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Intellectualisation: A Current Issue in Language Planning

The intellectualisation of a language involves the development of new linguistic resources for discussing and disseminating conceptual material at high levels of abstraction. A key component of this is the development of academic discourse in the language at various levels of education. While intellectualising a language may be seen as a desirable goal, the economic costs of doing so are high, as many of the papers in this volume point out. As a result a society must decide on whether or not to invest time and resources on intellectualisation, and the level to which such work will be carried out. Intellectualisation of a local language is potentially problematic for higher levels of education, where the desirability of intellectualising the local language may be in tension with the use of international academic linguae francae. It is increasingly the case that academics need to be able to work in these languages in order to participate fully in their international discourse communities and at the highest levels of education, it may be more important to be able to communicate in an international lingua franca than to do so in the local language. Medgyes and Kaplan (1992), for example, argue that academic communication in a local language only can lead to isolation of the discipline. This tension between local and international languages has led to some people questioning the value of the full intellectualisation of a language, and to some societies deciding against the full intellectualisation of their local language in favour of using an international language at higher levels of education. The decision as to whether or not a particular language will be fully intellectualised is a complex one. At the same time, determinations about intellectualisation may be based on more than a simple decision about the communicative value of the intellectualised variety, and may deal with issues relating to the symbolic status given to a language by intellectualisation. Intellectualisation may be seen as important for developing or maintaining the prestige of a language, for the development or enhancement of a national or ethnic identity, for promoting equity and inclusivity, etc. The papers in this volume all deal with the issue of how a language can be intellectualised once the decision to develop an intellectualised variety has been taken, for whatever complex of reasons. They explore the language planning issues which arise when a language is intellectualised and how the intellectualisation process is affected by the existence of alternative means of academic