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Rethinking Bilingualism

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Rethinking Bilingualism Rethinking Bilingualism A sociolinguistic analysis of language planning and education legislation in Greenland Ivalu Søvndahl Pedersen Thesis Submitted for the Degree: Master of Philosophy in Indigenous Studies Faculty of Social Science, University of Tromsø Norway, November 2009 Acknowledgements Thanks to My supervisor Anna-Riitta Lindgren at the Department of Language and Linguistics at Tromsø University. Jennifer Dunn at McGill University in Montreal, Canada, for proofreading this thesis. Anna Margrethe Helene Lange for kindly letting me use the photograph on the front page, that shows Anna herself and her friend. My roommates Heidi Reinholdtsen, Henriette Moseng and Lill Tove Veimæl for giving me a joyful home in Tromsø while writing this thesis. My parents Lisbeth Søvndahl Pedersen and Bruno Hansen. My grandmother ningiu , Gerda Søvndahl Pedersen, my little brother Jakob Søvndahl Skovaa and my stepfather Carl-Aage Skovaa. Abstract Many indigenous peoples’ languages in the world are endangered. But the special case in Greenland is the fact that Greenlandic is not an endangered language, even though less than 56,000 people speak Greenlandic. In fact, Greenlandic is spreading in Greenlandic society. The challenge in Greenland is rather how to educate Greenlanders to become functionally bilingual in Greenlandic and Danish, considering the vast varieties of bilingual skills that exist. Greenland has been a Danish colony since 1721 but achieved Home Rule in 1979 and an increased form of self-determination called ‘Self Rule’ in 2009. With the introduction of Self Rule the Greenlandic language has raised its status and become the official language in Greenland. Greenland is dependent on the annual block grant that it receives from the Danish state. In order for the country to create a self-sustaining economy, Greenland needs to invest in education. Today it is crucial for young Greenlanders wanting a further education to learn Danish, because Greenland lacks educational material and books in Greenlandic. But the amount of people who receive a further education is limited due to lack of Danish skills. The amount of people who will go on to receive further education in the future is crucial in the process of increased self- determination. Analysing official documents at macro level, i.e. at government level, this Master’s thesis studies the sociolinguistic paradoxes within the contemporary official language policy and planning situation in Greenland, concentrating primarily on language education policy in Greenlandic state schools. Factors affecting language policy in Greenland are those of: history, decolonisation, language emancipation, self- determination, nationalism, ideology and power. This Master’s thesis argues that one of the critical issues in official Greenlandic language policy is the absence of a clear definition of the status and role of the Danish language in Greenlandic society, which needs to be clarified more professionally at legislative, political and pedagogical levels. The second critical issue is the approach to an effective bilingual education system where pupils become functionally bilingual. Additionally there is a the lack of defining terms such as mother tongue , second language , foreign language , bilingualism and multilingualism in depth in a Greenlandic context; terms which ought to be used in a more adequate and conscious manner by policymakers and pedagogical leaders. Key words: sociology of multilingualism, Greenland, indigenous peoples, self- determination, bilingualism, education legislation, language policy and planning. Resumé Mange oprindelige folks sprog i verden er truede. Men den specielle situation i Grønland er den at grønlandsk ikke er en truet sprog, selvom sproget tales af færre end 56 000 mennesker. Faktisk spreder grønlandsk sig i det grønlandske samfund. Udfordringen i Grønland er snarere hvordan man uddanner grønlænderne til at blive funktionelt tosprogede på grønlandsk og dansk, taget i betragtning af de forskellige variationer indenfor tosprogethed der findes. Grønland har været en dansk koloni siden 1721, men opnåede hjemmestyre i 1979 og en øget form for selvbestemmelse kaldet 'selvstyre' i 2009. Med indførelsen af selvstyre har det grønlandske sprog hævet sin status og er blevet det officielle sprog i Grønland. Grønland er afhængig af det årlige bloktilskud, som landet modtager fra den danske stat. For at Grønland kan skabe en selvbærende økonomi, må landet investere i uddannelse. I dag er det afgørende for unge grønlændere, der ønsker en videregående uddannelse at lære dansk, fordi Grønland mangler undervisningsmateriale og bøger på grønlandsk. Men antallet af unge grønlændere, der opnår en videregående uddannelse er begrænset på grund af manglen på danskkundskaber. Antallet