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language policy-making process
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This report is to be understood as an introduction to linguistic questions surrounding the analysis of language policy-planning, using the example of the EU as a supranational organization. It is intended to provide a first overview of the specificity of EU discourses on linguistic and cultural diversity.
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... EU language policy also includes (1) the understanding that every Member State has one language which operates as an official EU language, with citizens having the right to communicate with the Union in one of the official languages, (2) the designation of three 'procedural' or 'working languages', English, French and German and (3) the protection of lesser-used, minority, and endangered languages. Support is also given to the translation and interpretation services, which includes the translation of treaties and other legal documentation (see Leal, 2021;Studer et al., 2008). ...
Starting with the early twentieth century, the shifts in what languages mainland Europeans have
as additional languages are described and analysed. Historical events, such as World War II,
the rise and fall of the Soviet Union, as well as the ramifications of globalization, are taken into
consideration, as are the implications of Brexit for the role English maintains as Europe’s primary
universal language. Declines in French, German and Russian as the first additional language are
observed. Comparisons are made of the resources required for a language to challenge English
as Europe’s primary lingua franca. It is found that the patterns which emerge over time, with
few exceptions, result in the increased importance of English in all of the Member States of the
European Union. Moreover, the rise of L2 English in the European Union has caused mainland
Europeans to be more likely to become bilingual rather than plurilingual, something contrary to
European Union policy.
... For further information refer to http://www.vicepresidencia.gov.co/Programas/Documents/121207-LEY-DE-LENGUAS.pdf 5 There is a range of definitions even contradictory from one another. For the sake of clarification, we will adopt the definitions proposed byStuder, Kreiselmaier, and Flubacher (2008): "Language policy…, refers to the outcome of planning, the act of reconciliation or accommodation, which may take the form of a resolution, a draft paper, a motion, or, in less political terms, a simple understanding between participants". For further illustration see http://www.academia.edu/1406650/Language_Policy-planning_in_a_Multilingual_European_Context ...
This paper reports on the insights of a case study carried out between 2012 and 2013 within the Municipality of Sogamoso, Boyacá state, Colombia. The study mainly sought the perceptions of in-service language teachers regarding the establishment of a national bilingual model in their local educational system. Furthermore, the project intended to contrast the policy adopted by the Ministry of Education of Colombia with what the language teachers think the implementation of the National Bilingualism Program should be. Under the principles of qualitative research, and by using a questionnaire and a group interview as data-collecting instruments, findings reveal a conspicuous tension between what it is proposed by the government and what is recognized by the participants of the study. As a consequence of the study, teachers' perceptions help delineate a proposal which consider current policy constraints and challenges and actions to be taken to establish a more participatory bilingualism model within their context.
The chapter investigates the role of power in language policies in the EU. Drawing on the concept of multiplicity of power, it argues that the location of macro-level power in the EU’s policies is not singular. Rather, it is dispersed across actors. I term these varied loci of power ‘power constellations’. At the administrative level, these constellations are created through the mechanism of ‘Internal Language Arrangements’ (ILA) that allows EU institutions or agencies to determine their language use through ILA. Such policymaking leads to conflicts among EU member states to have their language(s) promoted in various institutions or agencies. The chapter then analyses policies in other domains and concludes that there are statutory provisions for protecting minority languages in four of the eight domains examined (legal safeguards for minority languages, law, healthcare and social welfare). At the textual level, the chapter tries to locate power structure in the use of modal verbs in the EU’s legal texts and concludes that whilst the EU’s policy of official multilingualism is reflected in the use of modal verbs in its legislation, such usage is also inconsistent due to the interchangeable use of ‘shall’ and ‘should’ and the tendency to use both ‘shall’ and ‘will’ to indicate future-tense use.
