Ricento And Hornberger’s

(1996)
LANGUAGE PLANNING
AND POLICY (LPP)
Learning objectives:
1. Understand the concept of language planning and policy.

2. Explore the historical background and development of

language planning and policy.

3. Examine the different approaches and theories of language

planning and policy.

 Refers to the deliberate efforts made by the governments, educational institutions, and
language communities to regulate and manage the use of languages within a society.

LANGUAGE
It involves the systematic development and implementation of strategies, rules, and
practices that aim to address language-related issues and promote linguistic diversity,
equality, and integration.

PLANNING AND Language planning involves making decisions about various aspects of language use,
including the selection, codification, and standardization of languages, as well as the

POLICY
development of language policies and programs

Language policy, on the other hand, refers to the specific rules, regulations, and
guidelines that govern language use in different domains such as education, government,
media, and public services.
 1. Language Preservation: LPP aims to preserve endangered languages
and protect linguistic diversity by promoting the use and maintenance of
minority and indigenous languages.
2. Language Promotion: LPP seeks to promote the use and status of
The goal of specific languages, often the official or national language(s), in various
domains such as education, government, media, and public services.
3. Language Standardization: LPP involves establishing standardized
language planning forms of languages, including grammar, vocabulary, and pronunciation,
to facilitate communication and ensure linguistic consistency.
and policy 4. Language Education: LPP focuses on developing language education
policies and programs to enhance language proficiency, multilingualism,
and language learning opportunities for individuals of all ages.
5. Language Rights and Equality: LPP aims to
protect and promote language rights, ensuring equal
opportunities for individuals to use and access
languages, regardless of their linguistic background
or status.
6. Language Planning for Development: LPP
recognizes the role of languages in social, cultural,
and economic development. It involves integrating
language planning strategies into broader
development plans to harness the potential of
languages for growth and inclusivity.
Thomas K. Ricento
• a Professor in the Department of
Education at the University of
Calgary, Canada.
• He has extensive research
experience in language policy,
multilingualism, and language
education.
• His work focuses on the
sociopolitical aspects of language
planning and policy, particularly in
relation to minority languages
and language rights.
Nancy H. Hornberger
• a Professor of Education and
Director of Educational Linguistics
at the University of Pennsylvania,
USA.
• She is widely recognized for her
research on bilingualism,
language policy, and language
revitalization.
• Her work emphasizes the
importance of considering
linguistic and cultural diversity in
educational contexts
 Tittle of their work
• "Language Planning and Policy in Language Education: Legacies,

Consequences, and Possibilities," published in 1996, is highly significant

in the field of LLP.

• This book provides a comprehensive overview of language planning and

policy issues in the context of language education.

• Ricento and Hornberger critically analyze the historical, social, and political

factors that shape language policies and their impact on language education.
 Ricento and Hornberger discuss several main concepts and ideas related to
language planning and policy. Here are some key points to highlight in:
"Language Planning and Policy in Language Education: Legacies, Consequences, and

Possibilities,"

1. Language Ideology: Ricento and Hornberger emphasize the role of language ideology in

shaping language planning and policy. Language ideologies are beliefs, attitudes, and

values associated with different languages and language varieties. They influence

decisions regarding language use, language status, and language education.

2. Language Rights: The authors discuss the importance of recognizing and
protecting language rights in language planning and policy. Language rights
include the rights of individuals and communities to use, maintain, and develop
their own languages. Ricento and Hornberger advocate for the inclusion of
language rights perspectives in language policy development.
3.Language Maintenance and Shift: The work explores the dynamics of
language maintenance and language shift in various sociolinguistic contexts. It
examines the factors that contribute to language maintenance, such as language
revitalization efforts, and the factors that lead to language shift, such as language
dominance and globalization.
4.Language Planning Models: Ricento and Hornberger discuss different models
of language planning, including corpus planning, status planning, and acquisition
planning. They analyze the characteristics, goals, and implications of each
model, highlighting the complexities and challenges associated with language
planning..
5. Language Policy Implementation: The authors address the
practical aspects of implementing language policies. They examine
the challenges and considerations involved in policy implementation,
such as the role of stakeholders, the allocation of resources, and the
monitoring and evaluation of policy outcomes.
6. Multilingual Education: Ricento and Hornberger explore the
relationship between language planning and multilingual education.
They discuss the benefits of multilingual education in promoting
linguistic and cultural diversity, as well as the challenges in
implementing inclusive language policies in educational settings.
7. Social Justice and Equity: The work emphasizes the importance
of language planning and policy in promoting social justice and
equity. Ricento and Hornberger advocate for language policies that
recognize and value linguistic diversity, challenge linguistic
hierarchies, and provide equal opportunities for all language
communities.
 Language planning
models
These models provide frameworks for
understanding and analyzing the processes
and strategies involved in language
planning, along with their characteristics
and implications:
 1. Corpus Planning:
Characteristics: Implications:

➢ Corpus planning focuses on the ➢ Corpus planning can contribute to

standardization and development language standardization, linguistic unity,

of a language's vocabulary, and the development of written resources.

grammar, and orthography. It However, it may also lead to the

aims to establish a unified and marginalization of non-standard varieties

standardized form of a language. and linguistic diversity.

