Politics and Language Policy as Nation Building Projects - Report Example

Politics and language policy as nation building projects. Language is a method through which individuals create meaning in their day to day lives. It is a social cultural impression that generates a language object and sets off quantification of languages into a pecking order. (Macleod 1926) Human beings continuously use language through, people we observe, interpretations we make, sceneries we view e.t.c. (Macleod 1926) Language is energetic, free and personal dynamic .Individuals control it so as to promote economic, social and political personal creed. Language is of great use in the making of group membership to show exclusion or inclusion, to determine patriotism, categorization of personal identities and individuals and showing of the economic status. (Macleod 1926) Through an array of covert and overt mechanisms by individuals in power language is controlled and manipulated so as to make, affect and carry on language policies. The mechanism of overt and covert are usually put in place in fierce battles, negotiations ands conversations so to put into effect control over language space. Papua New Guinea is a diverse country inhibited by six million individuals with eight hundred and fifty different languages and numerous traditional societies. Many individuals live in traditional practices and societies. There has been a struggle with every community wanting their language to be made the national language. Research was used as one the methods of problem solving. Research was carried out in the following fields. (Kemelfield and Aarons 1981) (a) Communal based education (b) Secondary school community extension (c) Skulanta which is an institution of second level education (d) Village development education center (e) Community experimental school (f) Use of the communicative model of teaching Communal based education The research was carried out in primary schools. The aim was to look for ways through which the school could be reorganized in order to make individuals play a part in the development of the community, become integrated into the community, help in the spread of education to more individuals who are illiterate or have not attended school and also become centers of adult education. (Kemelfield and Aarons 1981) The communicative language teaching model was used by the teachers. The influences of theses model infuses practices and influences in the whole world. This was done by taking these models into the syllabus and so all schools had to follow it. To achieve these teachers had to be in a position of understanding the students need in offering a lesson structure that is comprehensive and based on the classroom dynamics. Maximum attention was paid on the shifting dynamics to both the language users and language. These models worked on the basis of creating an education system which was mainly related to the identities and the local needs of the country. These were necessary in order to avoid conflicts which arise due to making one language superior that creating a threat to the extinction of other languages. There was a wide debate between those who were for these action and those against. To solve the view of extinction of some small communities there was a change of names from primary to community schools. The syllabus were also changed and named the community based syllabus. The community was encouraged to participate by joining schools. All the teachers were local and had an understanding of the culture of the students. The use of a variety of languages was allowed in the school. A student with difficulties in expressing themselves in English was allowed to use their native language. The changes were very slow due to difficulties of mobilizing so many students and a limited number of teachers. In order to solve these issue community satellites were organized which to carry out the community experience programs which are still in use up to date. The communicative language teaching model lead to the conversion of some schools into centers of community learning that promoted the contribution of the community in development and includes adults. A new philosophy in education was established which demand that schools should follow the above teaching model. A good number of development projects have now being based on these project. The factors that obstruct the attainment of successful language and cultural education might be looked at by future research. Secondary school community extension This is a project that is based on the enhancement of the development of school based syllabus. Five secondary schools fr4om different provinces were used in the research. Its objective is the development of an education plan that ought to transform the secondary school system. These will help in the passing of knowledge about their culture, their environment and how to socialize and relate with people from different cultures. Language is a basic tool used in communication and so each individual is obliged to gain understanding of a particular language that can be used for communication with other people who they do not share a common language. These can only be achieved through educating individual’s effective methods of communication and the importance of a national language. A nation language should be viewed as a tool for ending other languages but as a tool for development.Variations do occur in different languages whereby one word has a different meaning in another language, these is no big deal provide it is taken into consideration that it means a real thing that exist. Variations also do occur in cases where some communities complain that their language is being neglected .To solve these proper education on language policies should be offered and each and every individual should be taught to appreciate their language. Students before entering high schools should have lesson from their first up to third grade taught \in their native language. They should be to understand that the native language is what creates an identity to their community and keeps it alive. With extinction of a language the members of that community end up being forgotten. Assessments were made throughout this research and the progress noted down. A report was then mailed to all those who make decision in the twenty provinces so that they gauge the progress and see whether it should be put into practice in other secondary schools. An additional five schools were added into the project. Skulanta This was a project that was started by the minister of education. Twelve institutes in twelve provinces were opened and they contained a total of four hundred grade seven students. The objective was to offer a terminal community based teaching to grade eight. (Macleod 1926) The students would not proceed to grade nine but instead they would go back home. The objective was to lay emphasis on community involvement and practical skills in order to offer skills that would encourage students to stay home. The minister requested the staffs in the education department and the education research team to carry a survey in order to asses the efficacy of these project. This project was found out to be a second class of