DOCSLIB.ORG

Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts Jennifer Joslyn Daniels

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts Jennifer Joslyn Daniels University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-1-2015 Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts Jennifer Joslyn Daniels Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Daniels, Jennifer Joslyn, "Finding the Sweet Spot: Interpreting Educational Language Policy Within Rural School Districts" (2015). Dissertations. Paper 19. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2015 JENNIFER J. DANIELS ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School FINDING THE SWEET SPOT: INTERPRETING EDUCATIONAL LANGUAGE POLICY WITHIN RURAL SCHOOL DISTRICTS A Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Education Jennifer J. Daniels College of Education and Behavioral Sciences Department of Leadership, Policy, and Development: Higher Ed and P-12 Education Educational Leadership and Policy Studies May 2015 This Dissertation by: Jennifer J. Daniels Entitled: Finding the Sweet Spot: Interpreting Educational Language Policy within Rural School Districts has been approved as meeting the requirement for the Degree of Doctor of Degree in College of Education and Behavioral Sciences in Department of Leadership, Policy, and Development: Higher Ed and P-12 Education, Program of Educational Leadership and Policy Studies Accepted by the Doctoral Committee ____________________________________________________ Linda R. Vogel, Ph.D., Research Advisor ____________________________________________________ Spencer Weiler, Ph.D., Committee Member ____________________________________________________ Anthony Armenta, Ed.D., Committee Member ____________________________________________________ Dana Walker, Ph.D., Faculty Representative Date of Dissertation Defense . Accepted by the Graduate School ___________________________________________________________ Linda L. Black, Ed.D., LPC Dean of the Graduate School and International Admissions ABSTRACT Daniels, Jennifer J. Finding the Sweet Spot: Interpreting Educational Language Policy within Rural School Districts. Published Doctor of Education dissertation, University of Northern Colorado, 2015. More than 80% of the school districts in Colorado are rural. Three quarters of the school districts on state improvement plans in 2013 were rural. Many of these school districts have more than 10% English learners, some more than 30%. These school districts often lack resources and expertise to provide effective language programs for their English learners. How language program directors in rural school districts can interpret external policy in order to lead positive change within their school districts for English learners is of interest to language program directors, school district leaders, and state policymakers. From the perspective of critical language policy analysis, this qualitative study resulted in grounded theory about the process of policy interpretation by eight language program directors in rural school districts. Semi-structured interviews were conducted and coded. Resulting data were analyzed and interpreted through grounded theory methods (Charmaz, 2006, 2014). Findings included the recognition that language program directors play a key leadership role in organizing sense-making for teachers, empowering language teachers as consultants, and connecting the language team with the school district leadership team. iii An analytical framework was developed in order to provide insight for language program directors as they navigate the balanced tensions of their position and guidance for school district leaders as they hire, train, and support language program directors. English learners deserve high quality language programs within rural settings. Rural school districts with expert language program directors can create powerful site-based reform for English learners to support their academic achievement, their language growth, and their identities as successful bilingual learners. iv ACKNOWLEDGEMENTS With gratitude for the privilege I have enjoyed in pursuing this degree, I would like to acknowledge my advisor, Dr. Linda Vogel, and her vision for my completion of this program. I appreciate the service of all my dissertation committee members and would like to particularly thank Dr. Dana Walker for her insight and guidance from the field of language policy and for her encouragement to stick with Wenger. The eight intelligent, dedicated women that I interviewed for this study have been my teachers as I roamed through their words and gleaned from their experiences. They have my utmost respect and my thanks for their generosity and openness with me. I hope that they have experienced some benefit from their participation in the study, and I wish them all the best of success in their service to the English learners in their rural school districts. There were many people who participated with me in this program and made it richer for their presence and for that I thank them. Adrianna and Linnea, thank you both for walking together as a team through the