An empirical validation study of Spolsky's language policy model

Datos Bibliográficos

ID12677777
AutoresVictoria Van Oss (0000-0001-9065-3539, Ghent University, autor de correspondencia), Piet Van Avermaet (0000-0001-8970-2911, Ghent University), Esli Struys (0000-0001-8093-3422, Vrije Universiteit Brussel), Wendelien Vantieghem (0000-0001-5891-2131, Ghent University)
Año2021
Volumen23
Número1
Páginas77-95
Fecha de publicación2021-04-07
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaCurrent Issues in Language Planning (JOURNAL)
Identificadores de la revistaISSN: 1466-4208 • E-ISSN: 1747-7506
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14664208.2021.1907060
OpenAlexW3145755884
IdiomaEN
Citas recibidas10
Referencias citadas43

This study investigates Spolsky's conception of language policy as the amalgam of language beliefs, language practices and language management. To the best of our knowledge, no quantitative evidence has ever been produced for his theoretical model. The current paper addressed this void, albeit specifically in the domain of Early Childhood Care and Education – scarce in terms of language policy research, but vital for children's (multilingual) language development. An Exploratory Factor Analysis yielded three valid and reliable scales that capture language policy from the perspective of early childhood professionals (N = 305) associated with infant welfare clinics in the Flemish Community of Belgium. Furthermore, a Confirmatory Factor Analysis indicated that the three components are ‘independent’ as well as ‘interconnected,’ thereby quantitatively corroborating Spolsky's theory. We conclude that language policy is no unitary concept; therefore, if one intends to study language policy holistically, the three indispensable components are to be identified. As a corollary, one simply cannot investigate management without considering beliefs and practices, and vice versa

Flemish · Language assessment · Language planning · Language policy · Language proficiency · Linguistics · Pedagogy · Language Development and Disorders · Language, Discourse, Communication Strategies · Multilingual Education and Policy · Psychology