Approaching Micro-Level Planning from an Intelligibility Perspective: A Case Study from Pentecost Island, Vanuatu

Autor/inn/en	Schneider, Cindy; Gooskens, Charlotte
Titel	Approaching Micro-Level Planning from an Intelligibility Perspective: A Case Study from Pentecost Island, Vanuatu
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 6, S.530-544 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1212865
Schlagwörter	Case Studies; Language Variation; Native Speakers; Multilingualism; Language Planning; Language Tests; Mutual Intelligibility; Native Language; Literacy Education; Language Maintenance; Foreign Countries; Malayo Polynesian Languages; English (Second Language); French; Official Languages; Creoles; Dialects; Second Language Learning; Elementary School Students; Pictorial Stimuli; Vanuatu + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Sprachenvielfalt; Muttersprachler; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Language test; Sprachtest; Sprachpflege; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Office language; Amtssprache; Kreole; Dialect; Dialekt; Zweitsprachenerwerb; Fantasieanregung
Abstract	The Vanuatu government has recently implemented a policy of vernacular literacy. Children are now to receive the first three years of schooling in a vernacular language. Needless to say, in a country with less than 300,000 people [Vanuatu National Statistics Office 2016 Accessed January 4, 2016. http://vnso.gov.vu/] and more than 100 indigenous languages, some classrooms have more than one L1. In such cases, the language policy recommends that the variety with the most native speakers should be promoted. This is a good solution for those speakers of the larger language, but what impact does such a policy have on the children whose L1 is not included in the curriculum, and who are instructed in a vernacular language that is not their own? To answer this question, we conducted intelligibility tests across closely related varieties of northern and central Vanuatu. We conclude that in villages where children already receive a good deal of exposure to other language varieties in their daily lives, implementation of the government's language policy is a viable option. However, we make this point with the caveat that what is practical and beneficial for literacy education is not necessarily optimal for the preservation of small endangered language varieties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01