Implementation and Acceptance of National Language Policy: The Case of Dutch (1750-1850)

Autor/inn/en	Rutten, Gijsbert; Krogull, Andreas; Schoemaker, Bob
Titel	Implementation and Acceptance of National Language Policy: The Case of Dutch (1750-1850)
Quelle	In: Language Policy, 19 (2020) 2, S.259-279 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutten, Gijsbert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1568-4555
DOI	10.1007/s10993-019-09527-y
Schlagwörter	Public Policy; Language Planning; Foreign Countries; Sociolinguistics; Linguistic Theory; Standard Spoken Usage; Indo European Languages; Political Influences; History; Official Languages; Standards; Spelling; Computational Linguistics; Diachronic Linguistics; Netherlands + Suchen Sie Ihr Suchwort? Öffentliche Ordnung; Sprachwechsel; Ausland; Soziolinguistik; Linguistische Theorie; Gesprochene Sprache; Umgangssprache; Indoeuropäisch; Political influence; Politischer Einfluss; Geschichte; Geschichtsdarstellung; Office language; Amtssprache; Standard; Schreibweise; Linguistics; Computerlinguistik; Diachronische Sprachbetrachtung; Historische Linguistik; Niederlande
Abstract	The paper discusses "implementation" and "acceptance" as crucial elements of a historical-sociolinguistic reappraisal of Haugen's well-known theory of standardization. The case study that we focus on is the Dutch language in the second half of the eighteenth and the first half of the nineteenth century. In this period, Dutch became an object of political control. Significant aspects of the nationalization of language were the establishment of an officialized orthography (1804) and grammar (1805), which were to be used in the national school system. Education was the societal domain in which the national government tried to secure the transmission of the national language norms. We study the implementation and acceptance of official language norms from two perspectives, viz. by focusing on teaching materials developed for the new national school system, and by analyzing a recently compiled corpus of original language data from this period. We argue that implementation and acceptance, though relatively understudied topics in standardization studies, can usefully be operationalized, and turned into empirical questions that historical-sociolinguistic analysis can answer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01