In:Language Planning as Nation Building: Ideology, policy and implementation in the Netherlands, 1750–1850
Gijsbert Rutten
[Advances in Historical Sociolinguistics 9] 2019
► pp. v–viii
Get fulltext
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 21 February 2019
https://doi.org/10.1075/ahs.9.toc
https://doi.org/10.1075/ahs.9.toc
Table of contents
Prefaceix
Chapter 1.Introduction1
1.1Language, nation, nationalism1
1.2The schrijftaalregeling3
1.3Overview of the book8
Part I.Setting the stage
Chapter 2.Language and nation in Late Modern times13
2.1Introduction13
2.2Political changes13
2.3Language and nation19
2.4Education25
2.5Policy27
2.6Final remarks31
Chapter 3.Sociolinguistic space33
3.1Introduction33
3.2Diglossia and diaglossia34
3.3English and German diaglossia36
3.4Dutch diaglossia40
3.5Supralocalisation42
3.6Codifications and audiences44
3.7Final remarks: From diaglossia to diglossia48
Chapter 4.Metalinguistic discourse51
4.1Introduction51
4.2The three stages of normative grammar51
4.3From elitist to ‘civil’ grammar54
4.4From ‘civil’ to national grammar59
4.5Nominal inflection as a test case63
4.6Final remarks71
Part II.Myth building
Chapter 5.The Golden Age Myth75
5.1Introduction75
5.2Language myths and the history of Dutch77
5.3The Golden Age Myth80
5.3.1Looking back on the Golden Age82
5.3.2Nationalising the Golden Age86
5.3.3The Golden Age continues97
5.4Final remarks100
Chapter 6.The Myth of Neutrality103
6.1Introduction103
6.2Neutrality in Dutch104
6.3Two types of neutrality105
6.4Neutrality as a shared space109
6.4.1From regionality to neutrality as patchwork110
6.4.2The mother tongue and hierarchisation111
6.4.3Developing neutrality through erasure113
6.4.4Polishing the mother tongue116
6.4.5Reconceptualising the mother tongue117
6.5Neutrality as unmarkedness118
6.5.1Educational discourse and policy119
6.5.2Enlightenment, emancipation, anonymity – and authenticity123
6.6Final remarks128
Part III.Discipline formation
Chapter 7.Nationalising the lexicon131
7.1Introduction131
7.2The first plans (1760s–1770s)133
7.2.1Van Iperen’s proposal133
7.2.2Van den Berg’s letter134
7.2.3The well-reasoned plan135
7.2.4The concise plan138
7.3The first problems (1770s–1790s)139
7.3.1The linguistic questions139
7.3.2A new plan141
7.4The first publication (1799)143
7.5New plans (1800s–1840s)145
7.6The final plan (1849-1852)148
7.6.1Congress 1849148
7.6.2Congress 1850150
7.6.3Congress 1851154
7.6.4Volume I of the WNT (1882)162
7.7Final remarks163
Chapter 8.Standard language linguistics165
8.1Introduction165
8.2Dutch studies in periodicals169
8.2.1The study of Dutch vis-à-vis other cultural fields171
8.2.2The national language172
8.2.3Linguistics174
8.2.4The historical model of linguistic and cultural change175
8.2.5Conclusions175
8.3Matthijs Siegenbeek and the Dutch language176
8.3.1Siegenbeek’s linguistic heritage180
8.3.2The Myth of the Golden Age182
8.3.3Dutch in contact with French and German184
8.3.4The language of the nation187
8.3.5Conclusions189
8.4Final remarks189
Chapter 9.The folklorisation of non-standard language191
9.1Introduction191
9.2Variation, folklorisation and two types of authenticity192
9.3Representing regional variation in the eighteenth century196
9.3.1Erasing variation196
9.3.2Embracing variation198
9.3.3Enregistering variation201
9.4The emergence of the study of regional varieties206
9.5Final remarks212
Part IV.Perspectives from below
Chapter 10.Policy and its implementation in education: With Bob Schoemaker217
10.1Introduction217
10.2Educational policy: Major changes219
10.2.1Education in the eighteenth century219
10.2.2A discourse of change220
10.2.3Changes in educational policy222
10.3Language norms and language use in the national school system225
10.3.1The school inspection system226
10.3.2Transmission of language norms227
10.3.3Language use in the classroom232
10.4Language norms in teaching materials236
10.5Final remarks242
Chapter 11.The effects of planning on usage: With Andreas Krogull243
11.1Introduction243
11.2The Going Dutch Corpus244
11.3Orthography250
11.3.1Vowels251
11.3.2Consonants253
11.4Morphosyntax260
11.4.1The genitive260
11.4.2Relativisation262
11.5Final remarks266
Chapter 12.Standard language ideology in the Netherlands – Themes and research directions269
Splitting the continuum270
Authority and authenticity272
Agency274
Implementation275
References279
Index307
