Abstract
This chapter combines discussion of multilingualism and language policy, with the productive power of the Dominant Language Constellation concept. Multilingualism research has flourished and deepened in recent years, producing many analytically revealing and empirically robust accounts of the super-diverse communicative environment of our world. This body of multilingualism studies makes available to educators, public officials and ordinary citizens, as well as scholars, the lived realities of multiple languages and their presence in the everyday lives of citizens. In public policy settings however, multilingualism studies have had far less traction.
This chapter pursues a line of questioning about language policy and planning and the DLC in an exploration of how multilingualism can be linked to public policy formation of states (a prime example is Vietnam), and the personal language planning of individuals and institutions. Key to the discussion is a conception of knowledge linked to the vita activa and praxis of enlightened individuals and scholars seeking linguistic justice, but also the vita contemplativa of conceptual clarification. The DLC is a promising conceptual innovation because it fosters productive dialogue between academic accounts of language diversity and the complex realm of policy and decision making. The chapter concludes by discussing how these domains can be aligned through a shared body of concepts to become mutually comprehensible, and the likely outcomes if academics furnish accounts of demo-linguistics that are persuasive and politically tractable. The chapter also offers some new additions to the stock of ideas within the DLC concept, such as the idea of a coherent script cluster within a language grouping, and thereby expands the concept itself.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Agnihotri, R. K. (2014). Multilinguality, education and harmony. International Journal of Multilingualism, 11(3), 364–379.
Arendt, H. (1958). The human condition: A study of the central dilemmas facing modern man. Chicago: University of Chicago Press.
Aronin, L. (2006). Dominant language constellations: An approach to multilingualism studies. In M. Ó Laoire (Ed.), Multilingualism in Educational Settings (pp. 140–159). Hohengehren: Schneider Publications.
Aronin, L. (2007). Current multilingualism as a new linguistic world order. CLCS Occasional Paper #67. Dublin: Trinity College.
Aronin, L. (2016). Multi-competence and Dominant Language Constellation). In V. Cook & L. Wei (Eds.), The Cambridge Handbook of Linguistic Multicompetence (pp. 142–163). Cambridge: Cambridge University Press.
Aronin, L. (2017). Conceptualizations of Multilingualism: An Affordances Perspective. Critical Multilingualism Studies. 5, 1(2017), 7–42. http://cms.arizona.edu/index.php/multilingual/article/view/109/163
Aronin, L., & Singleton, D. (2008). Multilingualism as a New Linguistic Dispensation. International Journal of Multilingualism, 5(1), 1–16.
Aronin, L., & Singleton, D. (2012). Multilingualism. Amsterdam: John Benjamins.
Aytürk, I. (2008). Politics and language reform in Turkey: The ‘Academy’ debate. Wiener Zeitschrift für die Kunde des Morgenlandes, 98, 13–30.
Aytürk, I. (2010). Script Charisma in Hebrew and Turkish: A comparative framework for explaining success and failure of Romanization. Journal of World History, 21(1), 97–130. https://doi.org/10.1353/jwh.0.0106.
Borg, C., Buttigieg, J. A., & Mayo, P. (2002). Gramsci and education. Lanham: Rowan and Littlefield.
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 2012, 1–22.
Chik, A., Benson, P., & Moloney, R. (2019). Multilingual Sydney. New York: Routledge.
Choi, J., & Ollerhead, S. (Eds.). (2017). Plurilingualism in teaching and learning, complexities across contexts. New York: Taylor and Francis, Routledge.
CoE, Council of Europe, (2007) From linguistic diversity to Plurilingual education: Guide for the development of language education policies in Europe. Main Version. Strasbourg, CoE.
Cohen, R., & Fischer, C. (Eds.). (2018). Routledge handbook of diaspora studies. London: Taylor and Francis, Routledge.
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Sydney: Allen and Unwin.
Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters.
Coronel-Molina, S. M., & McCarty, T. L. (Eds.). (2016). Indigenous language revitalization in the Americas. New York: Routledge.
De Francis, J. (1977). Colonialism and language policy in Viet Nam. The Hague: Mouton
Eades, D. (2013). Aboriginal ways of using English. Canberra: Aboriginal Studies Press.
Elden, S. (2013). The birth of territory. Chicago: University of Chicago Press.
Evans, N. (2017). Ngûrrahmalkwonawoniyan: Listening here. The Journal of the Australian Academy of the Humanities, 8, 34–44.
Fishman, J. A. (1971). The sociology of language: An interdisciplinary social science approach to language in society. In J. A. Fishman (Ed.), Advances in the sociology of language (Vol. I, pp. 217–104). The Hague: Mouton.
Fishman, J. A. (2009). Language policy and language shift. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 311–329). Malden: Wiley.
Gottlieb, N., & Chen, P. (Eds.). (2001). Language planning and language policy: East Asian perspectives. Richmond: Curzon.
Gramling, D. (2016). The invention of monolingualism. London: Bloomsbury.
Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66(6, Part 2), 137–153.
