Previous research has linked language issues to transfer of cultural 
iden­tity from one gener­a­tion to another, access to better employ­ment and access to 
judi­cial and admin­is­tra­tive systems. Language policy measure­ment, then, should be 
conducted from the angles which best fit those partic­ular func­tions of language.

Education and admin­is­tra­tion are the most often mentioned. Both Edwards (1985, 
118–19) and Fishman (1997) observe that although educa­tion in a mother tongue does not 
neces­sarily contribute to the preser­va­tion of that partic­ular language and may in fact 
contribute rather to the process of linguistic assim­i­la­tion, educa­tion is often perceived as 
a central factor in main­taining group iden­tity and there­fore has a strong symbolic role for 
linguistic minori­ties. Bretton (1976, 445) and Chaklader (1990, 94) link choice of 
language for educa­tion to choice of language for courts. Varennes (1998, 158) perceives “great poten­tial for desta­bil­i­sa­tion” in the denial of native-language educa­tion. Some 
language poli­cies cover broad­cast and publishing media. Others include special 
language require­ments for govern­ment employ­ment or certain professions.

Bibliography for Scale Development

back to main Language Policy Scales page