dissertation chapter of our program. Also, to all the readers and fixers--you know who you are--thank you once again for your interest and your time. Special thanks to Christine, Judieth, Joanna, and Kazuyo! v Love and thanks to all of my family for their encouragement and excitement along the way! I wish for everyone I love to experience the satisfaction of this dissertation journey or a similar endeavor in their lives, and I wish this most specifically for my beautiful sons, Ariel, Daniel, and Eliran. Last but not least, my abiding gratitude to my wonderful husband, Jim, for his partnership in this, as in all, and for always. "Our decisions about language policies in education matter to the survival of democracy itself." (Tollefson, 2013a, p. 304) "It is therefore important to have open dialogues and negotiations about this dynamic process of decisions and practices that are based on an educated view of languages, their impact, motivations, and meaning." (Shohamy, 2006a, p. 166) "The river only carves and the mountain only guides, yet in their interaction, the carving becomes the guiding and the guiding becomes the carving." (Wenger, 1998, p. 71) vi TABLE OF CONTENTS CHAPTER I. INTRODUCTION ............................................................................. 1 Purpose ........................................................................................... 6 Significance of the Study ................................................................. 7 The Colorado Context ..................................................................... 7 Demographics .................................................................... 10 Varied learning profiles of English learners ............. 11 Identifying strengths and needs of English learners ......................................................... 11 Impact of English Learners on Small School Districts ........ 12 Decision-making in Small School Districts.......................... 13 Theoretical Foundations of the Study ............................................ 14 Second Language Acquisition ............................................ 17 Language Policy ................................................................. 18 Language Ideologies .......................................................... 19 Educational Leadership ...................................................... 20 Policy as Practice ............................................................... 21 Delimitations.................................................................................. 22 Researcher Stance ....................................................................... 23 Assumptions ................................................................................. 25 Definition of Terms ........................................................................ 26 Statement of the Problem ............................................................. 28 Research Questions ...................................................................... 30 Organization of the Paper ............................................................. 31 II. LITERATURE REVIEW ................................................................. 33 Introduction ................................................................................... 33 Conducting the Review of Literature .................................. 34 Organization of the Literature Review ................................ 35 vii CHAPTER II continued Policy Interpretation in Education .................................................. 36 The Study of Policy Implementation ................................... 37 Early moments of policy implementation ................. 38 Policy negotiation and appropriation ........................ 38 The policy process ................................................... 41 Nests of collective understanding ................. 42 Sense-making in communities of practice ..... 42 Policy brokers and arbiters............................ 43 Making sense in central office roles .............. 44 Critical approach to policy analysis .........................
Load more

Recommended publications
  • Discourse, Social Scales, and Epiphenomenality of Language Policy: a Case Study of a Local, Hong Kong NGO
    Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO Item Type text; Electronic Dissertation Authors Tso, Elizabeth Ann Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 12:25:43 Link to Item http://hdl.handle.net/10150/623063 DISCOURSE, SOCIAL SCALES, AND EPIPHENOMENALITY OF LANGUAGE POLICY: A CASE STUDY OF A LOCAL, HONG KONG NGO by Elizabeth Ann Tso __________________________ Copyright © Elizabeth Ann Tso 2017 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Elizabeth Tso, titled Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO, and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________ Date: (January 13, 2017) Perry Gilmore _______________________________________________ Date: (January 13, 2017) Wenhao Diao _______________________________________________ Date: (January 13, 2017) Sheilah Nicholas Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College.
