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Rethinking Bilingual Education in Postcolonial Contexts
Taking an ethnographic study of the purpose and value of bilingual education in Mozambique as a starting point, this book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South.
Rethinking Bilingual Education in Postcolonial Contexts
This book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.
Bilingual Education and Language Policy in the Global South
This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
Colonial and Decolonial Linguistics
This volume offers a detailed exploration of coloniality in the discipline of linguistics, with case studies drawn from across the world. The chapters provide a nuanced account of the coloniality of linguistics at the level of knowledge and disciplinary practice, and expand their discussion to imagine a decolonial linguistics.
COVID-19 school closures and mental health of adolescent students: Evidence from rural Mozambique
The onset of the COVID-19 pandemic, entailing widespread school closures as well as acute disruptions to household livelihoods, has presumably had substantial consequences for adolescent well-being in developing country contexts that remain largely unexplored. We present novel evidence about the prevalence of mental health challenges among adolescent students as well as educators in rural Mozambique using data from an in-person survey conducted in 175 schools. In our sample, 31% of students report low levels of well-being (though only 10% suffer from high anxiety): students enrolled in schools that used a wider variety of distance learning measures report lower anxiety, while students reporting familial shocks linked to the pandemic report higher anxiety and lower well-being. Educators experience comparatively lower levels of anxiety and higher well-being, and household-level shocks are most predictive of variation in mental health. However, well-being is negatively affected by the range of hygiene-related measures implemented in schools upon reopening.
Diversity in African languages
Diversity in African Languages contains a selection of revised papers from the 46th Annual Conference on African Linguistics, held at the University of Oregon. Most chapters focus on single languages, addressing diverse aspects of their phonology, morphology, semantics, syntax, information structure, or historical development. These chapters represent nine different genera: Mande, Gur, Kwa, Edoid, Bantu, Nilotic, Gumuzic, Cushitic, and Omotic. Other chapters investigate a mix of languages and families, moving from typological issues to sociolinguistic and inter-ethnic factors that affect language and accent switching. Some chapters are primarily descriptive, while others push forward the the...
Law, Language and the Multilingual State
The theme of the conference, “Language, Law and the Multilingual State”, was determined to investigate the state-juridical challenges facing multilingual societies. Several related issues were addressed, such as minority and indigenous languages, globalisation and diversity, language rights, language ideology and language legislation.
Language Policy
A detailed overview of the theories, concepts, research methods, and findings in the field of language policy is provided here in one accessible source. The author proposes new methodological, theoretical, and conceptual directions and offers guidance for doing language policy research.
Global Hiphopography
This book brings together a range of hip hop scholars, artists and activists working on Hip Hop in the Global North and South with the goal of advancing Hiphopographic research as a critical methodology with critical fieldwork methods that can provide a critical perspective of our world. The authors’ focus in this volume is to present an anthology of essays that expand the remit of Hiphopography as an approach to the study of Hip Hop that is not only sensitive to the social, economic, political and cultural lives of Hip Hop Culture participants as interpreters and theorists, but one that continues to humanize the “whole person” behind the decks, on the mic, rocking on the linoleum floor, painting in front of a wall, and seeking that Knowledge of Self. This book will be relevant to Hip Hop scholars in fields such as cultural studies and history, sociolinguistics, linguistic anthropology and ethnography, and race studies, while Hip Hop heads themselves will find parts of this book that represent their culture in ethical and informative ways.
Language and Decolonisation
Language and Decolonisation is the first collection to bring together views from across scholarly communities that are committed to the agenda of decolonising knowledge in language study. Edited by leading figures in the field, the chapters offer new insights on how ‘decolonising’ can be adopted as a methodology for charting the next steps in solving practical language-related problems in educational and related social policy areas. Divided into two sections, the book covers the coloniality of language, the materiality of culture and colonial scripts, the decolonisation imperative, multilingualism discourse and decolonisation, and decolonising languages in public discourse. With 20 chapters authored by experts from across the globe, this pioneering collection is an essential reference and resource for advanced students, scholars, and researchers of language and culture, sociolinguistics, decolonial studies, racial studies, and related areas.