Heugh, K. (2018). Multilingualism, diversity and equitable learning: Towards crossing the ‘abyss’. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Marijns (Eds.), The multilingual edge of education (pp. 341–367). London: Palgrave.
Heugh, K., & Skutnabb-Kangas, T. (Eds.). (2010). Multilingual education worlds: From the periphery to the centre. Hyderabad: Orient BlackSwan.
Ives, P. (2004). Language and hegemony in Gramsci. London: Pluto Press.
King, L., & Carson, L. (2016). The multilingual city: Vitality, conflict and change. Bristol: Multilingual Matters.
Kroskrity, P. V. (Ed.). (2000). Regimes of language: Ideologies, polities, and identities. Santa Fe: School for Advanced Research Press.
Lewis, G. (1999). The Turkish language reform: A catastrophic success. Oxford: Oxford University Press.
Little, D., Leung, C., & Avermaet, P. V. (2014). Managing diversity in education, languages, policies, pedagogies. Bristol: Multilingual Matters.
Lo Bianco, J. (2001). Viet Nam: Quoc ngu, colonialism and language policy. In N. Gottlieb & P. Chen (Eds.), Language planning and language policy: East Asian perspectives (pp. 159–206). Richmond: Curzon.
Lo Bianco, J. (2015). Multilingual education across Oceania. In W. E. Wright, S. Boun, & O. Garcia (Eds.), The handbook of bilingual and multilingual education (pp. 604–617). Chichester: Wiley.
Lo Bianco, J. (2016). Conflict, language rights, and education: Building peace by solving language problems in Southeast Asia (Language Policy Research Network (LPREN) Brief). Washington, DC: Center for Applied Linguistics.
Lo Bianco, J. (2019). Uncompromising talk, linguistic grievance, and language policy: Thailand’s Deep South conflict zone. In M. Kelly, H. Footitt, & M. Salama-Carr (Eds.), Handbook on languages at war. London: Palgrave Macmillan.
Lo Bianco, J., & Bal, A. (2016). Learning from difference: Comparative accounts of multicultural education. Dordrecth: Springer.
Lo Bianco, J., & Wickert, R. (Eds.). (2001). Australian policy activism in language and literacy. Melbourne: Language Australia Publications.
May, S. (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.
Oldfield, J., & Lo Bianco, J. (2019). A long unfinished struggle: Literacy and indigenous cultural and language rights. In J. Rennie & H. Harper (Eds.), Literacy education and indigenous australians – Theory, research and practice. Singapore: Springer.
Otsuji, E., & Pennycook, A. (2015). Metrolingualism: Language in the city. London: Routledge.
Piller, I. (2016).Linguistic diversity and social justice: An introduction to applied sociolinguistics. Oxford, UK: Oxford University Press.
Rizvi, F., Louie, K., & Evans, J. (2016). Australia’s diaspora advantage: Realising the potential for building transnational business networks with Asia. Report for the Australian Council of Learned Academies. www.acola.org.au. Accessed 2 Mar 2019.
Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647.
Ruiz, R. (2010). Reorienting language-as-resource. In J. Petrovic (Ed.), International perspectives on bilingual education: Policy, practice, and controversy (pp. 155–172). Charlotte: Information Age Publishing.
Rymes, B. (2013). Communicating beyond language: Everyday encounters with diversity. New York: Routledge.
Salzburg. (2017). Statement for a multilingual world. Salzburg Global Forum. http://www.salzburgglobal.org/topics/article/fellows-co-create-salzburg-statement-for-a-multilingual-world.html. Accessed 10 Jan 2020.
Singleton, D., Fishman, J. A., Aronin, L., & Ó Laoire, M. (Eds.). (2013). In Current Multilingualism: A New Linguistic Dispensation. Berlin: Mouton de Gruyter.
Skutnabb-Kangas, T., Phillipson, R., Mohanty, A., & Panda, M. (Eds.). (2009). Social justice through multilingual education. Bristol: Multilingual Matters.
Spolsky, B. (2012). The Cambridge handbook of language policy. Cambridge: Cambridge University Press.
Stroud, C., & Mpendukana, S. (2009). Towards a material ethnography of linguistic landscape: Multilingualism, mobility and space in a South African township. Journal of Sociolinguistics, 13(3), 363–386.
Tölölyan, K. (2012). Diaspora studies: Past, present and promise (International Migration Institute, Paper 55). Department of International Development, University of Oxford, UK.
UNESCO. (2009). Investing in cultural diversity and intercultural dialogue: UNESCO world report, United Nations Educational, Science and Culture Organization. Paris: UNESCO.
Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Lo Bianco, J. (2020). A Meeting of Concepts and Praxis: Multilingualism, Language Policy and the Dominant Language Constellation. In: Lo Bianco, J., Aronin, L. (eds) Dominant Language Constellations. Educational Linguistics, vol 47. Springer, Cham. https://doi.org/10.1007/978-3-030-52336-7_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-52336-7_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-52335-0
Online ISBN: 978-3-030-52336-7
eBook Packages: EducationEducation (R0)