TABLE OF CONTENTS QUARTERLY A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect Editor SANDRA McKAY, San Francisco State University Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS R. RICENTO, University of Texas at San Antonio Teaching Issues Editor BONNY NORTON PEIRCE, University of British Columbia Brief Reports and Summaries Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS K. RICENTO, University of Texas at San Antonio Review Guest Editors NANCY H. HORNBERGER, University of Pennsylvania THOMAS R. RICENTO, University of Texas at San Antonio Assistant Editor ELLEN GARSHICK, TESOL Central Office Editorial Assistant CATHERINE HARTMAN, San Francisco State University Editorial Advisory Board Lyle Bachman, B. Kumaravadivelu, University of California, Los Angeles San Jose State University Kathleen Bardovi-Harlig, Patsy M. Lightbown, Indiana University Concordia University Ellen Block, Alastair Pennycook, Baruch College University of Melbourne Keith Chick, Patricia Porter, University of Natal San Francisco State University Deborah Curtis, Kamal Sridhar, San Francisco State University State University of New York Zoltàn Dörnyei, Terrence Wiley, Etövös University California State University, Sandra Fotos, Long Beach Senshu University Jerri Willett, Eli Hinkel, University of Massachusetts Xavier University at Amherst Nancy Hornberger, Vivian Zamel, University of Pennsylvania University of Massachusetts Additional Readers Christian J. Faltis, Joan Kelly Hall, R. Keith Johnson, Robert B. Kaplan, Brian Lynch, Mohamed Maamouri, Robert D. Milk, Margaret Van Naerssen, Roger W. Shuy, James W. Tollefson Credits Advertising arranged by Jennifer Delett, TESOL Central Office, Alexandria, Virginia U.S.A. Typesetting by Capitol Communication Systems, Inc., Crofton, Maryland U.S.A. Printing and binding by Pantagraph Printing, Bloomington, Illinois U.S.A. VOLUMES MENU TESOLQUARTERLY CONTENTS SPECIAL TOPIC ISSUE: LANGUAGE PLANNING AND POLICY To print, select PDF page ARTICLES nos. in parentheses Unpeeling the Onion: Language Planning and Policy and the ELT Professional 401 (10-36) Thomas K. Ricento and Nancy H. Hornberger English Only Worldwide or Language Ecology? 429 (38-61) Robert Phillipson and Tove Skutnabb-Kangas Language Curriculum Development in South Africa: What Place for English? 453 (62-80) Gary P. Barkhuizen and David Gough Language Policies as Virtual Reality: Two Australian Examples 473 (82-106) Helen Moore Puerto Rico: On the Horns of a Language Planning Dilemma 499 (108-119) Alicia Pousada English-Only and Standard English Ideologies in the U.S. 511 (120-144) Terrence G. Wiley and Marguerite Lukes Language and Education Policy in the State of Indiana: Implications for Language Minority Students 537 (146-164) Carmen Simich-Dudgeon and Timothy Boals Dual-Language Planning at Oyster Bilingual School: “It’s Much More Than Language” 557 (166-191) Rebecca D. Freeman TEACHING ISSUES Institutional Policies and Language Minority Students 583 Institutional Policies and Language Minority Students in the U.S. Shelley D. Wong Institutional Responses: Empowering Minority Children Joseph Lo Bianco BRIEF REPORTS AND SUMMARIES Collaborative Research and Curriculum Change in the Australian Adult Migrant English Program 591 Anne Burns English Language Development in Tunisia 598 Mohamed Daoud Volume 30, Number 3 ❑ Autumn 1996 Language Planning and Policy and the ELT Profession in Selected Central American Countries 606 Patience Lea McGuire Accidental Language Policy: Creating an ESL/Bilingual Teacher Endorsement Program in Utah 611 James Sayers EFL Teaching in the Ukraine: State Regulated or Commercial? 616 Oleg B. Tarnopolsky REVIEWS Power, Politics, and Language Rights 623 The Cultural Politics of English as an International Language Alastair Pennycook Linguistic Human Rights: Overcoming Linguistic Discrimination Tove Skutnabb-Kangas and Robert Phillipson (Eds.) Power and Inequality in Language Education James W. Tollefson (Ed.) Reviewed by Reynaldo Macías Language Policy in English-Dominant Countries Michael Herriman and Barbara Burnaby (Eds.) Reviewed by Robert B. Kaplan Reversing Language Shift Joshua A. Fishman Reviewed by Teresa L. McCarty Languages in School and Society: Policy and Pedagogy Mary McGroarty and Christian Faltis (Eds.) Reviewed by Robert Bayley Language Planning Around the World: Contexts and Systemic Change Richard D. Lambert (Ed.) Reviewed by Valerie Jakar French-English Language Issues in Canada: International Journal of the Sociology of Language, Vols. 105-106 Richard Bourhis (Ed.) Reviewed by Calvin Veltman Information for Contributors 641 Editorial Policy General Information for Authors Publications Received 649 TESOL Order Form TESOL Membership Application