Due to its colonial history and prevalent multilingualism, Cameroon is a country where language policies have profoundly impacted socioeconomic and political life. Cameroon has 273 local languages... Show moreDue to its colonial history and prevalent multilingualism, Cameroon is a country where language policies have profoundly impacted socioeconomic and political life. Cameroon has 273 local languages and two official languages, English and French. The two official languages have been a crystallization point for discontent and civil unrest, leading to secessionist sentiments and violence. In this paper, we assess Cameroon’s language policies, firstly by providing a brief historical and legal overview based in the literature. We then present a new decolonial analytical framework, building on but extending existing theoretical frameworks. Our new analysis shows that a transition to using indigenous languages in formal education and other domains is not necessary at present. However, we argue that such a transition will become unavoidable in future. We show that it will be practically possible to use a limited number of indigenous languages as mediums of instruction, building on existing bilingualisms in the country. We believe these languages should be chosen using rational criteria and we introduce an approximate assessment of which languages are easy to learn and teach, and for speakers of which other languages. The transition we foresee requires planning and preparation. A different approach to Cameroon’s languages may help in building national unity and healing national wounds in the areas of sociolinguistic power-sharing and interregional cohabitation. We expect that our approach also holds benefits for other African countries. Show less
Why has Africa not been doing so well and what is the way forward? This book starts with the analysis of Vansina and Prah: the old cultural traditions in Africa have been destroyed in colonial... Show moreWhy has Africa not been doing so well and what is the way forward? This book starts with the analysis of Vansina and Prah: the old cultural traditions in Africa have been destroyed in colonial times; new ones are currently taking shape, based in part in African languages. The book uses cross-cultural psychology to show that such new cultural traditions are indeed forming in Africa. However, almost all African countries currently use a former colonial language in secondary and higher education. The book demonstrates that if more and more people get educated, this system will no longer scale. Over the next decade, more and more African countries will have to make a transition towards increased use of African languages. The book proposes a distinction between discerned and designed languages. All over the world, designed languages are made to serve speakers of several discerned languages. This could and should happen in Africa as well. The book contains a number of brief case studies, showing how in fact such a transition is practically possible. In future, African countries will be able to achieve success in their educational systems by using a small number of languages as medium of instruction. Such a transition will also help to form the new cultural traditions that are already taking shape on the continent. Show less
This paper revisits the tension in sociolinguistics between the linguistic capital associated with languages of socioeconomic mobility, and the cultural and identity value of local languages. With... Show moreThis paper revisits the tension in sociolinguistics between the linguistic capital associated with languages of socioeconomic mobility, and the cultural and identity value of local languages. With Malaysia as a case study, the paper shows that although this economy-versus-culture tension may be a go-to ideological paradigm in sociolinguistics for exploring and analyzing ideologies and beliefs vis-à-vis- language acquisition and language policy, it may not necessarily feature as saliently in grassroots perspectives. A series of group interviews was held with Malaysian youths who have experienced their government’s policy backflips on whether mathematics and science are taught in English (or in Bahasa Malaysia or in another medium-of-instruction) in primary and secondary schools. By asking these youths to reflect on their experiences, policy, and what language they would prefer for mathematics and science, the research reveals perspectives that more often fell outside the critical economy-versus-culture ideological continuum. Instead, the youths were sooner concerned with monolingual education facilitating expedited learning, with cognitive ease, and with fostering a consistent policy approach. The findings caution against assuming that economy-versus-culture is a key interest in the community regarding language policy, and encourage us to apply alternate, non-critical theoretical lenses to understand a broader range of bottom-up concerns. Show less
Across the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for... Show moreAcross the globe, linguistically heterogeneous populations increasingly define school systems at the same time that developing the ability to communicate cross-culturally is becoming essential for internationalized economies. While these trends seem complimentary, they often appear in paradoxical opposition as represented in the content and execution of nationwide education policies. Given the differing geopolitical contexts within which school systems function, wide variation exists with regard to how policymakers address the challenges of providing language education, including how they frame goals and design programs to align with those goals. Here we present a cross-continental examination of this variation, which reveals parallel tensions among aims for integrating immigrant populations, closing historic achievement gaps, fostering intercultural understanding, and developing multilingual competencies. To consider implications of such paradoxes and parallels in policy foundations, we compare language education in the US and in the EU, focusing on the Netherlands as an illustrative case study. Show less
This dissertation provides new insights into language variation and change in late eighteenth- and early nineteenth-century Dutch. More specifically, it investigates whether and to what extent... Show moreThis dissertation provides new insights into language variation and change in late eighteenth- and early nineteenth-century Dutch. More specifically, it investigates whether and to what extent official language policy measures exerted influence on actual language practice.During the nation-building period around 1800, the Northern Netherlands witnessed the introduction of a national language policy, which aimed at the spread of a homogeneous written standard variety of Dutch, symbolising 'the' nation. In concrete terms, these top-down endeavours resulted in the first official codification of the Dutch orthography (Siegenbeek 1804) and grammar (Weiland 1805). Despite marking a decisive turning point in the standardisation history of Dutch, the effectiveness of the so-called schrijftaalregeling 'written language regulation' has never been investigated empirically.Taking a historical-sociolinguistic approach, this dissertation aims to fill this research gap by examining the impact of language policy on patterns of variation and change. How successful was the schrijftaalregeling in disseminating the officialised norms across the population at large, as envisaged by the government? Making use of the newly compiled Going Dutch Corpus, a diachronic multi-genre corpus comprising more than 420,000 words of authentic usage data (private letters, diaries and travelogues, newspapers), a wide range of orthographic and morphosyntactic features is analysed. Show less
This thesis deals with Dutch language education in primary schools in the eighteenth and nineteenth centuries. It focuses on the role of education in the development of Dutch as a standard... Show moreThis thesis deals with Dutch language education in primary schools in the eighteenth and nineteenth centuries. It focuses on the role of education in the development of Dutch as a standard language, with attention for educational practices, pedagogical discourse and passive exposure to language norms in school books. The transition from the eighteenth to the nineteenth century was marked by rapid societal and ideological changes. Part of these changes were reforms of the Dutch language and school system. Language was increasingly seen as a marker of national identity. Education in the national language became an important prerequisite for the development of a modern and national civil society. To facilitate national unity and language education, the norms for the Dutch language were officially codified. At the same time, new pedagogical ideals led to changes in the organization, means and methods of primary school education. Based on reports from the school inspection, pedagogical literature and school books, this thesis draws an image of theory and practice of Dutch language education in primary schools between 1750 and 1850. Show less
This book describes the end result of a research in Laut_m between 2010 and 2014, as part of a research project on Adult Literacy Education in Timor-Leste. This book focuses on the Fataluku... Show moreThis book describes the end result of a research in Laut_m between 2010 and 2014, as part of a research project on Adult Literacy Education in Timor-Leste. This book focuses on the Fataluku language that is spoken in Laut_m District, specifically in the sub districts of Lospalos and Tutuala. Fataluku is a non-Austronesian language that can be considered endangered, because most speakers of younger generations prefer Tetum of Fataluku. By means of a study on the national language policy, Laut_m__s linguistic landscape, Fataluku language attitudes and uses, and through a case study on adult literacy classes, this book discusses the change of an endangered unwritten language into a language that is written. This book shows that the planned education language policy does not yet apply correctly in Laut_m. Although the national language policy anticipates Portuguese and Tetum to become the languages of teaching, it turns out that Fataluku is till being used with that particular function in education. Show less
