LANGUAGE MANAGEMENTAND

ACQUISITION PLANNING

BY: GROUP 1 – A3 LTBI

1. DIAN HERIANI 2. FLORIDA INDRIANY BARUS

3. MUSLIADI 4. HOTMASARI HARAHAP

The language management theory was introduced in the early 80s as a tool for the study of language problems particularly in intercultural contact situations.

One is that when focusing on language in use, language problems cannot be treated without considering also sociolinguistic and sociocultural problems.

What is Language Management?

• 1.) The production and reception of discourse, that is, speaking, writing, listening and reading, and

• 2.) The human activities aimed at discourse production and reception.

Theoretically grasp this internally diversetype of human activity in a coherent way.

GoalLanguage Management may be defined as

metalinguistic activities (“behaviour-toward-language”). These activities take place in actual everyday discourse (that is, Simple Management, e.g. a self-correction of a word-form) or in social organisations varying in scope, aiming at influencing actual everyday discourse (that is, Organised Management, e.g. a language reform elaborated by a governmental agency).

The Language Management ProcessThe process of language management includes

the following phases: • The noting of a deviation from a norm.• The evaluation of the deviation.• The designing of an adjustment.• The implementation of a design.

Linguistic, Communicative and Sociocultural Management

The term language Management seem to suggest that the language management theory deals mostly with language phenomena in the narrow sense of the word, i.e. the phenomena of "linguistic competence". However, this is not the case. It is also possible to manage communicative phenomena (for example, the special forms of address required among the members of certain social groups, such as political parties, or the choice of language varieties) as well as sociocultural (including socioeconomic) phenomena

Example (from Heller 2001: 225)FRANCE• 1 TEACHER: pourquoi lit-on? [why do we read?]• 2 MICHEL: pour relaxer [to relax]• 3 TEACHER: pour se détendre, 'relaxer' c'est anglais

[to 'se détendre' (relax), 'relax' is English]

JAPAN• Language planning or language management:

in the case of multi-language users in Japan.

ACQUISITION PLANNING

A. The Definition of Acquisition Planning“Acquisition planning” means the process by

which the efforts of all personnel responsible for an acquisition are coordinated and integrated through a comprehensive plan for fulfilling the agency need in a timely manner and at a reasonable cost. It includes developing the overall strategy for managing the acquisition.

Acquisition planning is a type of language planning in which a national, state or local government system aims to influence aspects of language, such as language status, distribution and literacy through education.

Acquisition planning can also be used by non-governmental organizations, but it is more commonly associated with government planning (Liddicoat and Richard, 2008).

For example, if a government decides to raise the status level of a certain language or change its level of prestige, it can establish a law that requires teachers to teach only in this language or that textbooks are written using only this language’s script.

Acquisition planning focuses on language teaching and learning, either the national language, second

language or foreign language.

The Education Sector Kaplan and Richard describe the sectors’ six principal goals:

1. To decide what languages should be taught within the curriculum.2. To determine the amount and quality of teacher training.3. To involve local communities.4. To determine what materials will be used and how they will be

incorporated into syllabi.5. To establish a local and state assessment system to monitor progress.6. To determine financial costs.

MultilingualismOne reason some states prefer a single

language of instruction is that it supports national unity and homogeneity (Cooper, 1989). Some states prefer incorporating different languages in order to help students learn better by giving them diverse perspectives.

Non-governmental organizationsAlthough these organizations do not hold

official power, they influence government planning decisions, such as with educational materials, effecting acquisition.

B. General Procedures of Acquisition Planning

(a.) Acquisition planning should begin as soon as the agency need is identified,(b.) Requirements and logistics personnel should avoid issuing requirements on an urgent basis or with unrealistic delivery or performance schedules,(c.) The planner shall coordinate with and secure the concurrence of the contracting officer in all acquisition planning.

EXAMPLESCases of Study1. Ireland

A movement began which aimed at the restoration of the Irish, as the nation’s primary language, predicated on a widespread sentiment for Irish nationalism and cultural identity. For over a millennium in Ireland, Irish had competed with English and Scots, The Gaelic League was soon created to promote the acquisition of Irish in schools, thus “de-Anglicizing” Ireland. After Ireland’s independence in 1922, the League declared that Irish must be the language of instruction for at least one hour in primary schools nationwide. As a result, the movement lost strength and English remains the nation’s second official language and most spoken first language.

EXAMPLES2. Peru

Peru’s history of language planning begins in the 16th century with Spanish colonization. When the Spanish first arrived in Peru, Quechua served as a language of wider communication, a lingua franca, between Spaniards and Peruvian natives. As the years passed, Spaniards asserted the superiority of the Spanish language; as a result, Spanish gained prestige, taking over as a language of wider communication and the dominant language of Peru.

Peru’s education system is instead primarily based on Spanish, the nation’s official language. After the 1975 education reform, Quechua and Spanish both had standing in bilingual programs, but only in restricted speech communities. These experimental programs were then canceled due to a change in government planning, but again reinstated in 1996.

Some believe that due to Spanish’s higher national prestige, it is more socially and economically beneficial to learn and speak Spanish. It is debatable whether these education programs will benefit education or raise the status of Quechua.

EXAMPLES3. India

The government of India planning for several of the language functions: official, provincial, wider communication. Now to the educational function and the function as school subject.  The Three–Language Formula: Acquisition Planning for official and

regional languages (According to the 1966 modifications, Khubchandani 1981:14)

The Three-Language Formula included the following: • 1 st mother tongue or regional language –10 years. • 2 nd official language – Hindi or English –6 years minimum. • 3 rd other modern Indian or foreign language –3 years minimum.

The Three–Language Formula deals with acquisition planning in selection of languages to be taught as school subjects.

The question of medium of instruction often seems to overlap an disobviously closely linked to the question of what languages should be taught as school subjects. Khubchandani (1981:12) presents what he calls the multiple-choice medium policy as follows:1. Primary stage:a. Dominant regional language.b. Pan-Indian language – English/ Hindi. c. Other major languages. d. Newly cultivated languages (as preparatory media). 2. Secondary stage:a. Dominant regional language. b. Pan-Indian language–English/ Hindi.

c. Other major languages.  3. Higher Education stage: a. English as developed medium. b. Hindian regional languages as emerging media.