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Re-orienting to language users: humanizing orientations in language planning as praxis

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Abstract

The field of language policy and planning (LPP) has increasingly expanded its focus beyond legislative measures and macro-level policies toward understanding the power of social actors and their interpretation, appropriation, and creation of language policies in societies. This article aims to advance LPP theory and research by offering a critical and decolonial lens for conceptualizing and analyzing language policy in research, education, and language planning. This critical lens expands on one of the most influential LPP models: Ruiz’s (1984) framework for Orientations in Language Planning. Ruiz’s framework was proposed as a “meta-model” for language planning specialists to examine and advocate for new policies. This article invites researchers of language use in society to consider an epistemological shift from defining languages with fixed orientations, such as problem, resource, and right, toward looking at the intersectional roles of the listening and speaking subjects in defining the orientation(s) to languages in various contexts. This conceptual framing situates LPP research and critical studies of language in society in the context of broader critical theories, including intersectionality, human as praxis, humanization, and decolonizing research from ownership to answerability. The goal is to forge humanizing language policy research that is responsive to issues in our immediate and broader global contexts.

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Notes

  1. I use “heritage language” in place of “first language,” “mother tongue,” and “home language” to denote ancestral connections to a language. I do not use this term from a monoglossic view that otherizes minoritized languages in programs, such as “heritage language education,” and places them as irrelevant or belonging to the past (See García & Torres-Guevara, 2009). I believe deciding what constitutes a speech community’s “mother tongue” for them displays colonial logic (Zavala, 2019). Thus, in my empirical work, I have asked bi/multilingual participants (including children) how they identify their languages, rather than assigning those values for them (Kaveh & Lenz, 2022).

  2. Tribal groups (or “scheduled tribes”) is the official term to refer to the indigenous or the aboriginal communities in India (Mohanty, 2018).

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Acknowledgements

I am extremely grateful to the editors and the anonymous reviewers whose guidance was instrumental in strengthening this article. I would also like to thank Dr. David Cassels Johnson for his mentorship and feedback during the initial development of this work. Lastly, I am thankful for Anna, Meseret Hailu, and Shawhin Roudbari for their support during the revision process.

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  1. Mary Lou Fulton Teachers College, Arizona State University, Tempe, AZ, 85287-1811, USA

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Kaveh, Y.M. Re-orienting to language users: humanizing orientations in language planning as praxis. Lang Policy 22, 1–23 (2023). https://doi.org/10.1007/s10993-022-09645-0

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