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This chapter draws a context-driven distinction between two key archetypes of how language policy is done. The first archetype is institutional language policies, which I describe as characterised by the existence of a universal mandate (non-optional membership) and a pre-existing structure of authority (i.e. a hierarchy which is explicitly legislated). The most clear-cut example of this is the modern nation-state, whose power derives from the universal acceptance of the legitimacy of its power to impose measures across a particular geographic area, and from the existence of a set of codified principles by which such power is exercised. The second archetype is community language policies, which occur in social structures where individuals participate in a semi-stable way and which often have a distinct, explicit identity, but in which policies operate in a less predetermined manner. Rather than being legislated, authority to establish and enforce policy is assumed by individuals and is thus open to more negotiation, as is the mandate for any policy to be made in general.
Language is part of social life, and efforts to control it can be viewed in light of broader struggles for social power around issues like migration, education, class and race. This book explores how people act within institutions and communities to try and control the language of others. It conceptualises language policy as a form of discourse management, involving attempts to reorder hierarchies of knowledge, reframe social relationships, control what identities and ideologies may be expressed, and limit who can access particular social spaces. Real-life case studies are included, allowing readers to understand the functioning of language policy in different contexts. A holistic framework is also introduced, showing how language policies are enacted though five key actions: creating, debating, interpreting, enforcing and resisting. Each action is explained with reference to current theories in applied linguistics and sociolinguistics, and methodological suggestions, discussion questions and examples of further reading are also provided.
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