af mennesker, der i fremtiden får en uddannelse er afgørende i processen mod øget selvbestemmelse. Ved at analysere officielle dokumenter på makro-niveau, dvs. på regeringsplan, undersøger dette speciale de sociolingvistiske paradokser i den nuværende officielle sprogpolitik- og planlægning i Grønland, hvor fokus primært er på sprog indenfor uddannelsespolitikken i de grønlandske folkeskoler. Faktorer der påvirker sprogpolitik i Grønland er: historie, afkolonisering, sproglig emancipation, selvbestemmelse, nationalisme, ideologi og magt. Dette speciale hævder, at et af de kritiske spørgsmål i den officielle grønlandske sprogpolitik er manglen på en klar definition af det danske sprogs status og rolle i det grønlandske samfund, som bør afklares mere professionelt på lovgivningsmæssige, politiske og pædagogiske niveauer. Det andet kritiske spørgsmål handler om hvordan man opnår et effektivt uddannelsessystem der målrettet lærer eleverne at blive tosprogede. Ydermere savnes en definition af begreber såsom modersmål , andetsprog , fremmedsprog , tosprogethed og flersprogethed i en grønlandsk kontekst, begreber som bør bruges på en mere hensigtsmæssig og bevidst måde af politikere og pædagogiske ledere. Nøgleord: sociolingvistik, Grønland (Kalaallit Nunaat), oprindelige folk (urfolk), selvbestemmelse, tosprogethed, uddannelsespolitik, sprogpolitik og sprogplanlægning 1 GREENLAND IN TRANSITION .................................................................................... 1 2 OVERCOMING OLD BARRIERS AND FACING NEW CHALLENGES .................. 7 2.1 HISTORY WITHIN A SOCIO-POLITICAL FRAMEWORK ........................................................ 7 2.1.1 Colonisation and modernisation.................................................................................................................7 2.1.2 Increasing self-determination ...................................................................................................................10 2.2 THE POLITICAL SITUATION TODAY ............................................................................... 11 2.3 THE LINGUISTIC LANDSCAPE........................................................................................ 12 2.3.1 Changing language statuses......................................................................................................................15 2.4 RESEARCH CONDUCTED UNTIL TODAY ......................................................................... 16 2.5 CHALLENGES AND PARADOXES.................................................................................... 20 3 METHODOLOGY, METHODS AND THEORETICAL FRAMEWORK ................. 23 3.1 METHODOLOGY AND METHODS ................................................................................... 23 3.2 THEORETICAL FRAMEWORK......................................................................................... 26 3.2.1 Language policy and planning..................................................................................................................26 3.2.2 Language and nationalism ........................................................................................................................30 3.2.3 Power and languages ................................................................................................................................34 3.2.4 Language education policy .......................................................................................................................37 4 ANALYSIS...................................................................................................................... 45 4.1 INTERNATIONAL LAW .................................................................................................. 45 4.2 LANGUAGE POLICY AND PLANNING IN GREENLAND...................................................... 47 4.2.2 Linguistic integration legislation of 2009 ................................................................................................53 4.3 LANGUAGE EDUCATION POLICY................................................................................... 57 4.3.1 The legislations ..........................................................................................................................................58 4.3.2 ‘The Good School’ .....................................................................................................................................59 4.3.2.1 Parent’s handbook..............................................................................................................................63 4.3.2.2 School curriculums ............................................................................................................................64 5 RESULTS.......................................................................................................................
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