    [Show full text]
  • English Only Policies in the Workplace
    U.S. COMMISSION ON CIVIL RIGHTS ENGLISH ONLY POLICIES IN THE WORKPLACE BRIEFING REPORT JULY 2011 U.S. COMMISSION ON CIVIL RIGHTS Washington, DC 20425 Visit us on the Web: www.usccr.gov U.S. COMMISSION ON CIVIL RIGHTS The U.S. Commission on Civil Rights is an independent, bipartisan agency established by Congress in 1957. It is directed to: • Investigate complaints alleging that citizens are being deprived of their right to vote by reason of their race, color, religion, sex, age, disability, or national origin, or by reason of fraudulent practices. • Study and collect information relating to discrimination or a denial of equal protection of the laws under the Constitution because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Appraise federal laws and policies with respect to discrimination or denial of equal pro- tection of the laws because of race, color, religion, sex, age, disability, or national origin, or in the administration of justice. • Serve as a national clearinghouse for information in respect to discrimination or denial of equal protection of the laws because of race, color, religion, sex, age, disability, or national origin. • Submit reports, findings, and recommendations to the President and Congress. • Issue public service announcements to discourage discrimination or denial of equal pro- tection of the laws. MEMBERS OF THE COMMISSION IN 2010 CURRENT MEMBERS OF THE COMMISSION Gerald Reynolds, Chairman Martin Castro, Chairman Abigail Thernstrom, Vice Chair Abigail Thernstrom, Vice Chair Todd Gaziano Roberta Achtenberg Gail Heriot Todd Gaziano Peter Kirsanow Gail Heriot Arlan Melendez Peter Kirsanow Ashley Taylor Dina Titus Michael Yaki Michael Yaki U.S.
    [Show full text]
  • The Nationalizing Processes in Slovakia 1969-1988. the Case
    ARTICLES The Nationalizing Processes in Slovakia 1969-1988 88 Juraj MARUŠIAK The Case Study of Hungarian Minority The Nationalizing Processes in Slovakia 1969–1988 The Case Study of Hungarian Minority * Juraj MARUŠIAK Ústav politických vied Slovenskej akadémie vied The institute of Political Science of the Slovak Academy of Sciences Dúbravská cesta 9, 841 04 Bratislava, Slovakia [email protected] T ¡ presence of the Hungarian and Ukrainian minorities after World War II in Slovakia was recognized for the first time officially, in the legal documents in the Constitutional Act on the Slovak National Organs, adopted on 31 July 1956 (Act nr. 33/1956 Coll.), which strengthened their powers. According to § 2 the Slovak National Council obtained responsibility for the „provision of the favorable conditions for the economic and cultural life of the citizens of Hungarian and Ukrainian ethnicity.“ 1 However, there was still in power the so called “Ninth-of-May Constitution” adopted in 1948, according to which Czechoslovakia was described as the “national state, free from the all hostile elements, friendly living in the family of Slavic states and in the friendship with all peaceful nations in the world”. However, the preamble of Constitution defined respective “hostile elements” as the “descendents of the foreign colonists settled with us and, enjoying all democratic rights, in accordance with our constitution, together with us.” They were accused of the assistance in the “malicious aggression against our peaceful state” in 1938. Therefore the minorities were still treated as a hostile element within the Czechoslovak society, although the ethnic Hungarians received their civil rights back at the end of 1948.
    [Show full text]
  • Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University
    Working Papers in Educational Linguistics (WPEL) Volume 25 Number 1 Spring 2010 Article 5 Spring 2010 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel'nyts'kyi National University Follow this and additional works at: https://repository.upenn.edu/wpel Part of the Education Commons, and the Linguistics Commons Recommended Citation Goodman, B. A., & Lyulkun, N. A. (2010). Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University. 25 (1), Retrieved from https://repository.upenn.edu/wpel/vol25/iss1/5 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/wpel/vol25/iss1/5 For more information, please contact [email protected]. Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukraninan University This article is available in Working Papers in Educational Linguistics (WPEL): https://repository.upenn.edu/wpel/ vol25/iss1/5 Ukrainian, Russian, English: Language Use and Attitudes of Students at a Ukrainian University1 Bridget A. Goodman University of Pennsylvania Nina A. Lyulkun Khmel’nyts’kyi National University This article presents results of an exploratory survey conducted at a central- western Ukrainian university of students’ current usage of and attitudes towards Ukrainian, Russian, and English. Before 1989, Soviet language policy positioned Russian over Ukrainian as the language of power and as the sole language of higher education. The effectiveness of national policies in post-Soviet Ukraine aimed at affirmative action for the Ukrainian language has been debatable and constrained by geographical factors of language use and language policy. The po- litical and economic status of English has the potential to impact the position of both Ukrainian and Russian in Ukraine.
