Papers by Joseph Lo Bianco
This volume tracks the complex relationships between language, education and nation-building in S... more This volume tracks the complex relationships between language, education and nation-building in Southeast Asia, focusing on how language policies have been used by states and governments as instruments of control, assimilation and empowerment. The individual chapters each represent one of the countries in the region, namely Brunei, Cambodia, East Timor, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Vietnam. Written by established and well-known scholars of language, education and politics in Southeast Asia, the chapters examine the place of minority or non-dominant languages in nation-building agendas and practices, as well as their impact both on the linguistic ecology of specific countries and on the cultural, socio-economic and political well-being of their speakers. With a recent worldwide push towards multilingual education as one way to address the cultural, political and economic marginalization of millions of people around the world, this volum...
Dominant Language Constellations
Agenda - A Journal of Policy Analysis and Reform
r I This article explores key issues involved in making language an object of public policy with ... more r I This article explores key issues involved in making language an object of public policy with particular reference to the relation between the multilingual competence of Australians and the perceived national need for competence in the languages of key trading partners. The theoretical framework that dominates in this field of making policy around language issues emerges from applied linguistics and sociolinguistics and is generally known as language planning. These branches of scholarship locate the systematic study of language within either a pedagogical framework or a sociologically oriented framework (Kaplan and Widdowson, 1992). Within these frameworks many language planning scholars locate the practice of public policy making on languages under three broad categories. 'Status planning', which addresses the relative position and role of different languages (or varieties of a single language) within a single administrative or political unit. 'Corpus planning', which involves technical work to the internal resources of a language (its words, grammar, sounds, writing system etc.) usually aimed at permitting the target language to handle technical or advanced scientific discourse. Finally, 'acquisition planning' which refers to the policies that public authorities adopt towards the learning and use of new languages or of new forms of language (Cooper, 1989). This article concerns itself only with aspects of status and acquisition planning in the Australian context. The range of specific issues of language taken up within explicit policy determinations is extremely vast and involves both multilingual societies and 'monolingual' societies. Monolingual societies, or societies in which minority languages are very marginal to public life, tend to evolve policies around questions of language style, accent, pronunciation (even spelling and writing conventions) and these can become the object of debate and contest. However, explicit policies on language are more typically found in multilingual societiesthe great majority of the world's societies are multilingual and face more challenges in developing languages policies (Edwards, 1994). A problem arises when there is a perceived mismatch between what might be called the existing domestic language resources and the language skills perceived to be needed by a society. Such a problem is highly relevant to Australia's language policy making. Much recent policy making in Australia has been driven by the idea that the bulk of Australia's bilingualism is contained within immigrant communities and is perceived by government to be different from the languages
Culturally and Linguistically Diverse Classrooms
Bilingual and Multilingual Education, 2016
The Australian experience of bilingual education is composed of three separate audiences: Indigen... more The Australian experience of bilingual education is composed of three separate audiences: Indigenous groups and their languages, immigrant groups and their languages (both of these groups seeking language maintenance and intergenerational vitality), and mainstream English speakers seeking additive language study. All these interests share a common aim of lobbying for more serious and substantial language education programs, but differ significantly in the purposes and context of their promotion of bilingual education. This chapter provides an overview of historical, political, and educational influences on forms of bilingual education that have emerged, in the context of state and national language policy and practices, to meet the needs of Indigenous Australians, migrant communities, and Anglophones.
Literacy and Numeracy Studies, 1997
Vox the Journal of the Australian Advisory Council on Languages and Multicultural Education, 1991
NOTE 332p.; Intended to be published twice per year. Two-cone charts and colored photographs may ... more NOTE 332p.; Intended to be published twice per year. Two-cone charts and colored photographs may not reproduce well. PUS TYPE Collected Works-Serials (022) JOURNAL CIT VOX: The Journal of the Australian Advisory Council on Languages and Multicultural Education; n3-5 VOX is the journal of the Australian Advisory Council on Languages and Multicultural Educatic.:. It is a medium for the exchange of intonation on language slrolicy and multicultural education issues, and in particular, the National Policy on Languages. Two issues will be published each year. This issue is presented in two sections. The first section contains information about ACCLAf4E, fr^ activities, the implementation of the National Policy on Languages and recent developments in languages policy in Australia and overseas. The second section consists of contributed articles relating to afferent aspects of languages policy. Articles, with photographs or other illustrations where possible. are invited for consideration for future issues.
Australian Council For Educational Research, Sep 1, 2009
Multilingual Education, 2016
Multilingual Education, 2016
Multilingual Education, 2016
A discussion of language policy in Australia chronicles the history and context of policy formati... more A discussion of language policy in Australia chronicles the history and context of policy formation and looks at the role of the National Languages and Literacy Institute. The paper first examines the phases and processes of both explicit and unofficial policy-making on language issues in Australia, highlighting the role that language professionals (teachers, linguists, and applied linguistics) have played in the evolution of national language policies. Then the National Languages and Literacy Institute and its main areas of work are described. The Institute is a decentralized policy research organization established in 1990, owned by the States and Territories of Australia and the federal government, with partnership involvement of the universities, immigration and cultural agencies, business and labor, and Aboriginal and Torres Strait Islander groups. The discussion also traces some of the tensions and conflicts inherent in coordinating and conducting research intended for solving educational and social problems related to language. Finally, some cf the directions and debates in contemporary language policy are analyzed, and comments are made on the role that explicit linguistic knowledge and research could play in resolving problems and implementing policy successfully. (MSE)
National Centre For Vocational Education Research, 2005
This paper investigates the politics of English as the official language in the United States, fo... more This paper investigates the politics of English as the official language in the United States, focusing on the move to declare English the official language within the 104th Congress. Though the bill lapsed in the Senate, movement to declare English official at the federal level has continued. Several large national organizations work hard to see this effort through to completion. The paper describes a study of the official English movement which used the Q methodology, direct interviews with 45 people who were the main protagonists for the officialization of English in the 104th Congress and their main antagonists, and analysis of the discourse of advocatory literature, exemplar speeches, and radio debates on official English between these groups. Q methodology data involved 54 interviews examining the subjective positions and ideology of key players on both sides of the official English debate. Data analysis indicated that there are some relatively stable and recurring positions on the issue that frame the debate and can be directed toward defining different sets of problems as the objects of policy. People on both sides of the debate strongly agreed that the issue of English in U.S. public culture is a serious matter. (Contains 14 references.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document.
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Papers by Joseph Lo Bianco