Includes bibliographical references and index.

1. Towards a theory of language management

2. Managing language in the family
2.1 Managing speech and linguistic communities -- 2.1.1 The individual and “simple management” -- 2.2 Managing language in the family -- 2.2.1 Parents or peers? -- 2.2.2 Family as target -- 2.2.3 Methods of managing the home language ecology -- 2.2.4 Home language managers -- 2.2.5 Ideological influences on the home -- 2.2.6 A model of home language choice -- 2.3 First modification of the theory

3. Religious language policy
3.1 Introduction -- 3.2 Jewish language policy -- 3.3 Language management in Christianity -- 3.4 Islamic language management -- 3.5 Other religious language management -- 3.6 Religion in the theory of language management

4. Language management in the workplace: managing business language
4.1 Domains and levels of language management -- 4.2 Workplace language rules -- 4.3 Global business -- 4.4 Language management at sea and in the air -- 4.5 Advertising and signs -- 4.6 The workplace in a theory of language management

5. Managing public linguistic space
5.1 Public linguistic space -- 5.2 Public verbal signs -- 5.2.1 Early studies of public signage -- 5.2.2 Preliminary questions -- 5.2.3 The effect of advertising on the paysage linguistique -- 5.3 Public signs in a theory of language management -- 5.4 Visual space for private use -- 5.4.1 Newspapers and magazines -- 5.4.2 Visual space: books -- 5.5 From sign to sound -- 5.5.1 Media: radio and television -- 5.5.2 Minority access to radio and television -- 5.5.3 Media: telephones, cell phones, and call centres -- 5.5.4 Media: the Internet and e-mail -- 5.5.5 Cultivating public language -- 5.6 Media in a theory of language management

6. Language policy in schools
6.1 Participants -- 6.1.1 Pupils -- 6.1.2 Teachers -- 6.1.3 Other participants -- 6.2 Where are the managers? -- 6.2.1 The self-managed school -- 6.2.2 The locally managed school -- 6.2.3 Externally managed schools -- 6.2.4 Examination boards as language managers -- 6.3 Patterns -- 6.4 Language of instruction -- 6.4.1 Educational evidence -- 6.4.2 Developed languages -- 6.4.3 Ideological arguments -- 6.4.4 Dividing language functions -- 6.5 Teaching additional languages -- 6.6 Teaching foreign languages -- 6.7 The results of language education policy -- 6.8 The tools of language management in schools -- 6.8.1 Teachers as a tool of language management -- 6.8.2 Managing the admission of students -- 6.9 Punishment as language management -- 6.10 Schooling in a theory of language management

7. Managing language in legal and health institutions
7.1 Safety and health -- 7.2 The law courts -- 7.3 Civil rights -- 7.4 The police -- 7.5 The health institutions -- 7.6 The legal and health domains in the model

8. Managing military language
8.1 Communication needs in the military -- 8.2 The Roman army and the sergeant's problem -- 8.3 The sergeant's problem in other armies -- 8.4 Canada: making an army bilingual -- 8.5 US military language management in two world wars -- 8.6 US defense language policy in an age of global war -- 8.7 The military domain in a theory of language management

9. Local, regional and national governments managing languages
9.1 Introduction -- 9.2 The organization of this chapter -- 9.3 The pressure of a multilingual nation -- 9.4 Language management at the constitutional level -- 9.5 Center vs. periphery -- 9.6 The territorial solution -- 9.7 The new territorialism: regional autonomy and devolution -- 9.8 Going further: the breakup of nation-states -- 9.9 Central government regulation of languages -- 9.10 Spelling and language reform -- 9.11 Local government -- 9.12 Why is national policy so difficult? -- 9.13 Pressures for national monolingualism and multilingualism

10. Influencing language management - language activist groups
10.1 Entr’acte: the model to-date -- 10.2 Hebrew revitalization as a grassroots movement -- 10.3 Nationalist language activism -- 10.4 The regeneration of Maori -- 10.5 Language activism in Australia -- 10.6 Language activism in the United States -- 10.7 The volunteer stage -- 10.8 Community language activism: indigenous and immigrant minorities -- 10.9 Some other cases of indigenous schooling -- 10.10 Salvaging indigenous endangered languages -- 10.11 Language activism in the theory of language management

11. Managing languages at the supranational level
11.1 The supranational level or domain -- 11.2 Monolingual supranational organizations: language diffusion management -- 11.3 Internal policy at the supragovernmental level -- 11.3.1 League of Nations and United Nations -- 11.3.2 Europe and the European Community: internal language policy -- 11.4 Influence of international organizations on national foreign language teaching policy -- 11.5 Human and civil rights and the role of supranational organizations -- 11.6 Parenthetically, who has “language rights”? -- 11.6.1 International organizations on language rights -- 11.6.2 The European Community and language rights -- 11.7 Supranational organizations in a theory of language management

12. Language managers, language management agencies and academies, and their work
12.1 Agents and agency -- 12.2 Managers enforcing status -- 12.2.1 Agencies that are not specifically linguistic in scope -- 12.2.2 Immigration and citizenship -- 12.2.3 Specialized language agencies -- 12.3 Post-Independence India -- 12.4 Cultivating languages -- 12.4.1 Academies -- 12.4.2 Terminology committees -- 12.4.3 Nomenclature and place names -- 12.4.4 Language editors -- 12.5 Managers of language acquisition -- 12.5.1 Internally (language education) -- 12.5.2 Externally (language diffusion) -- 12.6 Language services -- 12.6.1 First aid in language management -- 12.6.2 Translation services -- 12.6.3 Interpreters -- 12.7 Language agencies and services in the theoretical model

13. A theory of language management: postscript or prolegomena
Introduction -- 13.1 Simple language management: the accommodating individual -- 13.2 Organized language management: the family domain -- 13.3 The religious domain -- 13.4 The workplace -- 13.5 Public linguistic space -- 13.6 The school domain -- 13.7 Courts, hospitals, and police stations -- 13.8 Military language management -- 13.9 Governments managing language -- 13.10 Activism and pursuit of minority rights -- 13.11 Beyond the nation-state: organizations and rights -- 13.12 Agencies for language management -- 13.13 What sort of theory do we have?

"Language policy is all about choices. If you are bilingual or plurilingual, you have to choose which language to use. Even if you speak only one language, you have choices of dialects and styles. Some of these choices are the result of management, reflecting conscious and explicit efforts by language managers to control the choices. This book presents a specific theory of language management. Bernard Spolsky reviews research on the family, religion, the workplace, the media, schools, legal and health institutions, the military and government. Also discussed are language activists, international organisations, and human rights relative to language, and the book concludes with a review of language managers and management agencies. A model is developed that recognises the complexity of language management, makes sense of the various forces involved, and clarifies why it is such a difficult enterprise." (Book cover)