Language and Language-in-Education Planning in Multilingual India: A Minoritized Language Perspective

Autor/in	Groff, Cynthia
Titel	Language and Language-in-Education Planning in Multilingual India: A Minoritized Language Perspective
Quelle	In: Language Policy, 16 (2017) 2, S.135-164 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-015-9397-4
Schlagwörter	Foreign Countries; Language Planning; Educational Planning; Multilingualism; Language Minorities; Geographic Regions; Official Languages; Language of Instruction; Educational Policy; Minority Group Students; Constitutional Law; Semi Structured Interviews; Ethnography; Indo European Languages; Civil Rights; Educational Practices; India + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Bildungsplanung; Mehrsprachigkeit; Multilingualismus; Sprachminderheit; Office language; Amtssprache; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Staatsrecht; Ethnografie; Indoeuropäisch; Bürgerrechte; Grundrechte; Zivilrecht; Bildungspraxis; Indien
Abstract	This article explores India's linguistic diversity from a language policy perspective, emphasizing policies relevant to linguistic minorities. The Kumaun region of Utterakhand provides a local, minority-language perspective on national-level language planning. A look at the complexity of counting India's languages reveals language planning implicit in the Indian census. The more explicit status planning involved in the naming of official languages is explored in the Indian Constitution. An overview of India's language-in-education policies for languages to be taught and languages to be used as media of instruction further illustrates status and acquisitions planning affecting India's linguistic minorities. The Indian example informs and stretches the language planning frameworks used to analyze it, adding status-planning goals of legitimization, minimization, and protection. Finally, the question of what actually happens in education for linguistic minorities opens up a conversation about the pluralistic language practices common in multilingual contexts beyond the implementation of official language and education policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01