Bilingual Education and English-Only: A Language-Planning Framework

Nancy H. Hornberger

The ANNALS of the American Academy of Political and Social Science, 1990, vol. 508, issue 1, 12-26

Abstract: Public debate about English-only invariably includes reference to bilingual education; furthermore, both are recognized to be language-policy issues. Yet there has been no systematic treatment of English-only placing it within a language-planning framework that also includes bilingual education. This article attempts to do so, examining English-only in the context of corpus and status language-planning types; restrictive and expansive goals; aims, implementation, and evaluation processes; and language-as-problem, language-as-right, and language-as-resource orientations. It argues that a complete consideration of this language-policy issue needs to include both bilingual-education legislation and the widespread concern for English usage; that English-only goals need to be contrasted with other language-planning goals; and that both the underlying orientations and the future implementation of English-only policies properly belong in the arena of debate.

Date: 1990
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.1177/0002716290508001002 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:anname:v:508:y:1990:i:1:p:12-26

DOI: 10.1177/0002716290508001002

Access Statistics for this article

More articles in The ANNALS of the American Academy of Political and Social Science
Bibliographic data for series maintained by SAGE Publications ().