language management is crucial one to be planned well to everyone. how someone can acquire and develop a language in a good ways

1. LANGUAGE MANAGEMENT
AND
ACQUISITION PLANNING
BY: GROUP 1 – A3 LTBI
1. DIAN HERIANI
2. FLORIDA INDRIANY BARUS
3. MUSLIADI
4. HOTMASARI HARAHAP

2. The language management theory was
introduced in the early 80s as a tool for the
study of language problems particularly in
intercultural contact situations.
One is that when focusing on language in use,
language problems cannot be treated without
considering also sociolinguistic and
sociocultural problems.

3. What is Language Management?
• 1.) The production and reception of discourse,
that is, speaking, writing, listening and
reading, and
• 2.) The human activities aimed at discourse
production and reception.
Theoretically grasp this internally diverse
type of human activity in a coherent way.

4. Goal
Language Management may be defined as
metalinguistic activities (“behaviour-toward-
language”). These activities take place in actual
everyday discourse (that is, Simple Management,
e.g. a self-correction of a word-form) or in social
organisations varying in scope, aiming at
influencing actual everyday discourse (that is,
Organised Management, e.g. a language reform
elaborated by a governmental agency).

5. The Language Management Process
The process of language management includes
the following phases:
• The noting of a deviation from a norm.
• The evaluation of the deviation.
• The designing of an adjustment.
• The implementation of a design.

6. Linguistic, Communicative and Sociocultural
Management
The term language Management seem to suggest
that the language management theory deals
mostly with language phenomena in the narrow
sense of the word, i.e. the phenomena of
"linguistic competence". However, this is not the
case. It is also possible to manage communicative
phenomena (for example, the special forms of
address required among the members of certain
social groups, such as political parties, or the
choice of language varieties) as well as
sociocultural (including socioeconomic)
phenomena

7. Example (from Heller 2001: 225)
FRANCE
• 1 TEACHER: pourquoi lit-on? [why do we read?]
• 2 MICHEL: pour relaxer [to relax]
• 3 TEACHER: pour se détendre, 'relaxer' c'est anglais
[to 'se détendre' (relax), 'relax' is English]
JAPAN
• Language planning or language management:
in the case of multi-language users in Japan.

8. ACQUISITION PLANNING
A. The Definition of Acquisition Planning
“Acquisition planning” means the process by
which the efforts of all personnel responsible for an
acquisition are coordinated and integrated through a
comprehensive plan for fulfilling the agency need in a
timely manner and at a reasonable cost. It includes
developing the overall strategy for managing the
acquisition.

9. Acquisition planning is a type of language
planning in which a national, state or local
government system aims to influence aspects
of language, such as language status,
distribution and literacy through education.
Acquisition planning can also be used by
non-governmental organizations, but it is
more commonly associated with government
planning (Liddicoat and Richard, 2008).

10. For example, if a government decides to
raise the status level of a certain language or
change its level of prestige, it can establish a
law that requires teachers to teach only in this
language or that textbooks are written using
only this language’s script.

11. Acquisition planning focuses on language teaching and
learning, either the national language, second
language or foreign language.
The Education Sector
Kaplan and Richard describe the sectors’ six principal goals:
1. To decide what languages should be taught within the curriculum.
2. To determine the amount and quality of teacher training.
3. To involve local communities.
4. To determine what materials will be used and how they will be
incorporated into syllabi.
5. To establish a local and state assessment system to monitor progress.
6. To determine financial costs.

12. Multilingualism
One reason some states prefer a single language
of instruction is that it supports national unity and
homogeneity (Cooper, 1989). Some states prefer
incorporating different languages in order to help
students learn better by giving them diverse
perspectives.
Non-governmental organizations
Although these organizations do not hold official
power, they influence government planning
decisions, such as with educational materials,
effecting acquisition.

13. B. General Procedures of Acquisition Planning
(a.) Acquisition planning should begin as soon as
the agency need is identified,
(b.) Requirements and logistics personnel should
avoid issuing requirements on an urgent basis or
with unrealistic delivery or performance schedules,
(c.) The planner shall coordinate with and secure
the concurrence of the contracting officer in all
acquisition planning.

14. EXAMPLES
Cases of Study
1. Ireland
A movement began which aimed at the restoration of the Irish, as the
nation’s primary language, predicated on a widespread sentiment for Irish
nationalism and cultural identity. For over a millennium in Ireland, Irish
had competed with English and Scots, The Gaelic League was soon created
to promote the acquisition of Irish in schools, thus “de-Anglicizing”
Ireland. After Ireland’s independence in 1922, the League declared that
Irish must be the language of instruction for at least one hour in primary
schools nationwide. As a result, the movement lost strength and English
remains the nation’s second official language and most spoken first
language.

15. EXAMPLES
2. Peru
Peru’s history of language planning begins in the 16th century with
Spanish colonization. When the Spanish first arrived in
Peru, Quechua served as a language of wider communication, a lingua
franca, between Spaniards and Peruvian natives. As the years passed,
Spaniards asserted the superiority of the Spanish language; as a result,
Spanish gained prestige, taking over as a language of wider communication
and the dominant language of Peru.
Peru’s education system is instead primarily based on Spanish, the
nation’s official language. After the 1975 education reform, Quechua and
Spanish both had standing in bilingual programs, but only in restricted
speech communities. These experimental programs were then canceled due
to a change in government planning, but again reinstated in 1996.
Some believe that due to Spanish’s higher national prestige, it is more
socially and economically beneficial to learn and speak Spanish. It is
debatable whether these education programs will benefit education or raise
the status of Quechua.

16. EXAMPLES
3. India
The government of India planning for several of the language functions:
official, provincial, wider communication. Now to the educational function
and the function as school subject.
The Three–Language Formula: Acquisition Planning for official and
regional languages (According to the 1966 modifications,
Khubchandani 1981:14)
The Three-Language Formula included the following:
• 1 st mother tongue or regional language –10 years.
• 2 nd official language – Hindi or English –6 years minimum.
• 3 rd other modern Indian or foreign language –3 years minimum.
The Three–Language Formula deals with acquisition planning in
selection of languages to be taught as school subjects.

17. The question of medium of instruction often seems to overlap an
disobviously closely linked to the question of what languages should be
taught as school subjects. Khubchandani (1981:12) presents what he calls
the multiple-choice medium policy as follows:
1. Primary stage:
a. Dominant regional language.
b. Pan-Indian language – English/ Hindi.
c. Other major languages.
d. Newly cultivated languages (as preparatory media).
2. Secondary stage:
a. Dominant regional language.
b. Pan-Indian language–English/ Hindi.
c. Other major languages.
3. Higher Education stage:
a. English as developed medium.
b. Hindian regional languages as emerging media.