 2. Status Planning:
Characteristics:
Implications:
➢ Status planning involves the
➢ Status planning can lead to the recognition
allocation of prestige, power, and
and promotion of marginalized languages,
official recognition to different
empowering linguistic communities.
languages or language varieties. It
However, it may also reinforce linguistic
aims to establish or change the
hierarchies and inequalities, favoring
social, political, and legal status of
dominant languages or varieties
languages.
 3. Acquisition Planning:
Characteristics: Implications:

➢ Acquisition planning focuses on ➢ Acquisition planning can promote language

language learning and education learning opportunities and multilingual

policies. It involves decisions education. It plays a crucial role in supporting

regarding language teaching language revitalization efforts and fostering

methods, curriculum design, and linguistic diversity. However, it can also

language policies in educational perpetuate monolingual ideologies and neglect

institutions. the needs of minority language speakers.

4. Language Rights-based Planning:
Implications:
Characteristics:
➢ Language rights-based planning promotes
➢ Language rights-based planning
linguistic diversity, social justice, and equality.
emphasizes the recognition and
It prioritizes the empowerment and inclusion
protection of language rights,
of linguistic communities. However, it may
including the rights of individuals
face challenges in balancing the rights of
and communities to use, maintain,
different language groups and addressing
and develop their languages.
potential conflicts.
5. Bottom-up and Grassroots Planning:
Characteristics: Implications:

➢ Bottom-up and grassroots ➢ Bottom-up and grassroots planning can foster

planning involves the active community ownership, cultural revitalization, and

participation and agency of local sustainable language planning. It acknowledges

communities in language planning the importance of local knowledge and values.

processes. It emphasizes However, it may face challenges in terms of

community-led initiatives and resources, coordination, and coordination with

decision-making. broader language policies.

 Language policy
implementation

Ricento and Hornberger highlight some of these challenges

and provide examples or case studies to illustrate them:
1. Political and Social Factors:
• Language policies can be influenced by political and social

dynamics, including power struggles, historical legacies, and

social attitudes towards languages and language communities.

Example: The case of language policies in post-colonial

contexts, where the dominance of a former colonial language

may impact the implementation of policies supporting

indigenous languages.
 2. Resource Allocation:
• Implementing language policies requires adequate
resources, including funding, qualified teachers,
instructional materials, and infrastructure. Example:
The challenges faced by minority language
communities in accessing resources for language
education, such as textbooks, language learning
materials, and trained teachers.
 3. Stakeholder Involvement:
• The involvement and participation of various stakeholders,

such as government agencies, educational institutions,

community organizations, and language speakers, are

crucial for successful policy implementation. Example: The

role of community-based organizations in promoting and

implementing language revitalization initiatives, involving

local communities in decision-making processes.

 4. Linguistic Diversity and Inclusion:
• - Language policies should consider the linguistic diversity

within a society and aim to promote inclusive language

practices that respect and value all languages and language

varieties. Example: The case of bilingual or multilingual

education programs that aim to provide equal educational

opportunities for speakers of different languages, while

respecting their cultural and linguistic identities.

 5. Monitoring and Evaluation:
• Effective policy implementation requires
monitoring and evaluation mechanisms to assess
the impact and outcomes of language policies
and make necessary adjustments. Example: The
use of language proficiency assessments and
surveys to evaluate the effectiveness of language
policies in promoting language development and
maintenance.
 Language Planning and

Multilingual Education
• The relationship between language planning and multilingual education is a

crucial aspect of language policy. Language planning plays a significant role

in shaping the policies and practices related to multilingual education:

 1. Language of Instruction:
• Language planning decisions determine the language(s) used as
the medium of instruction in educational settings. These decisions
have implications for students' access to education, their academic
success, and their linguistic and cultural identities.
• Language planning can promote multilingual education by
recognizing and supporting the use of students' home languages
alongside the dominant or official language(s).
 2. Inclusive Education:
• Language policy and planning have a vital role in promoting
inclusive education. Inclusive education aims to provide equitable
educational opportunities for all students, including those from
diverse linguistic backgrounds.
• Language planning can support inclusive education by recognizing
and valuing linguistic diversity, providing resources for multilingual
classrooms, and fostering positive attitudes towards students'
home languages.
 3. Language Maintenance and
Revitalization:
• Language planning can contribute to the maintenance and
revitalization of endangered or minority languages through
multilingual education. By incorporating these languages into the
curriculum and providing support for their teaching and learning,
language planning can help preserve linguistic and cultural
heritage.
 4. Academic Achievement and
Cognitive Development:
• Research has shown that multilingual education can have positive
effects on students' academic achievement and cognitive
development. Language planning can facilitate the implementation
of effective multilingual education programs that harness the
cognitive benefits of bilingualism and multilingualism.
 5. Social Cohesion and Identity:

