Abstract
Critical language and social inquiries, including ELF, are reconceptualizing cross-border communication. However, there has not been enough dialogue between ELF and LPP fields. While traditional LPP frameworks presume “named” distinct languages at issue, ELF researchers focus on the dynamic and fluid nature of supranational language use. LPP is still closely tied to the boundaries set by “nation” and “national language,” and policy-makings are fundamentally local practices. For example, with the Japanese government’s initiatives in promoting EMI (English-medium instruction), an increasing number of universities have introduced EMI programs. Although the first language of a majority of students and teachers is not English, representing a typical ELF situation, the nature of “E” of EMI has not been sufficiently probed. This chapter argues that the diversity is not fully valued because English-only is the dominant policy ideology. The ELF-informed LPP is thus needed to reflect more realistic language use.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Anderson, B. (1983). Imagined communities: Reflections on the origin and spread of nationalism. New York: Verso.
Bradford, A., & Brown, H. (Eds.). (2018). English-medium instruction in Japanese higher education: Policy, challenges and outcomes. Bristol: Multilingual Matters.
Bude, H. (2018). Society of fear. Hamburg: Polity Press.
Butler, Y., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 “action plan”. Language Policy, 4(1), 25–45.
Butler, Y., & Iino, M. (2017). Global leadership training for high school students in Japan: Are global leadership competencies trainable, universal, and measurable? In S. Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Educating for the 21st century: Perspectives, policies and practices from around the world (pp. 153–170). Singapore: Springer.
Canagarajah, S. (2006). Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly: An International Journal, 3(3), 229–242.
Calvet, L. J. (1998). Language wars and linguistic politics. New York: Oxford University Press.
CNN. (2019, January 27). A Duke professor warned Chinese students to speak English. Retrieved from https://edition.cnn.com/2019/01/28/health/duke-professor-warns-chinese-students-speak-english-trnd/index.html.
Cooper, R. L. (1989). Language planning and social change. New York: Cambridge University Press.
Council of Europe. (2018). Council of Europe language policy portal. Retrieved from https://www.coe.int/en/web/language-policy/home.
Davis, A. (1991). The native speaker in applied linguistics. Edinburgh: Edinburgh University Press.
Dearden, J. (2014). English as a medium of instruction: A growing global phenomenon. London: British Council.
Dewey, M., & Patsko, L. (2018). ELF and teacher education. In J. Jenkins., W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 441–455). Oxon: Routledge.
Elder, C., & Davies, A. (2006). Assessing English as a lingua franca. Annual Review of Applied Linguistics, 26, 282–304.
Ezrahi, Y. (2004). Science and the political imagination in contemporary democracies. In S. Jasanoff (Ed.), States of knowledge: The co-production of science and social order (pp. 254–273). New York: Routledge.
Ferguson, C. (1983). Language planning and language change. In J. Cobarrubias & J. Fishman (Eds.), Progress in language planning (pp. 29–40). Berlin: Mouton.
Fishman, J. (2000). The status agenda in corpus planning. In R. Lambert & E. Shohamy (Eds.), Language policy and pedagogy (pp. 43–51). Philadelphia: John Benjamins.
Galloway, N. (2018). ELF and ELT teaching materials. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 468–480). Oxon: Routledge.
Gorur, R. (2011). Policy as assemblage. European Educational Research Journal, 10(4), 611–622.
Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective. Language Testing, 29(2), 163–180.
Harding, L., & McNamara, T. (2018). Language assessment: The challenge of ELF. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 570–582). Oxon: Routledge.
Haugen, E. (1983). The implementation of corpus planning: Theory and practice. In J. Cobarrubias & J. Fishman (Eds.), Progress in language planning: International perspectives (pp. 269–290). Berlin: Mouton.
Higham, J. (1955). Strangers in the land: Patterns of American nativism, 1860–1925. New Brunswick: Rutgers University Press.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Holliday, A. (2006). Native-speakerism. ELT Journal, 60(4), 385–387.
Hornberger, N. (2006). Frameworks and models in language policy and planning. In R. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24–41). Malden: Blackwell.
Hornberger, N. (2013). Negotiating methodological rich points in the ethnography of language policy. International Journal of the Sociology of Language, 219, 101–122.
Hornberger, N. (2015). Selecting appropriate research methods in LPP research: Methodological rich points. In F. Hult & D. Cassels Johnson (Eds.), Research methods in language policy and planning (pp. 9–20). West Sussex: Wiley.
Hornberger, N., & Johnson, D. G. (2011). The ethnography of language policy. In T. L. MacCarty (Ed.), Ethnography and language policy (pp. 273–289). New York: Routledge.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Harmondsworth: Penguin Books.
Iino, M. (2018, November 21). 多言語に寛容な社会へ [Becoming tolerant on multilingual society]. Asahi Shimbun, 16.
Iino, M. (2019). EMI (English-medium instruction) in Japanese higher education: A paradoxical space for global and local sociolinguistic habitats. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context (pp. 78–95). Oxon: Routledge.
Iino, M., & Murata, K. (2016). Dynamics of ELF communication in English-medium academic context in Japan: From EFL learners to ELF users. In K. Murata (Ed.), Exploring ELF in Japanese academic and business contexts: Conceptualization, research and pedagogic implications (pp. 111–131). Oxon: Routledge.
Inoue, M. (2002). Gender, language, and modernity: Toward an effective history of Japanese women’s language. American Ethnologist, 29(2), 392–422.