    [Show full text]
  • Language Policy
    LANGUAGE POLICY As part of its efforts to promote mobility and intercultural understanding, the European Union (EU) has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU’s view, is an important element in Europe’s competitiveness. One of the objectives of the EU’s language policy is therefore that every European citizen should master two other languages in addition to their mother tongue. LEGAL BASIS In a European Union based on the motto ‘United in diversity’, languages are the most direct expression of our culture. Linguistic diversity is a reality, observance of which is a fundamental value of the European Union. Article 3 of the Treaty on European Union (TEU) states that the Union ‘shall respect its rich cultural and linguistic diversity’. Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) emphasises that ‘Union action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States’, while fully respecting cultural and linguistic diversity (Article 165(1) TFEU). The Charter of Fundamental Rights of the EU, adopted in 2000 and made legally binding by the Treaty of Lisbon, prohibits discrimination on grounds of language (Article 21) and places an obligation on the Union to respect linguistic diversity (Article 22). The first regulation, dating from 1958, determining the languages to be used by the former European Economic Community[1], has been amended following subsequent accessions to the EU, and defines the Union’s official languages[2], together with Article 55(1) TEU.
    [Show full text]
  • Language Policy and Methodology
    Language Policy and Methodology ANTONYJ. LIDDICOAT' Grvfith University ABSTRACT The implementation of a language policy is crucially associated with questions of methodology. This paper explores approaches to language policy, approaches to methodology and the impact that these have on language teaching practice. Language policies can influence decisions about teaching methodologies either directly, by making explicit recommendations about the methods to be used in classroom practice, or indirectly, through the conceptualisation of language leaming which underlies the policy. It can be argued that al1 language policies have the potential to influence teaching methodologies indirectly and that those policies which have explicit recommendations about methodology are actually functioning of two levels. This allows for the possibility of conflict between the direct and indirect dimensions of the policy which results from an inconsistency between the explicitly recommended methodology and the underlying conceptualisation of language teaching and learning which informs the policy. KEYWORDS: language policy, language planning, language teaching methodology: política lingüística, planificación lingüística, metodología de la enseñanza de las lenguas * Address for correspondence: Antony J. Liddicoat, Centre for Applied Language, Literacy and Communication Studies, Grifiith University, Nathan QLD 4111. E-mail: [email protected] O Servicio de Publicaciones. Universidad de Murcia. All rights reserved. IJES, vol. 4 (l), 2004, pp. 153-171 INTRODUCTION Language policy has been defined as "the deliberate choices made by governments or other authorities with regard to the relationship between language and social life" (Djité, 1994: 63). The place and nature of language in the area of education is one key dimension of the relationship between language and social life about which governments make such deliberate choices.
