Unit 5

He says that the classical view is too restrictive, and he aims at encouraging teachers to see themselves as agents, as language planners who teach norms, communicative skills, rhetorical skills, and not to think they are just tools for implementing language planning, but to see that their decisions have an effect in the classroom, and that is language planning as well. Also, he believes members of the communities, along with policy experts and sociolinguists, should participate in Language planning. Teachers can implement microlanguage planning, for example, "in this class we will use non-sexist speech"
Lo Bianco advocates in favor of concrete cooperation of public policy experts, researchers, communities and teachers on equal terms in designing and developing language education initiatives

Performative language planning has to do with using language not just to transfer message, but to effect language change; in other words, people who use language to display ideological messages, such as anti racist speech, are exercising performativity, and these performances display a speaker´s adherence to a speech ideology community (signals identity, belonging, influence social relationships, meanings). The success of performative language planning is conditioned by whether language users modify their speech to signal alignment with the identities indexed by such usages of language. IT IS A VERY RICH SOURCE OF LP, BUT IT IS ONLY USEFUL IF SPEAKERS USE IT

one nation one country ideology has affected the lack o bilingual education in the U.S., and also the educational policies are aimed at teaching immigrants English over their home language.

The classical view of LP contributed to the spread of English, which threatens minority languages and, therefore, its culture.

the use of ideological performative use of language can bring about language change. For example, saying "they" as a gender-neutral pronoun, that can be used in the singular, is a performative action that can bring about language change (now there is variation between he/she and they)

1. Public texts: decided instances of LP. They are official documents issued by a state, agency; constitutions, laws, regulations
2. Public discourse: ongoing debates of language problems
3. Performative action: ongoing modelling of language forms desired and valued by speakers/writers, such as anti-racist speech, anti-sexist uses of language, etc

- Status planning
- Corpus planning
- Acquisition planning
- Prestige planning
- Usage planning

The decision to ascribe legal standing to a language/making it official is costly for the national budget because it implies the rights of populations to either read, write, speak in that language, give services in that language, and road signs, official documentation must be in that language. For example, if two languages are official, people have to receive notices in the two languages, if you are witness in a trial you have to give your testimony in your language and understand the language of the lawyer; all these rights derive from the official status

No, for example, in Israel the official status of Arabic was done to make arabs feel separated and not equals to Jewish

Not all instances of LP are effective. For example, an acquisition planning in Israel was the bilingual programs in Hebrew and Arabic, and this was not effective since Jews are reluctant to learn Arabic because it does not have an utilitarian value for them since Arabs are already bilinguals, and Arabic has a symbolic meaning: it is the language of the enemy.
Status planning in Israel has failed as Arabic is not equally valued and respected as Hebrew is, in fact, Arabic in Israel in used with language mistakes, it is written with Hebrew syntax, etc.

Usage planning has the purpose of using the language in more field, and generally to prevent them from dying. Class: usage planning was applied in the use of Gaelic in ATMs in Ireland (usage of the language in a specific activity)

CORPUS PLANNING, as it is concerned with the codification of linguistic norms such as spelling, grammar, and vocabulary. This type of planning is necessary in order to produce textbooks and instructional materials for all bilingual schools in Formosa and Chaco and these materials could be used for all Wichi speakers regardless of their variety. Some may argue it is not good because it is an imposition of a single standard on a diverse community, but corpus planning is essential for the development of standardized languages that can be used in education, and also in government, the media. Also acquisition planning because it is a decision about the languages a community will learn at school.

hierarchical diglossia – in which one language is reserved for high functions and others for low functions and eventual erosion or extinction of languages occupied mostly with low function activities.