Reversing language shift

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Reversing language shift has been an area of study among sociolinguists, including Joshua Fishman, in recent decades. Reversing language shift involves establishing the degree to which a particular language has been 'dislocated' in order to determine the best way to assist or revitalise the language.

1 Language shift
2 Steps in reversing language shift
3 Factors which help an endangered language to progress
4 References

[edit] Language shift

Language shift is a process whereby people who habitually speak one language switch to speaking another language and in the process cease using their first language. Language shift, however, can have detrimental social consequences.

[edit] Steps in reversing language shift

Joshua Fishman proposes an eight-stage model for reversing language shift and recommends that efforts should concentrate on the earlier stages until they have been consolidated before proceeding to the later stages. The eight stages are as follows:

Acquisition of the language by adults, who may effectively act as language apprentices (recommended where most of the remaining speakers of the language are elderly and socially isolated from other speakers of the language).

Create a socially integrated population of active speakers of the language, thereby creating a community of people who use the language frequently (at this stage it is usually best to concentrate mainly on the spoken language rather than the written language).

In localities where there are a reasonable number of people habitually using the language, encourage the informal use of the language among people of all age groups and within families and bolster its daily use through the establishment of local neighbourhood institutions in which the language is encouraged, protected and (in certain contexts at least) used exclusively. (At this stage it may be useful for speakers to be aware of the personal advantages of being bilingual).

In areas where oral competence in the language has been achieved in all age groups encourage literacy in the language but in a way that does not depend upon assistance from (or goodwill of) the state education system.

Where the state permits it, and where numbers warrant, encourage the use of the language in lieu of compulsory state education. (at this stage it may be useful for speakers of the language to be aware of the benefits of bilingual education).

Where the above have largely been achieved encourage the use of the language in the workplace (lower worksphere).

Where the above have largely been achieved encourage use of the language in local government services and mass media.

Where the above have largely been achieved encourage use of the language in higher education, government etc.

This model of language revival seeks to avoid conflict and is intended to direct efforts to where they are most effective and to avoid wasting energy trying to achieve the later stages of language revival when the earlier stages have not been achieved. For instance it is probably wasteful of effort to work on the later stages of language revival if few families are in the habit of using the language among themselves.

[edit] Factors which help an endangered language to progress

Alternative theories of reversing language shift have also been developed, such as the model developed by David Crystal in his book 'Language Death', in which he proposes six factors which may help a language to progress. He postulates that an endangered language will progress if its speakers:-

increase their prestige within the dominant community
increase their wealth
increase their legitimate power in the eyes of the dominant community
have a strong presence in the education system
can write the language down
can make use of electronic technology

[edit] References

1991 Reversing language Shift: Theory and Practice of Assistance to Threatened Languages. Clevedon, Multilingual Matters. [1]

1999 Reyhner, Jon (Ed.). (1999). Revitalizing indigenous languages. Flagstaff, AZ: Northern Arizona University, Center for Excellence in Education. ISBN 0-9670554-0-7.