Professor: Doris Payne, dlpayne@darkwing.uoregon.edu, 346-3894
Office hours:  by appointment, 229 Straub Hall

This course is an introduction to the field of language planning & policy. By the end of the course, the student should be able to:
  (a) have a broad understanding of the complexity of language roles around the world
  (b) recognize international, national, and local level socio-linguistic and other factors that impinge on language planning decisions
  (c) understand and discuss basic concepts in the field of language planning and policy
  (d) gain greater comprehension of language planning and policy issues in a particular area of the world or situation.

Course Requirements:
(a) Class attendance (your class participation grade will be affected if you are absent from class without a pre-approved excuse)
(b) Participation in class dicussion of readings. Readings are to be completed before class. Some additional required readings may be listed throughout the term.
(c) Annotated bibliography on an approved topic
(d) Written research project on an approved topic - ideally the same topic as in (c).   The final paper grade will be lowered by 1/2 grade for each day that it is late.

Course grade:

Class participation and preparedness for discussion	20%
Annotated bibliography	20%
Class presentation	10%
Research paper	50%

DATE	TENTATIVE TOPIC	READINGS (tentative)/Assignment
Week 1: Jan 7	Why is Language Planning/Policy an Issue? Course overview, Societal multilingualism	Case studies: Official language choices
Jan 9	Identity consciousness & language	Paulston (focus on pp. 34-42; skim rest)
Week 2: Jan 14	Language Policy Overt vs. covert policy & culture	Schiffman, Ch. 1, RQs
Jan 16	Registers, functional domains of language; language statuses	Schiffman, Ch. 2, RQs
Week 3: Jan 21	Myth & linguistic culture	Schiffman, Ch 3, RQs
Jan 23	Language Planning Basic concepts in Language Planning	Hinton "Language Planning" (Hinton & Hale 51-60)
Week 4: Jan 28
Jan 30	Status, acquisition planning
Week 5: Feb 4	Acquisition planning, cont. Corpus planning	OPTIONAL:  Reyhner (ed.), Teaching Indigenous Languages OPTIONAL: Coronel-Molina, Bilingual Education links
Feb 6	Literacy, orthography planning	Hinton "New Writing Systems" (Hinton & Hale 239-250) OPTIONAL: Bielenberg, Indigenous Language Codification
Week 6: Feb 11	Case studies Mayan orthography & identity	Lewis One paragraph (minimum, typed) statement of your research project
Feb 13	French lg. culture & policy	Schiffman, Ch 4 RQs (Ch 5 optional)
Week 7: Feb 18	Lg. & Education in Francophone Africa (Niger, Mali, Burkina Faso)	Alidou & Jung, "Education Language Policies in Francophone Africa"
Feb 20	USA	Schiffman, Ch 8
Week 8: Feb 25	Immigrant languages; English-Only	Schiffman, Ch 9
Feb 27	Reversing language shift	Crawford, "Seven Hypotheses on Language Loss" Hinton "Language Revitalization: an Overview" (Hinton & Hale 3-13) PERUSE CONTENTS:  Reyhner, et al (eds), Revitalizing Indigenous Languages Annotated bibliography due
Week 9: Mar 4	Native American languages / California	Hinton "Federal Language Policy and Indigenous Languages in the United States" (Hinton & Hale 39-44)
Mar 6
Week 10: Mar 11	Presentation 1, 2
Mar 13	Presentation 3
Mar 20, Th 11:00 a.m.		Final Paper due

Readings:

• Alidou, Hassana & Ingrid Jung.  2001. Education policies in Francophone Africa: what have we learned from field experiences? Chapter 4 of Language Policy: Lessons from Global Models, ed. by Steven Baker, 59-73.  Monterey: Monterey Institute of International Studies.
• Hinton, Leanne and Ken Hale (eds.). 2001. The Green Book of Language Revitalization in Practice. San Diego: Academic Press. [selected chapters]
• Lewis, M. Paul.  1993. Real men don't speak Quiché: Quiché ethnicity, Ki-che ethnic movement, K'iche' nationalism.  Language Problems and Language Planning 17:37-54.
• Paulston, Christina Bratt. 1987.  Catalan and Occitan: comparative test cases for a theory of language maintenance and shift. International Journal of the Sociology of Language 63: 31-62.
• Schiffman, Harold. 1996. Linguistic culture and language policy. Politics of language series. London: Routledge. [selected chapters]
• TBA

• Ager, Dennis. 2001. Motivation in Language Planning and Language Policy.
• Baker, Steven J. (ed.) 2001. Language Policy: Lessons from Global Models. Proceedings from Language Policy Conference held at the Monterey Institute in September 2001. Monterey: Monterey Institute of International Studies.  <http://www.miis.edu/lang-pol-con.html> [conference papers on aspects of language policy in multiple countries]
• Calvet, Louis-Jean. 1998. Language Wars and Linguistic Politics.
• Cooper, Robert L. 1989. Language Planning and Social Change. [Chapter on revival of Hebrew. Page 98 gives a number of helpful research questions]
• Eastman, Carol M. 1983. Language Planning: An Introduction.
• Fishman, Joshua.  Reversing Language Shift.  Multilingual Matters.
• Kaplan, Robert B., and Richard B. Baldauf Jr. 1997. Language Planning: From Theory to Practice.

Students enrolled in Ling 410 should  plan on a 6 to 10 page (typed, double-spaced, 1-inch margins) paper. You must have at least 3 good sources, including items beyond the assigned readings for the course. You may supplement published (print) sources with internet resources, but you may not solely use the internet.  As with traditional publications, any internet sources must be referenced properly so that I can also consult them.

Ling 510 students should plan on a 10 to 13 page paper (typed, double-spaced, 1-inch margins).  You must have at least 4 sources, including items beyond the assigned readings for the course. (Other requirements are as for Ling 410).

Both 410/510:  Note that grades will be based on quality and not length.

Research Process guidelines:
Step one: Choose a country or region that you have some personal interest in. The assignment will be more meaningful to you, and more interesting to the rest of us if you have some personal investment in the material. Please see me or send me an e-mail message if you are having problems identifying an area of interest.

Step two: Library research, developing a list of references.  This list of references should include well more than the four to six (minimum) that you primarily rely on for your paper.

Step three:  Develop an annotated bibliography for all your reference items, written using complete sentences.  Your annotations should serve as brief but critical guides to you, and to others, about the content of the work. (Note that some of your annotations could end up concluding something like "this work does not provide much useful information".)

Step four: Literature review. A good literature review will do more than just summarize the works you have read. Rather, it will synthesize the works, i.e., it will translate them into the language of your project. An important consideration for this assignment is that the works reviewed be comparable. That is, they should deal with roughly the same issues and concerns, even though they may use different terminologies, methodologies and operational definitions. Your task in the literature review is to show how the various works relate to one another, and to draw out an overall picture of multilingualism in a particular area. Your term paper will be a coherent "story" that you have gleaned from what may be a very disparate and incoherent body of literature.

Step five: The oral presentation. Plan on a 20-30 minute presentation sometime during the last two weeks of the course. There will also be about 10 minutes for discussion. A sign-up sheet will be passed around. If there is serious conflict, we will resort to a lottery system. It is to your advantage to give your presentation as early as possible.

Step six: The written paper. If you have gone through the other four steps carefully, this ought to be the easiest part. Just document what you have learned.  "Student Guide to Writing a Term Paper" is a good resource. Please use proper citation format (see the Student Guide).