1 The Language Question in Africa |
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1 | (34) |
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1 | (4) |
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1.2 Theoretical Background to Language Planning and the Language Question in Africa |
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5 | (3) |
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1.3 The Traditional Focus of Language Planning in Africa |
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8 | (3) |
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1.4 Language Planning in Africa and Game Theory |
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11 | (5) |
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1.5 Language Planning in Africa and Language Economics |
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16 | (9) |
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1.5.1 Language Economics: An Overview |
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16 | (5) |
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1.5.2 Language Economics and African Languages |
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21 | (4) |
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25 | (10) |
2 Language Planning and Ideology in Colonial Africa |
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35 | (20) |
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35 | (2) |
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2.2 Colonial Language Ideologies in Africa: The Theory |
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37 | (5) |
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2.3 Colonial Language Ideologies in Africa: The Roots |
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42 | (2) |
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2.4 Colonial Language Ideologies in Africa: The Practice |
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44 | (6) |
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2.4.1 British Response to Africa's Language Question |
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45 | (2) |
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2.4.2 French Response to Africa's Language Question |
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47 | (1) |
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2.4.3 Spanish and Portuguese Response to Africa's Language Question |
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48 | (2) |
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50 | (5) |
3 Language Planning and Ideologies in Postcolonial Africa |
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55 | (28) |
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55 | (1) |
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3.2 The Ideology of Decolonization and Socioeconomic Development |
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56 | (8) |
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3.2.1 Decolonizing African Education: OAU and AU Perspectives |
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57 | (4) |
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3.2.2 Decolonizing African Education: An African Renaissance Perspective |
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61 | (3) |
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3.3 The Ideology of Development and the Colonizer's Model |
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64 | (4) |
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3.4 The Ideology of Internationalization and Socioeconomic Development |
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68 | (6) |
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3.5 The Ideology of Globalization and Socioeconomic Development |
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74 | (2) |
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76 | (7) |
4 Globalization, the Spread of English, and Language Planning in Africa |
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83 | (22) |
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83 | (1) |
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4.2 Theoretical Approaches to Globalization and the Spread of English |
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84 | (8) |
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4.2.1 Globalization of English and the Conspiracy Theory |
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84 | (4) |
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4.2.2 Globalization of English and the Grassroots Theory |
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88 | (4) |
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4.3 The Waves of the Globalization of English in Africa |
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92 | (3) |
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4.4 The Impact of the Globalization of English on Language Planning in Africa |
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95 | (3) |
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98 | (7) |
5 Language Planning and the Medium-of-Instruction Conundrum in Africa |
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105 | (20) |
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105 | (1) |
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106 | (4) |
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5.3 Language Planning and the Rationale for Mother Tongue Education |
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110 | (4) |
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5.4 Perspectives to Mother Tongue Education |
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114 | (5) |
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5.4.1 Western Perspectives to Mother Tongue Education |
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114 | (1) |
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5.4.2 An African Perspective to Mother Tongue Education |
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115 | (4) |
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119 | (6) |
6 Why Inherited Colonial Language Ideologies Persist in Postcolonial Africa |
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125 | (32) |
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125 | (3) |
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6.2 Multilingualism as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa: Myth or Reality? |
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128 | (10) |
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6.2.1 Debunking the Multilingualism Factor in Colonial Language Ideologies in Africa: A Case Study of Lesotho and Swaziland |
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132 | (3) |
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6.2.2 Official Languages and Language-in-Education Practices in Lesotho and Swaziland |
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135 | (3) |
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6.3 Elite Closure as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa |
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138 | (4) |
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6.3.1 Elite Closure and Escape Clauses |
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140 | (1) |
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6.3.2 Elite Closure and Negative Attitudes Toward African Languages |
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141 | (1) |
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6.4 Africa's Economic Dependency on Western Donors as a Factor in Sustaining Inherited Colonial Language Ideologies |
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142 | (4) |
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6.5 Low Linguistic Instrumentalism of African Languages as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa |
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146 | (2) |
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148 | (9) |
7 Toward Prestige Planning for African Languages: A Response to the Language Question in Africa? |
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157 | (32) |
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157 | (2) |
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7.2 Two Concerns for Prestige Planning for African Languages |
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159 | (4) |
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7.3 The Three Dimensions of Prestige Planning for African Languages |
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163 | (7) |
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7.3.1 Market Creation for African Languages |
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163 | (4) |
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7.3.2 From Market Creation to Schooling in African Languages |
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167 | (2) |
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7.3.3 From Schooling in African Languages to Access to Resources and Employment |
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169 | (1) |
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7.4 Prestige Planning, National Lingua Francas, and Mother Tongues |
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170 | (2) |
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7.5 The Costs and Benefits of Prestige Planning for African Languages |
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172 | (2) |
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7.6 The Implementation of Prestige Planning for Selected African Languages: seSotho, siSwati, and kiSwahili |
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174 | (7) |
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7.6.1 Prestige Planning for seSotho and siSwati in Lesotho and Swaziland |
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176 | (1) |
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7.6.2 A Legislation for Market Creation for seSotho and siSwati |
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177 | (2) |
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7.6.3 Prestige Planning for kiSwahili in Kenya and Tanzania |
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179 | (2) |
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181 | (8) |
8 Prestige Planning for Vernacular Language Education around the World: Successes and Failures |
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189 | (24) |
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189 | (2) |
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8.2 Successful Case Studies of Vernacular Language Education |
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191 | (11) |
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8.2.1 Case Studies of Successful Vernacular Language Education in Africa |
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193 | (4) |
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8.2.2 Case Studies of Successful Vernacular Language Education in Asia |
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197 | (2) |
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8.2.3 Case Studies of Successful Vernacular Language Education in Europe |
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199 | (2) |
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8.2.4 Case Studies of Successful Vernacular Language Education in North America: The Case of French in Canada |
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201 | (1) |
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8.3 What Do the Case Studies of Successful Vernacular Language Education Reveal? |
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202 | (1) |
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8.4 Prestige Planning and Policy Failures: Case Studies of Resistance of Vernacular Language Education |
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203 | (3) |
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8.4.1 Resistance of Vernacular Language Education in Africa |
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203 | (1) |
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8.4.2 Resistance of Vernacular Language Education in Latin America |
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204 | (1) |
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8.4.3 Resistance of Vernacular Language Education in Asia |
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205 | (1) |
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206 | (7) |
9 Conclusions, Challenges, and Prospects for African Languages |
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213 | (12) |
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213 | (1) |
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9.2 Prestige Planning: Challenges and Prospects for African Languages |
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214 | (3) |
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9.3 Consequences of Language-Planning Failure in Africa |
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217 | (2) |
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219 | (6) |
Index |
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225 | |