    [Show full text]
  • Language Policy, Culture and Identity in the Era of Globalization
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HKU Scholars Hub Title Language policy, culture and identity in the era of globalization. Author(s) Tsui, Amy BM Citation In IATEFL 2005 Conference Selections, p. 41-51 Issued Date 2005 URL http://hdl.handle.net/10722/57554 This work is licensed under a Creative Commons Attribution- Rights NonCommercial-NoDerivatives 4.0 International License. Language Policy, Culture and Identity / ABMT / 5 April /p. 1 Language Policy, Culture and Identity in the era of Globalization [T1] Plenary Presentation, IATEFL 2005 Cardiff, 6-9 April 2005 Amy B M Tsui The University of Hong Kong It is a great honor for me to have been invited to address such a distinguished audience. I want to thank IATEFL, particularly the President, Peter Grundy, for his personal invitation, and the conference organizers, particularly Alison Medland, for making it possible for me to be here, and for all the thoughtful arrangements. Introduction In the March issue of Newsweek, the cover page says “Who owns English?” and there is feature article which cites figures from David Crystal’s book English as a Global Language (2003). It highlight the fact the NS of English are outnumbered by NNS by 3 to 1, that the number of NNS of English in Asia roughly equals the total in America, Canada and Britain. This reminds me of the questions that Fishman (1996) raised almost a decade ago regarding the spread of English. The questions are: • Is English still spreading? • Is the spread of English orchestrated
    [Show full text]
  • Language Culture Wars: Effects of Language Policy on Language Minorities and English Learners
    California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 9-2017 LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS Ambar A. Perez California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Education Policy Commons, First and Second Language Acquisition Commons, Language and Literacy Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Perez, Ambar A., "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS" (2017). Electronic Theses, Projects, and Dissertations. 577. https://scholarworks.lib.csusb.edu/etd/577 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition: Applied Linguistics and Teaching English as a Second Language by Ambar Alexa Perez September 2017 LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS A Thesis Presented to the Faculty of California State University, San Bernardino by Ambar Alexa Perez September 2017 Approved by: Dr. Caroline Vickers, Committee Chair, English Dr.
    [Show full text]
  • Economic Approaches to Language and Bilingualism. New AVAILABLE
    DOCUMENT RESUME ED 429 438 FL 025 708 AUTHOR Breton, Albert, Ed. TITLE Economic Approaches to Language and Bilingualism. New Canadian Perspectives. INSTITUTION Canadian Heritage, Ottawa (Ontario). ISBN ISBN-0-662-26885-7 ISSN ISSN-1203-8903 PUB DATE 1998-00-00 NOTE 261p. AVAILABLE FROM Official Languages Support Programs, Department of Canadian Heritage, 15 Eddy, Ottawa, Ontario, Canada K1A-0M5 (Cat. no. CH3-2-7/1998E); Tel: 819-994-2224; Web site: http://www.pch.gc.ca/offlangoff/perspectives/index.htm (free). PUB TYPE Books (010) Collected Works General (020) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Bilingual Education; *Bilingualism; *Economic Factors; Economics; Foreign Countries; Global Approach; Human Capital; International Trade; *Labor Economics; Language Minorities; *Language Role; *Languages; *Official Languages; Regional Characteristics; Second Language Instruction IDENTIFIERS Acadians; *Canada; New Brunswick ABSTRACT Six essays on the links between official languages and the economy in Canada include: "An Economic Analysis of Language" (Albert Breton); "The Economics of Language in a Virtually Integrated Global Economy" (Richard G. Harris); "Speak and Ye Shall Receive: Language Knowledgeas Human Capital" (Krishna Pendakur, Ravi Pendakur); "Bilingualism and Earnings: A Study Based on 1971, 1981, and 1991 Census Data" (Louis N. Christofides, Robert Swidinsky); "Bilingualism in Employee Recruitment and the Role of Symbolic Analysts in Leading Export-Oriented Firms" (Harold Chorney); and "The Contributions of a Minority to its Region: The Case of the Acadians in New Brunswick's South East" (Maurice Beaudin).(MSE) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** oo en -cr o. A 110 A ISIS MIK MINIM AAs IA 1- .
