguistic situation in South Africa. It also includes an entire chapter devoted to the issue of the status and role of Afrikaans in the post-apartheid era. Employing a strictly multi-disciplinary approach, the book draws on insights from a number of academic disciplines including sociolinguistics, the sociology of language, sociology, social psychology, political theory and social anthropology. The book will be of considerable interest to a wide range of academic theorists and students whose work is either specifically concerned with, or touches upon, issues of language policy and national identity, as well as language planners and policymakers, language pedagogists and educational organisations, both within South Africa and beyond. Written for:Academic theorists, students of issues of language policy and national identity, language planners, policymakers, language pedagogists and educational organisations both within South Africa and beyond

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

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

Language policy is an issue of critical importance in the world today. In this introduction, Bernard Spolsky explores many debates at the forefront of language policy: ideas of correctness and bad language; bilingualism and multilingualism; language death and efforts to preserve endangered languages; language choice as a human and civil right; and language education policy. Through looking at the language practices, beliefs and management of social groups from families to supra-national organizations, he develops a theory of modern national language policy and the major forces controlling it, such as the demands for efficient communication, the pressure for national identity, the attractions of (and resistance to) English as a global language, and the growing concern for human and civil rights as they impinge on language. Two central questions asked in this wide-ranging survey are of how to recognize language policies, and whether or not language can be managed at all

AbstractAcademic biographies seldom go into details about motivation, but in the case of Joshua Fishman, we have his statement that much of his career was directed by the question posed to him by his father, "What did you do for Yiddish today?" Answering this question did not just lead to his personal decision to speak Yiddish with his wife and children, but also to make sure that his grandchildren would be fluent speakers. But as he explains, his pioneering academic work in the sociology of language had a similar purpose: to explore the nature of language maintenance and shift and to build a scientific basis to support language activists who wished, like him, to fight what seems to be the inevitable evolutionary forces leading to the endangerment and loss of minority languages. His scholarly work included many pioneering contributions to the study of Yiddish sociolinguistics, but it expanded to include not just other threatened languages but also to build a solid academic basis for studying what happens when stronger languages meet weaker. Thus he was the creator of the field of the sociology of language and provided support for language minority activists, all the time making sure he was doing something for Yiddish.

Der Autor thematisiert die Misserfolge bei der Umsetzung von Sprachenpolitik und fragt nach den Gründen, warum viele Erzieher und Sprachenlehrer nicht die Empfehlungen von Experten berücksichtigen, wie eine erfolgreiche Sprachenplanung gestaltet werden kann. Er geht vor diesem Hintergrund der Frage nach, ob ein Sprachmanagement innerhalb der anerkannten und weniger bevorzugten Sprachen möglich ist, und problematisiert die Tatsache, dass eine bilinguale Erziehung meistens aufrechterhalten wird, um die Macht und Akzeptanz einer ethnischen oder lokalen Vielfalt (z.B. Irisch und Französisch in Québec, Katalanisch und Baskisch in den autonomen Gebieten, Maorisch in Neuseeland usw.) zu vergrößern oder um den Übergang zu einer internationalen Sprache zu beschleunigen (z.B. Russisch in den Sowjetrepubliken, Englisch in Singapur), anstatt den Schulbesuch für Sprecher benachteiligter Sprachen zu erleichtern. Der Autor unterbreitet daher eine Reihe von Vorschlägen, um die Kluft zwischen der anerkannten Wissenschaftstheorie und der aktuellen Unterrichtspraxis zu überbrücken. (ICI).