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Today, English is the predominant foreign language in Denmark and it is so widely spread that many people are concerned for the Danish language. But this is a recent development. As late as a hundred years ago, one could pass one's A-levels without ever having read a single word of English, and even students of the science side were taught more Latin than students of the Classical languages are today. It was the school reforms in 1903 that broke away from the grammar school and gave the modern languages a key position in both the primary, lower secondary and upper secondary schools. From having been scorned as a language of commerce, English was now recognized as a valid cultural language. The book outlines this development and discusses questions, such as: Why did it take so long for the English language to become part of the general education? What connected the Danish political-cultural orientation after 1964 and the development of the language subjects in the schools? Why was the school of Modern languages successful at first when later, in the 1930s, it came up against an identity crisis? The book provides a historical perspective for the topical debate in the upper secondary schools and proves that many of the arguments in this debate have been heard before.

Language policy --- English language --- Germanic languages --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Study and teaching --- Government policy

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This volume explores the reversing language shift (RLS) theory in the Mexican scenario from various viewpoints: The sociohistorical perspective delves into the dynamics of power that emerged in the Mexican colony as a result of the presence of Spanish. It examines the processes of external and internal Indianization affecting the early European protagonists and the varied dimensions of language shift and maintenance of the Mexican colonial period. The Mexican case sheds light upon language contact from the time in which Western civilization came into contact with the Mesoamerican peoples, for the encounter began with a demographic catastrophe that motivated a recovery mission. While the recovery of Mexican indigenous languages (MIL) was remarkable, RLS ended after fifty years of abundant productivity in MIL. Since then, the slow process of recovery is related to demographic changes, socioreligious movements, rebellion, confrontation, and survival strategies that have fostered language maintenance with bilingualism and language shift with culture preservation. The causes of the Chiapas uprising are analyzed in connection with the language attitudes of the indigenous peoples, while language policy is discussed in reference to the new Law of Linguistic Rights of the Indigenous Peoples (2003). A quantitative classification of the MIL is offered with an overview of their geographic distribution, trends of macrosocietal bilingualism, use in the home domain, and permanence in the original Mesoamerican settlements. Innovative models of bilingual education are presented along with relevant data on several communities and the philosophies and methodologies justifying the programs. A model of Mazahua language use is presented along the Graded Intergenerational Disruption Scale.

Angewandte Linguistik. --- Indians of Mexico. --- Indians of Mexico --- Language and culture --- Language policy --- Languages. --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Culture and language --- Government policy --- Communication policy --- Language planning --- Culture --- Languages --- Mexico --- Mexico /languages. --- language contact. --- sociolinguistics.

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Language policy --- Linguistic minorities --- Sociolinguistics --- Language and languages --- Language and society --- Society and language --- Sociology of language --- Language and culture --- Linguistics --- Sociology --- Integrational linguistics (Oxford school) --- Minority languages --- Minorities --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Social aspects --- Sociological aspects --- Political aspects --- Government policy --- Spain --- Languages. --- Minoritized languages

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This book examines language choice in contemporary Cambodia, and uses the case study to explore and evaluate competing explanations for the spread of English globally. Following the introduction, the multiple contexts in which Cambodians make individual and institutional language policy choices are considered. Chapters 2 and 3 examine the economic and political contexts for language choice, as Cambodia has transitioned from a planned economy and communism to a market economy and democracy. Chapters 4, 5, and 6 examine the assistance context for language choice; the bilateral, multilateral, and nongovernmental development agencies that have recently begun to work in Cambodia demand certain language skills of Cambodian employees and government counterparts, and support the learning of these languages in both nonformal and formal education. Individual and institutional languages choices Cambodians are making in economic, political, assistance, and educational contexts are described. Some Cambodians have chosen to learn French, making language policy decisions supportive of French language learning, in anticipation of education offered in French at universities locally and abroad. More Cambodians are studying and learning Chinese to procure jobs with firms owned or managed by Chinese speakers. A great many have chosen to learn English and to support English language learning in education. These decisions respond to the multiple demands and opportunities for employment with economic and assistance enterprises associated with virtually every nation or group of nations, for regional and international political communication, and for education in the global infrastructure of English-language universities. Having thus contextualized and described Cambodians’ contemporary language choices, the case study is applied to a theoretical debate in the field of language policy studies. The specifics of the Cambodian case fully confirm neither the "language choice" nor the "linguistic imperialism" explanation for the global spread of English. Rather, in Cambodia English is spreading as a result of both choice and promotion, it integrates with (though is not integral to) the contemporary global restructuring of the world, and has introduced results that, though aggregating toward amelioration, run the gamut from beneficial to exploitative for groups of Cambodians located variously along geographical, socioeconomic, ethnic, and other spectra. .

English language --- Language policy --- Germanic languages --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Government policy --- Language and languages. --- Language Education. --- Education, general. --- Sociology of Education. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Language and education. --- Education. --- Educational sociology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational linguistics --- Aims and objectives --- Cambodia --- Languages.

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The present volume grew out of the 30th International LAUD Symposium, held on April 19-22, 2004 at the University of Koblenz-Landau in Landau, Germany. The conference, "Empowerment through Language", was centrally concerned with the concept of power and/or empowerment as observed in the status and use of language(s) and their speakers in bilingual and multilingual communities. The book discusses the theoretical issues inherent in the relation between language and power, the empowerment strategies involved in language policy and language planning situations, and the issue of language endangerment in Africa, i.e., the fate of minority languages and their speakers and the sociopolitical factors perpetuating their exclusion from access to knowledge and skills. The volume constitutes a collection of papers by prominent linguists from many countries who explore the exciting interdisciplinary area of language, power, and linguistic empowerment. Broadly speaking, the papers focus on the theoretical and sociolinguistic problems related to the role of power in language policy and language planning situations in multilingual settings, language choices, code switches, and associated topics. Thus, the aim of the volume is to open up language policy and language planning issues as observed in multilingual contexts (nations, institutions, other settings, and domains) to the wider community of critical sociolinguistics by concentrating on the relationship between language and power. More particularly, it offers a decidedly sociolinguistic perspective to the study of language and power, which likewise has been tackled from other perspectives in the areas of sociology and political science. This interdisciplinary relationship is important both for linguistics and for the sociology of language. In this way, the book is an important contribution to general linguistics, sociolinguistics, minority issues in multilingual settings as well as the social sciences. In honor of his upcoming 80th birthday (2006) , Fishman's colleagues and former students are preparing five volumes by him or about him, this being one of them.

Sociolinguistics --- Sociolinguistics. --- Power (Social sciences) --- Language policy. --- Language planning. --- Language and languages --- Planned language change --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Empowerment (Social sciences) --- Political power --- Language and society --- Society and language --- Sociology of language --- Planning --- Government policy --- Social aspects --- Sociological aspects --- Communication policy --- Language planning --- Exchange theory (Sociology) --- Political science --- Social sciences --- Sociology --- Consensus (Social sciences) --- Language and culture --- Linguistics --- Integrational linguistics (Oxford school) --- Language policy --- Langage. Sociologie. (Collection) --- Taal. Sociologie. (Reeks) --- intercultural communication. --- language planning.