• Language planning in multilingual education can foster social

cohesion by promoting intercultural understanding and respect
among students from different linguistic backgrounds. It can also
contribute to the development of students' multilingual and
multicultural identities.
 6. Challenges and Considerations:

• Implementing multilingual education requires careful consideration

of factors such as teacher training, curriculum development,
assessment methods, and community involvement. Language
planning plays a crucial role in addressing these challenges and
ensuring the success of multilingual education initiatives.
 Critiques and
Implications
• While Ricento and Hornberger's work on
language planning and policy has made
significant contributions to the field, it is
important to acknowledge some critiques
and limitations. These critiques open up
avenues for future research and have
implications for language policy
development:
 1. Western-centric
Perspective:
▪ Critics argue that Ricento and Hornberger's work tends to reflect a Western-centric

perspective, focusing primarily on language planning and policy issues in Western

contexts. This limited focus may not adequately address the diverse linguistic and

sociopolitical realities of non-Western contexts.

2. Simplification of Complex
Issues:
• Some critics argue that Ricento and Hornberger's work oversimplifies the

complexities of language planning and policy. Language planning is a multifaceted

process influenced by various sociopolitical, historical, and cultural factors.

Simplifying these complexities may hinder a comprehensive understanding of

language planning and policy issues.

 3. Lack of Intersectional Analysis:

• Intersectionality, which considers the intersection of multiple social identities and

power relations, is often not adequately addressed in Ricento and Hornberger's

work. This omission may overlook the ways in which language planning and policy

intersect with other forms of social inequality, such as race, gender, and class.
4. Limited Focus on Indigenous Languages:

• Critics argue that Ricento and Hornberger's work may not

sufficiently address the specific challenges faced by indigenous

languages and communities. Indigenous language planning and

policy issues require particular attention, given the historical

marginalization and endangerment of these languages.

5. Implications for Future Research:
• The critiques and limitations of Ricento and
Hornberger's work highlight the need for future
research that takes into account a broader range of
linguistic and sociopolitical contexts. Future research
should incorporate intersectional analyses, engage
with indigenous language planning, and explore the
impact of language policy on marginalized
communities.
6. Implications for Language Policy Development:

• The critiques also have implications for language policy

development. Policymakers should strive to adopt a more

inclusive and context-specific approach to language

planning and policy. This includes recognizing the diverse

linguistic realities, addressing intersectional inequalities, and

actively involving marginalized communities in the policy-

making process.
 Conclusion
In conclusion, language planning and policy play a crucial
role in shaping language education, linguistic diversity, and
social equity. Throughout this presentation, we have explored
the key points discussed in Ricento and Hornberger's work on
language planning and policy.
• Language planning and policy involve making decisions regarding language use,

language status, language education, and language rights.

• Ricento and Hornberger's work highlights the importance of language ideology,

language rights, and language maintenance in language planning and policy.

• Different language planning models, such as corpus planning, status planning, and

acquisition planning, offer frameworks for understanding language planning processes.-

Implementing language policy faces challenges related to political and social factors,

resource allocation, stakeholder involvement, linguistic diversity, and monitoring and

evaluation.
• Language planning and multilingual education are closely

intertwined, with language policy influencing the language(s) of

instruction and promoting inclusive education.- Ricento and

Hornberger's work emphasizes the role of language policy in

supporting linguistic diversity, social justice, and equitable

educational opportunities.

• Critiques of their work highlight the need for a broader

perspective, intersectional analyses, and specific attention to

indigenous languages in language planning and policy research.

• The implications for future research include addressing the

critiques, exploring diverse linguistic and sociopolitical contexts,

and considering the impact of language policy on marginalized

communities.

• Language planning and policy have far-reaching implications for

society, including promoting linguistic diversity, preserving cultural

heritage, fostering social cohesion, and providing equal

educational opportunities.
 References:
▪ Ricento, T. K., & Hornberger, N. H. (1996). Language Planning
and Policy in Language Education: Legacies, Consequences, and
Possibilities.
▪ Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the Onion:
Language Planning and Policy and the ELT Professional. TESOL
Quarterly.
▪ Ricento, T. K., & Hornberger, N. H. (1996). Layers of language
policy.
▪ Spolsky, B. (2017). Language Planning and Policy. In The
Handbook of Linguistics. Link5. Hornberger, N. H., & Johnson, D.
C. (2007). Ethnography of language planning and policy.
Language Teaching, 40(2), 147-176.
 well done!
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