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E-grāmata: Language Policy and Economics: The Language Question in Africa

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This book addresses the perennial question of how to promote Africa’s indigenous languages as medium of instruction in educational systems. Breaking with the traditional approach to the continent’s language question by focusing on the often overlooked issue of the link between African languages and economic development, Language Policy and Economics argues that African languages are an integral part of a nation’s socio-political and economic development. Therefore any language policy designed to promote these languages in such higher domains as the educational system in particular must have economic advantages if the intent is to succeed, and proposes Prestige Planning as the way to address this issue. The proposition is a welcome break away from language policies which pay lip-service to the empowerment of African languages while, by default, strengthening the stranglehold of imported European languages.

Recenzijas

The book provides an in-depth review of historical and current analysis of the language question in Africa and presents a valuable case study combining the tenets of language economics and LPP. (Weiguo Zhang, Language Problems and Language Planning, Vol. 43 (4), 2019) This book provides a fruitful resource for understanding most of the core issues of LPP in sub-Saharan Africa It makes for an informative read and is written in a style that is also accessible to undergraduate students. Language Policy and Economics is a monograph written not only by one of the most influential scholars on language policy in sub-Saharan Africa, but also by someone who, at least to some degree, is an African language activist. (Stephanie Rudwick, Slovo a slovesnost, Vol 79 (2), 2018)

The book is well-written, comprehensive, and laudable in its unique focus on language policy and economics. It recognises the contributions, challenges, and solutions involved with language questions in Africa. It provides a new approach for language-policy-and-planning studies around the world by balancing former colonial languages and African varieties through the lens of the authors model. ... The book is key for continuing treatments of the interactions between policy and practice, with specific emphasis on socioeconomic value in the linguistic market. (Tianwei Zhang, Journal of Mutilingual and Multicultural Development, Vol. 38, 2017)