Jenkins, J., Baker, W., & Dewey, M. (2018). The Routledge handbook of English as a lingua franca. Oxon: Routledge.
Johnson, D. C. (2013). Language policy. New York: Palgrave Macmillan.
JSPS (Japan Society for the Promotion of Science). (2012). Go global Japan project. Retrieved from https://www.jsps.go.jp/english/e-ggj/outline.html.
Kariya, T. (2017). オックスフォードからの警鐘 [Warnings from Oxford]. Tokyo: Chuokoron-shinsha.
Kloss, H. (1968). Notes concerning a language-nation typology. In J. Fishman, C. Ferguson, & J. Das Gupta (Eds.), Language problem of developing nations (pp. 69–85). New York: Wiley. Malden: Blackwell.
Kloss, H. (1969). Research possibilities on group bilingualism: A report. Quebec: International Center for Research on Bilingualism.
Konakahara, M., Murata, K., & Iino, M. (2019). ‘English’-medium instruction in a Japanese university: Exploring students’ and lectures’ voices from an ELF perspective. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context (pp. 157–175). Oxon: Routledge.
Lemann, N. (1999). The big test: The secret history of the American meritocracy. New York: Farrar, Straus and Giroux.
Lippi-Green, R. (1997). English with an accent. London: Routledge.
Lo Bianco, J. (2014). Dialogue between ELF and the field of language policy and planning. Journal of English as a Lingua Franca, 3(1), 197–213.
Lo Bianco, J. (2015). Exploring language problems through Q-sorting. In F. Hult, & D. Cassels Johnson (Eds.), Research methods in language policy and planning (pp. 69–80). West Sussex: Wiley.
Lopriore, L., & Vettorel, P. (2015). Promoting awareness of Englishes and ELF in the English language classroom. In H. Bowles & A. Cogo (Eds.), International perspectives on English as a lingua franca: Pedagogical insights (pp. 13–34). Hampshire: Springer.
McCann, E., & Ward, K. (2010). Relationality/territoriality: Toward a conceptualization of cities in the world. Geoforum, 42(2), 175–184.
MEXT (Ministry of Education, Culture, Sports Science and Technology). (2008). Global 30 project. Retrieved from http://www.mext.go.jp/a_menu/koutou/kaikaku/1383342.htm.
MEXT (Ministry of Education, Culture, Sports Science and Technology). (2014). Top global university project. Retrieved from https://tgu.mext.go.jp/en/index.html.
Murata, K. (Ed.). (2019). English-medium instruction from an English as a lingua franca perspective: Exploring the higher education context. Oxon: Routledge.
Murata, K., & Iino, M. (2018). EMI in higher education: An ELF perspective. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 400–412). Oxon: Routledge.
Murata, K., Iino, M., & Konakahara, M. (2019). Realities of EMI practices among multilingual students in a Japanese university. In J. Jenkins & A. Mauranen (Eds.), Linguistic diversity on the international campus (pp. 149–171). Oxon: Routledge.
Neustupny, J. V. (1974). Basic types of treatment of language problems. In J. Fishman (Ed.), Advances in language planning (pp. 37–48). The Hague: Mouton.
Reagan, T. (2011). Language policy and planning for sign languages. Washington, DC: Gallaudet University Press.
Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4, 196–213.
Seidlhofer, B. (2012). Anglophone-centric attitudes and the globalization of English. Journal of English as a Lingua Franca, 1(2), 393–407.
Seidlhofer, B., & Widdowson, H. G. (2017). Competence, capability and virtual language. Lingue Linguaggi, 24, 23–36.
Shimomura, H. (2015). An interview with Shimomura, Hakubun, Minister of MEXT. 転換期を迎える日本の英語教育グローバル人材育成の行方 [A turning point of English education in Japan and the future of fostering global human resources]. In ALC (Ed.), グローバル教育を考える [Thinking about global education]. Tokyo: ALC Press.
Shohamy, E. (2006). Language Policy: Hidden agendas and new approaches. Oxon: Routledge.
Shohamy, E. (2018). ELF and critical language testing. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 583–593). Oxon: Routledge.
Sifakis, N., & Bayyurt, Y. (2018). ELF-aware teaching, learning and teacher development. In J. Jenkins, W. Baker, & M. Dewey (Eds.), The Routledge handbook of English as a lingua franca (pp. 456–467). Oxon: Routledge.
Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.
SGH (Super Global High School). (2014). Outline of super global high school program. Retrieved from https://www.sghc.jp/.
Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.
Toh, G. (2016). English as medium of instruction in Japanese higher education: Presumption, mirage or bluff?. Cham: Palgrave Macmillan.
Tollefson, J. W. (2008). Language planning in education. In S. May & N. Hornberger (Eds.), Encyclopedia of language and education: Language policy and political issues in education (pp. 3–14). Heidelberg: Springer.
Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377–389.
Widdowson, H. G. (2003). Defining issues in English language teaching. Oxford: Oxford University Press.
Witt, A. (2018, November). Training Globally Competent Teachers. A special lecture given at Waseda University, Tokyo.
Yoshino, K. (1992). Cultural nationalism in contemporary Japan: A sociological enquiry. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Iino, M. (2020). Revisiting LPP (Language Policy and Planning) Frameworks from an ELF (English as a Lingua Franca) Perspective. In: Konakahara, M., Tsuchiya, K. (eds) English as a Lingua Franca in Japan. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-33288-4_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-33288-4_3
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-33287-7
Online ISBN: 978-3-030-33288-4
eBook Packages: Social SciencesSocial Sciences (R0)