Welcome to part 1 of what I'm planning as a three or four part discussion of language policy, starting with my long awaited review of Kymlicka, Patten, et al's Language Rights and Political Theory. Part 2 is almost finished, and I'm part of the way through part 3. It's long, folks. Pull up a pew an' set a spell.
If you're Jim over at Uncle Jazzbeau's Gallimaufrey, you can follow along with your own copy. I have included spoilers, so be warned. For everybody else, let me reveal the surprise ending in invisible text: The British did it, the French helped them and the Americans covered it up.
Okay, now on to the serious stuff.
First, let me thank Jacob Levy and Matthew Yglesias for linking to Part 1 of this discussion of language policy. If hits are any measure, you've drawn a fair amount of attention to it, and I appreciate it.
This post tries first to make an argument for linguistic diversity without assigning any intrinsic value to languages, and second introduces an additional element into the debate that I think has been sharply neglected: the economic value of second-language education for speakers of dominant languages. Then, I talk about some policy options that I think are worth considering.
It is after 1am as I post this. I had expected to put on a few finishing touches this afternoon and found instead that I didn't like where it was going to much, so I took a nap and then rewrote it from scratch. I tend to do that a lot. Long format blogging is a kind of seat-of-the-pants exercise for me. If I didn't work this way, every post would take a month to write. The downside is that I always find myself rereading these posts and cringing at things I would have said differently if I could edit it a week later.
My boss is back from Sweden, which means I have a paying writing gig tomorrow, extracting research funding from the Flemish Council for Industrial Research. So, although it's more than half done, I expect the third post to go up Thursday rather than tomorrow. It will cover a different normative political theory, one derived in large part from child development theory rather than traditional political or economic principles.
I know I need to respond to the comments on the post below and I said I would get the important and somewhat complicated third post in my discussion of language policy up today. It may still happen, maybe. My boss - who really is a nice guy in most respects - has only today found me a copy of the outline for our research grant application, and informed me at the same time that I only have until Tuesday to write the whole thing up because he promised weeks ago we were going to submit it by the end of the month. No pressure.
Folks, if you have people working for you, and you work in a business with deadlines, I implore you to keep your people abreast of their work schedules and not inform them at the last minute when work must be ready.
It looks like part 3 will be up, in all likelihood, Friday instead of today. In the meantime, I want to discuss just one of the comments to part 2 because it has some bearing on language policy in general. Sylvia Li asks if I have "statistics, as well as anecdotal evidence, for saying that French immersion schools are a failure? If so, you'd think there'd be a bunch of very annoyed Anglophone parents in Western Canada."
Because of the extra workload my boss has dropped on me along with the length of this essay, I have decided to break this third post on language rights into two posts. I expected to put this up yesterday, but better late than never. The next post will go up sometime early next week.
This post outlines an alternative to normative liberal political theory, something I have promised to do since this surprisingly controversial post on the Middle-East. I've actually started writing it a half dozen times in the last couple of months, and then scrapped it. I guess I need a certain amount of pressure to actually get some kinds of work done, but language rights are a good example application so I'm taking this opportunity to do it.
This post only outlines the theory and offers an example of its application that has nothing to do with language policy. I use it to analyse arguments justifying affirmative action in the United States as a form of slavery reparations. In the next post, I will apply it specifically to language issues.
I'm not entirely happy with it, and may make some changes later on. It seems a bit diffuse to me. Well, I hope y'all aren't reading the blogs for polished scholarship. But, I decided that since I'm so delayed putting this out, I didn't want to wait until Monday to publish it. I have a rather busy weekend ahead, so there will probably not be much new here until next week.
I didn't quite cover everything I intended to say, but this post was already growing quite long.
Let me also say thanks to Kerim at Keywords for linking in. He also has some good points about this series. I am hoping to get together a post collecting and responding to the response I've gotten in the blogosphere.
But anyway, on with the show...