Papildus informācija

"Kamwangamalu's book is an addition to literature concerning African languages, demonstrating that they constitute elements in socio-political and economic development. Policy designed to promote languages in higher domains like education must demonstrate that they produce economic advantages for speakers. Previous studies of language planning have discussed responses to planning rather than acceptance or rejection of policy outcomes. Colonial and indigenous languages must participate equally in education, politics and economics. Kamwangamalu shows language economics and game theory contributing to Prestige Planning and development of benefits to citizens' educational, economic and political results. This is a splendid, important book, overdue in literature on African languages." (Robert B. Kaplan, Emeritus Professor, University of Southern California, United States) "This volume is an ambitious undertaking, fruit of meticulous research and deep reflection. Professor Kamwangamalu's panoramic assessment of language planning, economics and game theory in colonial, post-colonial and globalised sub-Saharan African settings brilliantly deploys notions of 'Prestige Planning' to recurring dilemmas about the choices of medium of instruction in schooling and language choices in public and private institutions. This volume is groundbreaking theoretically and methodologically, but remains grounded in the real world needs of diverse African communities in their unique historical experiences of colonialism and their modern trajectories in an increasingly interlinked world. Professor Kamwangamalu's reinvigoration of the framework of 'prestige' in language and how it can be activated adds great practical value to his impressive scholarly achievement." (Joseph Lo Bianco, Professor, University of Melbourne, Australia) "The language issue reminds us all of the latent and recurrent challenges facing Africa in its search for inclusive sustainable development. Any discussion of language policy and planning in this context always raises the daunting question: "what solution do you propose?" To this question, Kamwangamalu's answer is Prestige Planning; that is to say, "African languages must be shown to have tangible economic return for their speakers to be viewed as viable alternatives to colonial languages"." (Paulin G. Djite, Professor, Universite Felix Houphouet Boigny, Cote d'Ivoire)
1 The Language Question in Africa 1(34)
1.1 Introduction
1(4)
1.2 Theoretical Background to Language Planning and the Language Question in Africa
5(3)
1.3 The Traditional Focus of Language Planning in Africa
8(3)
1.4 Language Planning in Africa and Game Theory
11(5)
1.5 Language Planning in Africa and Language Economics
16(9)
1.5.1 Language Economics: An Overview
16(5)
1.5.2 Language Economics and African Languages
21(4)
1.6 Summary
25(10)
2 Language Planning and Ideology in Colonial Africa 35(20)
2.1 Introduction
35(2)
2.2 Colonial Language Ideologies in Africa: The Theory
37(5)
2.3 Colonial Language Ideologies in Africa: The Roots
42(2)
2.4 Colonial Language Ideologies in Africa: The Practice
44(6)
2.4.1 British Response to Africa's Language Question
45(2)
2.4.2 French Response to Africa's Language Question
47(1)
2.4.3 Spanish and Portuguese Response to Africa's Language Question
48(2)
2.5 Summary
50(5)
3 Language Planning and Ideologies in Postcolonial Africa 55(28)
3.1 Introduction
55(1)
3.2 The Ideology of Decolonization and Socioeconomic Development
56(8)
3.2.1 Decolonizing African Education: OAU and AU Perspectives
57(4)
3.2.2 Decolonizing African Education: An African Renaissance Perspective
61(3)
3.3 The Ideology of Development and the Colonizer's Model
64(4)
3.4 The Ideology of Internationalization and Socioeconomic Development
68(6)
3.5 The Ideology of Globalization and Socioeconomic Development
74(2)
3.6 Summary
76(7)
4 Globalization, the Spread of English, and Language Planning in Africa 83(22)
4.1 Introduction
83(1)
4.2 Theoretical Approaches to Globalization and the Spread of English
84(8)
4.2.1 Globalization of English and the Conspiracy Theory
84(4)
4.2.2 Globalization of English and the Grassroots Theory
88(4)
4.3 The Waves of the Globalization of English in Africa
92(3)
4.4 The Impact of the Globalization of English on Language Planning in Africa
95(3)
4.5 Summary
98(7)
5 Language Planning and the Medium-of-Instruction Conundrum in Africa 105(20)
5.1 Introduction
105(1)
5.2 Theoretical Concepts
106(4)
5.3 Language Planning and the Rationale for Mother Tongue Education
110(4)
5.4 Perspectives to Mother Tongue Education
114(5)
5.4.1 Western Perspectives to Mother Tongue Education
114(1)
5.4.2 An African Perspective to Mother Tongue Education
115(4)
5.5 Summary
119(6)
6 Why Inherited Colonial Language Ideologies Persist in Postcolonial Africa 125(32)
6.1 Introduction
125(3)
6.2 Multilingualism as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa: Myth or Reality?
128(10)
6.2.1 Debunking the Multilingualism Factor in Colonial Language Ideologies in Africa: A Case Study of Lesotho and Swaziland
132(3)
6.2.2 Official Languages and Language-in-Education Practices in Lesotho and Swaziland
135(3)
6.3 Elite Closure as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa
138(4)
6.3.1 Elite Closure and Escape Clauses
140(1)
6.3.2 Elite Closure and Negative Attitudes Toward African Languages
141(1)
6.4 Africa's Economic Dependency on Western Donors as a Factor in Sustaining Inherited Colonial Language Ideologies
142(4)
6.5 Low Linguistic Instrumentalism of African Languages as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa
146(2)
6.6 Summary
148(9)
7 Toward Prestige Planning for African Languages: A Response to the Language Question in Africa? 157(32)
7.1 Introduction
157(2)
7.2 Two Concerns for Prestige Planning for African Languages
159(4)
7.3 The Three Dimensions of Prestige Planning for African Languages
163(7)
7.3.1 Market Creation for African Languages
163(4)
7.3.2 From Market Creation to Schooling in African Languages
167(2)
7.3.3 From Schooling in African Languages to Access to Resources and Employment
169(1)
7.4 Prestige Planning, National Lingua Francas, and Mother Tongues
170(2)
7.5 The Costs and Benefits of Prestige Planning for African Languages
172(2)
7.6 The Implementation of Prestige Planning for Selected African Languages: seSotho, siSwati, and kiSwahili
174(7)
7.6.1 Prestige Planning for seSotho and siSwati in Lesotho and Swaziland
176(1)
7.6.2 A Legislation for Market Creation for seSotho and siSwati
177(2)
7.6.3 Prestige Planning for kiSwahili in Kenya and Tanzania
179(2)
7.7 Summary
181(8)
8 Prestige Planning for Vernacular Language Education around the World: Successes and Failures 189(24)
8.1 Introduction
189(2)
8.2 Successful Case Studies of Vernacular Language Education
191(11)
8.2.1 Case Studies of Successful Vernacular Language Education in Africa
193(4)
8.2.2 Case Studies of Successful Vernacular Language Education in Asia
197(2)
8.2.3 Case Studies of Successful Vernacular Language Education in Europe
199(2)
8.2.4 Case Studies of Successful Vernacular Language Education in North America: The Case of French in Canada
201(1)
8.3 What Do the Case Studies of Successful Vernacular Language Education Reveal?
202(1)
8.4 Prestige Planning and Policy Failures: Case Studies of Resistance of Vernacular Language Education
203(3)
8.4.1 Resistance of Vernacular Language Education in Africa
203(1)
8.4.2 Resistance of Vernacular Language Education in Latin America
204(1)
8.4.3 Resistance of Vernacular Language Education in Asia
205(1)
8.5 Summary
206(7)
9 Conclusions, Challenges, and Prospects for African Languages 213(12)
9.1 Introduction
213(1)
9.2 Prestige Planning: Challenges and Prospects for African Languages
214(3)
9.3 Consequences of Language-Planning Failure in Africa
217(2)
9.4 Concluding Remarks
219(6)
Index 225
Nkonko M. Kamwangamalu is Professor of Linguistics at Howard University, Washington, DC. He is co-Editor of Current Issues in Language Planning, author of The Language Situation in South Africa (2004), of articles in Chicago Linguistic Society, Georgetown Roundtable on Language and Linguistics, International Journal of the Sociology of Language, Multilingua, Applied Linguistics, World Englishes, Language Problems and Language Planning, Journal of Multilingual and Multicultural Development, Studies in the Linguistics Sciences, to name a few, and of chapters in edited collections.