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Educational Challenges in Multilingual Societies
"Most of the chapters in this book were presented at the Sixth LOITASA [Language of instruction in Tanzania and South Africa] Workshop held at the University of the Western Cape in South Africa in May 2009"--P. 4 of cover.
Aethiopica
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Languages in Africa
People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors...
Learning from and Teaching Africans
This book brings together stories from the author’s exciting life as a professor, consultant and researcher, mostly in Africa, but also in Japan, New Zealand, Norway and the US. The book is aimed at college students in cross-cultural communication and international education and with a special interest in African countries, their languages, their way of looking at life. It dismantles the myth of the thousands of African languages, and shows that many of them have millions of speakers and all of them are cross-border languages. Africans are not “anglophone”, “francophone” or “lusophone”; they are afrophone. The book also discusses projects that aim at cooperation between universities in the North and the South. Why did two of the projects the author has been involved in succeed so well and a third one fail?
Language and Power. The Implications of Language for Peace and Development
Language is a tool used to express thoughts, to hide thoughts or to hide lack of thoughts. It is often a means of domination. The question is who has the power to define the world around us. This book demonstrates how language is being manipulated to form the minds of listeners or readers. Innocent words may be used to conceal a reality which people would have reacted to had the phenomena been described in a straightforward manner. The nice and innocent concept "cost sharing", which leads our thoughts to communal sharing and solidarity, may actually imply privatization. The false belief that the best way to learn a foreign language is to have it as a language of instruction actually becomes ...
Languages and Education in Africa
The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.
Three Solid Stones
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Language of Instruction in Tanzania and South Africa - Highlights from a Project
This book is based on chapters in a series of four books from the first five years (2002-2006) of the Language of Instruction in Tanzania and South Africa (LOITASA) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and will continue through to the end of 2011. The chapters reflect the state of the research at the end of the first five years of LOITASA in 2006 and were selected by reviewers independent of the project. The selection of chapters brought together bring to the forefront the dilemmas facing developing countries as they seek to position themselves in an increasingly interconnected global system, while at the same time maintaining a se...
Des femmes écrivent l'Afrique
"Des femmes écrivent l'Afrique" est un projet de reconstruction culturelle qui se propose de donner à entendre de par le monde des voix de femmes africaines, pour la plupart méconnues. Ce projet de longue haleine a abouti à la publication en anglais, par la Feminist Press, à New York, de quatre anthologies régionales. Le présent ouvrage, consacré à L'Afrique de l'Est, constitue le troisième volume de la série que les Editions Karthala, à Paris, publient à leur tour en traduction française. Cette anthologie comprend plus d'une centaine de textes, parfois fort anciens (le premier datant de 1711), précédés chacun d'une note introductive. Les cinq pays représentés - le Kenya, ...
Focus on Fresh Data on the Language of Instruction Debate in Tanzania and South Africa
This is a series of books from the LOITASA (Language of Instruction in Tanzania and South Africa) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and continued till the end of 2006. It is, what in donor circles is known as a 'South-South-North' cooperation project which, in this case, involves research cooperation between South Africa, Tanzania and Norway. The first book, entitled Language of instruction in Tanzania and South Africa (LOITASA), focused on the current language in education situation in the two countries by providing a description and analysis of existing language policies and practices.