TESOL QUARTERLY Editor's Note ■ This issue of the TESOL Quarterly is devoted to examining the relationship between language planing and policy (LPP) and English language teaching (ELT). The response to the call for papers on this topic was tremendous. In light of the widespread interest in the topic, this issue is considerably longer than usual, including articles and brief reports from a wide variety of countries. Because of the additional length of this issue, the Winter 1996 and Spring 1997 issues will contain fewer articles. I want to thank the guest editors for this issue, Nancy Hornberger and Thomas Ricento, for their outstanding work in compiling papers that illustrate the many ways in which LPP can affect language teaching. In addition to selecting the full-length articles for the issue, they edited the brief reports and summaries and solicited book reviews, thus developing the theme throughout the entire issue. I share with them the hope that this issue will contribute to a greater awareness of how we as language professionals both influence and are influenced by LPP decisions. The Autumn 1997 special-topic issue, guest edited by Bonny Norton Peirce, will focus on Language and Social Identity. Submissions for this issue are closed. However, a Call for Abstracts for the 1998 special-topic issue on Research and Practice in English Language Teacher Education, guest edited by Donald Freeman and Karen E. Johnson, is included in this issue. Sandra McKay In This Issue ■ As English grows, so grows the ELT profession. This issue of the TESOL Quarterly seeks to emphasize that the expansion of English and the ELT profession is not a value-free enterprise. It explores the usefulness of LPP frameworks and approaches for understanding and evaluating the role of the ELT profession and ELT professionals in the continuing growth of English worldwide. In pursuit of that objective, the issue takes an interna- tional, albeit English-focused, perspective, with about half of the articles and TESOL QUARTERLY Vol. 30, No. 3, Autumn 1996 397 short reports focusing on international ELT cases from Australia, Central America, Europe, South Africa, Tunisia, and the Ukraine and half focusing on the U.S. Authors look at national ideology, state policy, and institutional and classroom-level language planning and implementation, at both the macro- and the microlevel. ● Thomas Ricento and Nancy H. Hornberger, co-editors of the issue, briefly review LPP frameworks and approaches and then provide a layered schema for conceptualizing the interactions among LPP agents, levels, and processes. Throughout, we argue that ELT professionals are involved in these LPP processes, whether as preservers of the status quo or workers toward change, and we urge ELT professionals to be conscious of and conscientious about that involvement. ● Robert Phillipson and Tove Skutnabb-Kangas take a global look at the role of English worldwide, introducing two paradigms borrowed from Japanese scholar Yukio Tsuda: the diffusion-of-English paradigm and the ecology-of-language paradigm. Their discussion of the two para- digms in the light of recent tendencies within the European Union, the postcommunist states, and the international arena emphasizes the close alliance between LPP (and ELT) and wider ideological, political, economic, social, and cultural trends. Thus, for example, the diffusion- of-English paradigm is associated with capitalism and modernization, and the ecology-of-language paradigm is linked to linguistic human rights and protection of national sovereignties. ● Gary Barkhuizen and David Gough present the first case study in the issue, exploring the changing role and status of English within new language-in-education policies in postapartheid South Africa. These policies now recognize 9 standardized African languages, in addition to English and Afrikaans, as official. In a context in which the mother- tongue principle in education was historically used as a central instrument of apartheid and in which White children learned English and Afrikaans while Black children were expected to learn not only English and Afrikaans but also an African language (their mother tongue), the new policies emphasize the equality of all 11 languages and the right of all people to use the language of their choice. The authors offer a descriptive framework for understanding language-in- education planning and trace the constraints on and implications of the recent policy changes for ELT in South Africa. ● Helen Moore poses the question of why two different and somewhat contradictory federal language policies emerged in Australia within the space of 4 years: the 1987 National Policy on Languages (NPL) and the 1991 Australian Language