    [Show full text]
  • Language Use in Algeria: Arabization Under Study the Use of Arabic Among Algerian Youth on Social Media As a Case Study
    Ministry of Higher Education University of Ahmed Draia. Adrar Faculty of Letters and Languages Department of English Languageand Arts Research Paper Presented in Partial Fulfilment for the Requirement of a Master Degree in Linguistics and Didactics Language Use in Algeria: Arabization under Study The Use of Arabic among Algerian Youth on Social Media as a Case Study Submitted by: Assala Mihoubi Supervised by: Miss. OmaymaKerthiou Academic Year: 2016/ 2017 I Dedication I would like to dedicate this modest work to my dear parents, who have always been supportive of my academic studies at the university and whose love and patience get me through the most difficult stages of this work Thank you. I Acknowledgements I would like to express my special thanks to my thesis supervisor Omayma Kerthiou for her helpful guidance and ongoing support throughout this work. I would also like to express my gratitude to my teachers especially Mr. Bouhania for providing me with help and guidance, in addition to valuable contributions. I am also thankful to participants from different parts of Algeria who took part in filling the electronic form to fulfill the questionnaires. My acknowledgements go to all of my friends for their support, particularly Belalem Fatima Zohra, Akbaoui Baba, Mosbahi Abess, and my sister Iness Mihoubi. God bless you. II Table of Content Contents ............................................................................................................................. III List of Used Abbreviations ................................................................................................
    [Show full text]
  • National Language Policy in the United States: a Holistic Perspective
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Nebraska Anthropologist Anthropology, Department of 1996 National Language Policy in the United States: A Holistic Perspective Cody L. Knutson University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nebanthro Part of the Anthropology Commons Knutson, Cody L., "National Language Policy in the United States: A Holistic Perspective" (1996). Nebraska Anthropologist. 96. https://digitalcommons.unl.edu/nebanthro/96 This Article is brought to you for free and open access by the Anthropology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Nebraska Anthropologist by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. National Language Policy in the United States: A Holistic Perspective Cody L. Knutson English is not the official national language of the United States of America. However, this issue has often come to the forefront ofmany political debates, since language encompasses a wide array ofpolitical, economic and various other social implications. Acknowledging the right to the retention of local culture, a historical and cross-cultural study of language policy is interpreted to justify a limitation on the number oflanguages at the national political level ifflexibility is maintained for individual states to adjust to the needs oftheir constituencies. The creation of an official national language is only the 8) it is common sense legislation since 97% of the surface manifestation of a variety of political, managerial, American population are fluent in English. economic and other social implications. On this OOsis, it is However, there are many con opinions : not surprising that the question of whether or not English should be inaugurated as the official US language has been 1) language is symbolic of history and is a transmitter of increasingly debated in recent years.
    [Show full text]
  • Who Is Making International Tax Policy? International Organizations As Power Players in a High Stakes World Diane M
    Boston College Law School Digital Commons @ Boston College Law School Boston College Law School Faculty Papers 2-1-2010 Who is Making International Tax Policy? International Organizations as Power Players in a High Stakes World Diane M. Ring Boston College Law School, [email protected] Follow this and additional works at: http://lawdigitalcommons.bc.edu/lsfp Part of the Banking and Finance Commons, Commercial Law Commons, International Law Commons, Law and Economics Commons, Organizations Commons, Taxation-Transnational Commons, and the Tax Law Commons Recommended Citation Diane M. Ring. "Who is Making International Tax Policy? International Organizations as Power Players in a High Stakes World." Fordham International Law Journal 33, no.3 (2010): 649-722. This Article is brought to you for free and open access by Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law School Faculty Papers by an authorized administrator of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. RING_K-FINAL 5/22/2010 2:58 PM ARTICLES WHO IS MAKING INTERNATIONAL TAX POLICY?: INTERNATIONAL ORGANIZATIONS AS POWER PLAYERS IN A HIGH STAKES WORLD ∗ Diane Ring INTRODUCTION In a world in which international tax policy is no longer predominantly within the purview of the individual state, and the number of important international tax questions has grown dramatically, where is the locus of power? If there are many questions regarding international tax policy, and if they must be evaluated beyond the level of the individual state, where is the evaluation taking place? Who is directing it and what is the nature of their influence? These questions all point to the examination of international organizations in shaping tax policy.
    [Show full text]