Micro-Level Planning for a Papua New Guinean Elementary School Classroom: "Copycat" Planning and Language Ideologies

Autor/in	Schneider, Cindy
Titel	Micro-Level Planning for a Papua New Guinean Elementary School Classroom: "Copycat" Planning and Language Ideologies
Quelle	In: Current Issues in Language Planning, 16 (2015) 3, S.335-354 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2015.1042828
Schlagwörter	Elementary School Students; Foreign Countries; Educational Change; Native Language; Literacy; Language Planning; Program Development; Educational Policy; Language Attitudes; Language Variation; English (Second Language); Second Language Learning; Rural Areas; Official Languages; Language of Instruction; Indigenous Populations; Creoles; Uncommonly Taught Languages; Multilingualism; Language Minorities; Papua New Guinea + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachwechsel; Programmplanung; Politics of education; Bildungspolitik; Sprachverhalten; Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Rural area; Ländlicher Raum; Office language; Amtssprache; Teaching language; Unterrichtssprache; Sinti und Roma; Kreole; Minderheitensprache; Mehrsprachigkeit; Multilingualismus; Sprachminderheit; Papua-New Guinea; Papua-Neuguinea
Abstract	In the early 1990s, the government of Papua New Guinea (PNG) enacted educational reform. It officially abandoned its English-only policy at elementary school level, in favour of community languages. In response, the Kairak community of East New Britain Province developed a vernacular literacy programme. This paper, based on original fieldwork research in PNG, assesses the viability of Kairak vernacular literacy in the context of the community's broader literacy practices. While mother tongue literacy is generally regarded by linguists and policy-makers as the best-case scenario, it can pose a variety of practical challenges in the classroom. This paper examines the community's micro-planning processes and cautions that the agents of micro planning must be wary of applying, wholesale, the policies of neighbouring communities to their own situation ("copycat" language planning (LP)). It also discusses the influence that language ideologies (vis-à-vis the vernacular, Tok Pisin, and English) have on LP. The paper concludes by recommending that in rural elementary schools with mixed linguistic populations, PNG's (northern) lingua franca, Tok Pisin, may in fact be a more sensible choice for the teaching of initial literacy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01