secondary schooling and was ruled out and the ministry recommended it to be a vocational center. By so doing those unable or un willing to go on with secondary education were able to join and practice some cultural education and develop life and work skills. (Macleod 1926) Village development education center It is a non formal education project, its policy, objectives, planning and goals were resolute by the government. These project targets village based guidance of adults The broad influential assessment carried out by this project was frequent report concerning the status of the project to politicians who were involved, education officers, administrators and supervisors. Appropriate action which is related to the local conditions of the officials who were given the reports was implemented. (Macleod 1926) In the provinces with decentralization the decision of non formal education was passed. The project began as a tightly controlled one but then it started being run in provinces. These provinces have carried out broad modifications and now they do put into consideration the training of adolescents. Other modifications include the turning of the village education center into a vocational center. Community experimental school This is a program that involves communication programs, school leavers and the youth. The schools aim was to pioneer in innovation of curriculums which emphasize social and practical skills for community life. The teachers were provided with handbooks as a curriculum guide. Four schools were used as models these models were schools that taught literacy in vernacular. Students began learning at age of seven for six hours five days in a week. They were taught on how to read and write in their native languages. (Murphy 1996) The aim was to improve learning and maintain culture .From these the students were know ready to enter medium schools after two years. This initiative is good since it avoids conflicts with official policy on the use of language .Thus avoiding hidden agendas unknown to the public which are as a result of the subsistence of language policy tools and their effects. The schools have achieved in that it has lead to more schools adopting this model and has improved the social and place of the youth in the society. It has resulted in the commitment of provinces to give their own funds for the continuous evaluation and development of new innovations. It has also resulted in the establishment of specialized training centers. (Macleod 1926) Conclusion A meaningful understanding of the real language policy can be obtained through languages that are made as a result of their language policy. Consequences and effects of the language policy tools can lead to language rights and democratic processes violation. The policies, mechanism and practices associated with language policy should be widely understood. Language policies can easily be manipulated by large corporations and the government since they can directly access the power structure of the society. Thus strict notice should be taken on society power structure. Real policies are formed through language education, test and language in public space. Affirmed policy statements should not be viewed as the only solution for a political and social entity. Wide range of devices used in the perpetuation of language should be looked into. (Murphy 1996) The real language policy of an entity can be interpreted and understood through the observation of the effects of these devices that is language education; test and language in public. A new and expanded perspective of language policy should be put into practice in order to replace the policy tools as they covertly and implicitly play a role in actual language and policies realities. Inclusive policies are created by constructive use of mechanisms which are open and dynamic. (Huntington 1993) Where practices and policies are closely interacted and play a part in the democracy of protection of individual’s rights, inclusion and strategies of activism and language awareness. Any part of stages of a conflict can take the efforts of intervention. Post violent, violent or pre violent. In order to attain successful interventions actions should be appropriate to s the stages and source. Conflict Intervention Characteristic (a) Prevention of conflicts it refers to the actions taken so as to avoid the use of violence resolving conflicts. Conflicts can be solved after post-violence. The prevention of conflicts is not dependant on the conflict since it is never too late to solve one. The main aim is to avoid recurrence. (Murphy 1996) (b) Management of a crisis these are the action that are usually undertaken so as to control conditions where violence is evident. The main objective is to engage the competing parties in dialogue with the aim of terminating violence. (c) Peace making this is an intervention aimed by a third party with the objective of suppressing, deterring or putting the end to the use3 of violence3 by the competing parties. Language planning policy tools (a)official diplomacy . This involves recognition, negotiations and mediation. (Huntington 1993) (b)Non official conflict management .It entails the use of peace commissions, non violent campaigns, prevention centers and visits by eminent organizations. (c) Military measures. They are: militarily aid, alternative defense strategies, preventive peace keeping forces, non aggression agreements and security measures. (d) Economic and social measures. Agricultural programs, humanitarian assistance, health assistance and development assistance. (e) Governance and political development measure. This entails the decentralization of power, national conferences, political party building and training of the public officials. (f) Educational and communication measures. It involves the use of media professionalism, training in conflict management, international broadcast and civic education. There is a need for supporting and sustaining institutional building of a nation. To achieve this existing institutional structure is necessary. (Huntington 1993) Sub cultures are products of social positioning which allocates an individual to a specific reading of how the universe is organized, legitimate ways of doing, saying and being that give a definition of the parameters of what should be taken as being possible or impossible. What underlies the cultural differences are the speakers ideological stand. (Murphy 1996) The advantages of a language policy and education are to enhance the accountability and legitimacy of all institutions, to enhance the status of the language speaker and the language and to facilitate commitment and communication between officials, institutions and the diverse language communities in culture. (Huntington 1993) References 1. Kemelfield, A and Aarons 1981, Experimental community schools in Solomon’s province, Port moreshy publishers, Papua new guinea. 2. Macleod 1926, the modern state, Oxford university press, London. 3. Huntington, p 1993, “The clash of civilizations “foreign affairs, pp 22-49. 4. Murphy, B 1996, “the sovereign state system as political territorial ideal” historical and contemporary consideration, Cambridge university press. pp 81-120 Read More

