Why is it important for language teachers to know about language plans and language policies?
Diskusi 7 Sociolinguistics and Language Teaching
Upon completing the course, students are expected to understand language planning, language policy, and their implications for EFL Teaching. Therefore, you will need to read your BMP Module-7, Materi Inisiasi 7, and some additional materials provided before you answer the questions.
Discuss the following questions:
Why is it important for language teachers to know about language plans and language policies?
Answer:
Language Planning
According to Jufrizal and Refnaldi (2017), language planning is described as a government-authorized, long-term, sustained, and conscious effort to modify the function of a language within a society. The purpose of language planning, as stated in their work, is to address communication problems.
By implementing language planning, communities can proactively address communication barriers and improve language usage in various social contexts. Language planning initiatives can include measures such as standardizing a language, promoting bilingual education, developing language policies, or supporting the use of specific languages in particular domains or functions.
It is important to note that language planning is a complex and multifaceted process, influenced by social, political, and cultural factors. The ultimate goal of language planning, as suggested by Jufrizal and Refnaldi (2017), is to overcome communication problems and enhance effective communication within a society.
Furthermore, Wardhaugh (2010) discusses the concept of language planning and highlights several key aspects involved in the process. Language planning refers to the deliberate efforts by individuals, communities, or governments to influence the use, structure, or functions of a language or language within a particular community (Wardhaugh, 2010).
Language Policy
According to Jufrizal & Refnaldi (2017), language policy refers to political-administrative decisions made by authorities regarding language use, management, and planning within a particular context. These decisions can encompass various aspects such as language choice, language rights, language education, language planning initiatives, and more.
Language policy provides a framework and guidelines for language planning, which involves the practical execution and implementation of policy decisions. Language planning, as a part of language policy, focuses on how to address language-related issues and achieve specific goals outlined in the policy.
The practical execution and practices of language planning can involve activities such as standardizing a language, developing language materials and resources, promoting bilingual or multilingual education, establishing language academies or institutions, creating language revitalization programs, or supporting the use of specific languages in certain domains.
According to Wardhaugh (2010), language policy refers to a set of principles, guidelines, or decisions made by governments, institutions, or communities regarding the use, status, and management of languages within a particular context. Wardhaugh (2010) emphasizes that language policy is a dynamic and ongoing process influenced by various social, political, and historical factors. It reflects the choices and priorities of those in power, as well as the linguistic rights and needs of language communities.
Language policy can encompass various aspects (Wardhaugh, 2010), including:
Official language designation: Language policies often involve designating one or more languages as official languages. This recognition grants legal status and institutional support to specific languages for use in government, administration, education, and other official domains.
Language planning: Language policy may involve deliberate efforts to plan and regulate language use within a community. This can include initiatives such as language standardization, development of language teaching curricula, language revitalization programs, or promoting the use of specific languages in certain domains.
Language rights: Language policy can address issues of language rights, ensuring individuals or communities have the right to use their language in various contexts, such as education, legal proceedings, or media.
Language education: Language policy decisions often influence language education. Policies may determine the choice of languages taught in schools, the medium of instruction, and the availability of resources and support for different languages.
Language and identity: Language policy may also intersect with questions of cultural identity and heritage. Policies can aim to promote the use of indigenous or minority languages, preserve linguistic diversity, or protect the rights of language communities.
Why is it important for language teachers to know about language plans and language policies?
Jufrizal and Refnaldi (2017) discuss the close relationship between language policy and language planning, suggesting that they can be seen as integrated components of language planning policies. They argue that language planning and language policy work together to achieve socio-political objectives.
Language planning refers to the deliberate efforts made to influence or regulate language use and development within a specific community or society. It involves making decisions about language-related issues such as standardization, orthography, education, and language revitalization. Language planning aims to shape language practices and structures to meet particular social, cultural, and political goals. Language policy, on the other hand, refers to the principles, rules, regulations, and guidelines that guide language-related decisions at the societal level. Language policy provides the framework within which language planning takes place. It involves the allocation of resources, the establishment of language rights, the promotion of multilingualism or bilingualism, and the determination of official languages.
According to Jufrizal and Refnaldi (2017), language planning policies emerge from the intersection of language planning and language policy. These policies are driven by socio-political objectives, meaning that they are designed to address social and political challenges and promote specific societal goals. For example, a language planning policy might aim to promote linguistic diversity and preserve endangered languages, enhance educational opportunities for marginalized communities, or foster national unity through language policies that promote a common language.
So, Jufrizal and Refnaldi (2017) argue that language planning and language policy are closely intertwined, with language planning policies being the outcome of their symbiotic relationship. The policies that emerge from this relationship are driven by socio-political objectives and seek to address linguistic, social, and political challenges within a given community or society.
According to Garcia and Wei (2014), language educators need to be aware of the language policies implemented in schools and the communities where they work, as well as the broader language policies of the country or region in which they work. This knowledge can help them make informed decisions to teach their students and support their language learning, and language policies can have a significant impact on learning opportunities and language use for students. Language teachers need to be aware of these policies in order to advocate for their students and help them succeed.
It is important for language teachers to be aware of language plans and language policies for several reasons (Garcia and Wei, 2014):
Contextual understanding: Language plans and policies are shaped by social, political, and cultural factors that influence language education. Understanding these plans and policies helps teachers situate their language teaching within the broader context and make informed decisions about instructional strategies and approaches.
Alignment with educational goals: Language plans and policies often reflect the educational goals of a particular region or country. By being aware of these goals, language teachers can align their teaching practices with the broader educational objectives, ensuring that their instruction supports the larger educational agenda.
Awareness of language status and rights: Language plans and policies may address issues of language status, recognition, and rights. Teachers who are familiar with these policies can better advocate for their students' linguistic needs and support language rights in the classroom and beyond.
Implementation and compliance: Language plans and policies guide the implementation of language education programs. Teachers need to know the specific requirements, guidelines, and expectations outlined in these policies to effectively implement them in their classrooms. Compliance with language plans and policies ensures consistency and coherence in language education.
Professional development and collaboration: Language plans and policies often provide opportunities for professional development, resources, and collaboration among teachers. Being aware of these plans and policies allows language teachers to take advantage of such opportunities, engage in professional learning communities, and contribute to the ongoing development of language education.
Advocacy and change: Language teachers, armed with knowledge about language plans and policies, can become advocates for change in language education. They can actively engage in discussions, provide input, and contribute to the shaping of future policies to address the evolving needs of learners and promote linguistic diversity and inclusivity.
In conclusion, understanding language plans and policies empowers language teachers to make informed decisions, align their teaching practices with broader educational goals, support their students effectively, and actively participate in the development and improvement of language education systems.
References:
García, O., & Wei, L. 2014. Language Policy and Planning in Language Education: Legacies, Consequences, and Possibilities. The Modern Language Journal, 100(Supplement), 48-63. doi:10.1111/modl.12303
Jufrizal and Refnaldi. 2017. Buku Materi Pokok MPBI5302/3SKS/Modul 1-9: Sociolinguistics and Language Teaching. Tangerang Selatan, Banten: Universitas Terbuka.
Wardhaugh, R. 2010. An Introduction to Sociolinguistics. Wiley-Blackwell.