Uncertainty in Diversity: Language Shift and Language Planning in Papua New Guinea, a Kala Case Study

Autor/inn/en	Schreyer, Christine; Wagner, John
Titel	Uncertainty in Diversity: Language Shift and Language Planning in Papua New Guinea, a Kala Case Study
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 3, S.262-275 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2022.2036744
Schlagwörter	Case Studies; Language Maintenance; Language Skill Attrition; Rural Areas; Comparative Analysis; Community Needs; Meetings; Oral Language; Native Language Instruction; Dialects; Foreign Countries; Malayo Polynesian Languages; Educational Policy; Language Planning; Written Language; Program Development; Advisory Committees; Official Languages; Papua New Guinea + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Sprachpflege; Sprachverfall; Rural area; Ländlicher Raum; Meeting; Tagung; Oral interpretation; Mündlicher Sprachgebrauch; Native language education; Muttersprachlicher Unterricht; Dialect; Dialekt; Ausland; Politics of education; Bildungspolitik; Sprachwechsel; Geschriebene Sprache; Programmplanung; Beratungsstelle; Office language; Amtssprache; Papua-New Guinea; Papua-Neuguinea
Abstract	Since independence in 1975, Papua New Guinea, the most linguistically diverse country in the world, has had both unofficial and official policies of mother-tongue education. However, limited resources and support for mother-tongue education has led communities to incorporate bottom-up language planning as well. In particular, this paper examines the language planning efforts of the Kala Language Committee (KLC). The Kala language, which has four distinct dialects, is spoken in six villages in the Morobe province. In 2010, the KLC developed an orthography for their traditionally oral language leading to the expansion of mother-tongue education programmes in each of the six villages. Each village has different levels of language shift and during meetings in 2013 had developed their own individual language plans, which best suit their community's needs. This paper compares the choices of each village to the wider choices of the KLC and to the demands of the national mother-tongue education policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01