Maximum attention was paid on the shifting dynamics to both the language users and language. These models worked on the basis of creating an education system which was mainly related to the identities and the local needs of the country. These were necessary in order to avoid conflicts which arise due to making one language superior that creating a threat to the extinction of other languages. There was a wide debate between those who were for these action and those against. To solve the view of extinction of some small communities there was a change of names from primary to community schools.

The syllabus were also changed and named the community based syllabus. The community was encouraged to participate by joining schools. All the teachers were local and had an understanding of the culture of the students. The use of a variety of languages was allowed in the school. A student with difficulties in expressing themselves in English was allowed to use their native language. The changes were very slow due to difficulties of mobilizing so many students and a limited number of teachers.

In order to solve these issue community satellites were organized which to carry out the community experience programs which are still in use up to date. The communicative language teaching model lead to the conversion of some schools into centers of community learning that promoted the contribution of the community in development and includes adults. A new philosophy in education was established which demand that schools should follow the above teaching model. A good number of development projects have now being based on these project.

The factors that obstruct the attainment of successful language and cultural education might be looked at by future research. Secondary school community extension This is a project that is based on the enhancement of the development of school based syllabus. Five secondary schools fr4om different provinces were used in the research. Its objective is the development of an education plan that ought to transform the secondary school system. These will help in the passing of knowledge about their culture, their environment and how to socialize and relate with people from different cultures.

Language is a basic tool used in communication and so each individual is obliged to gain understanding of a particular language that can be used for communication with other people who they do not share a common language. These can only be achieved through educating individual’s effective methods of communication and the importance of a national language. A nation language should be viewed as a tool for ending other languages but as a tool for development.Variations do occur in different languages whereby one word has a different meaning in another language, these is no big deal provide it is taken into consideration that it means a real thing that exist.

Variations also do occur in cases where some communities complain that their language is being neglected .To solve these proper education on language policies should be offered and each and every individual should be taught to appreciate their language. Students before entering high schools should have lesson from their first up to third grade taught \in their native language. They should be to understand that the native language is what creates an identity to their community and keeps it alive.

With extinction of a language the members of that community end up being forgotten. Assessments were made throughout this research and the progress noted down. A report was then mailed to all those who make decision in the twenty provinces so that they gauge the progress and see whether it should be put into practice in other secondary schools. An additional five schools were added into the project. Skulanta This was a project that was started by the minister of education. Twelve institutes in twelve provinces were opened and they contained a total of four hundred grade seven students.

The objective was to offer a terminal community based teaching to grade eight.

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