Journal articles on the topic 'African Academy of Languages'
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1
Wildsmith, Rosemary. "The African languages in South African education 2009–2011." Language Teaching 46, no. 1 (November 28, 2012): 120–24. http://dx.doi.org/10.1017/s0261444812000420.
Abstract:
South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.
2
Wildsmith-Cromarty, Rosemary. "AILA Africa Research Network Launch 2007: Research into the use of the African languages for academic purposes." Language Teaching 42, no. 1 (January 2009): 131–34. http://dx.doi.org/10.1017/s0261444808005454.
Abstract:
The aim of the one-day symposium was to bring together scholars in applied linguistics with an interest in the African languages for the launch of the new AILA Africa regional network. Contributions were in the form of invited research papers from several African countries. This report focuses on the South African contribution, which highlighted current research into the use and development of the African languages for academic purposes in response to the South African National Language Education Policy (South Africa, DoE 2002) with its focus on the development of multilingualism in the country.
3
Elders, Stefan. "Angela Bartens. Ideophones and sound symbolism in Atlantic creoles. (Suomalaisen Tiedekatemian Toimituksia/Annales Academiae Scientiarium Fennicae. Sarja-series Humaniora, 40.) Helsinki: Finnish Academy of Science and Letters and Finnish Society of Science and Letters, 2000. Pp. 198." Language in Society 31, no. 1 (January 2002): 134–37. http://dx.doi.org/10.1017/s0047404502261059.
Abstract:
The central claim of Ideophones and sound symbolism in Atlantic creoles is that ideophones constitute a relevant category in Atlantic creoles, and that they show both functional and substantial correspondences with ideophones in African languages. The book consists of two main parts: a critical review of the literature on ideophones (Introduction; Chap. 1, “Previous treatment of ideophones and sound symbolism in the literature”; Chap. 2, “Characterization of ideophones: towards a cross-linguistic prototype”), and an etymological database of ideophones in the Atlantic creoles (Chap. 3, “The use of ideophone in the Atlantic creoles and their tentative etymologies”). Two appendices present data sources and the approximate number of ideophones in some languages. The study is based on the available literature, supplemented by data on Atlantic creoles, African languages, European languages, and two Asian languages that was obtained either from specialists on certain languages or from first-language speakers.
4
Moodley, Maglin, and Reuben Dlamini. "Experiences and attitudes of Setswana speaking teachers in using an indigenous African language on an online assessment platform." South African Journal of Education 41, Supplement 1 (October 31, 2021): S1—S11. http://dx.doi.org/10.15700/saje.v41ns1a2149.
Abstract:
Education in the 21st century must have a vision that will support and empower teachers to face the demands of the digital age. The use of information communication technology (ICT) in education can serve this end but ensuring access to digital resources will not address the digital disparity. Culture and language play an equally important role in exacerbating and maintaining the digital disparity as the traditional factor of access. In the study reported on here we investigated the experiences and attitudes of Setswana-speaking teachers in 3 primary schools in the North West province, South Africa, as they were exposed to online software in Setswana, an indigenous African language. Purposive sampling was used to select 7 teachers for the study. Two research questions were answered using systematic self-observation (SSO) instruments, the participant observation (PO) instrument and the in-depth interview (IDI) instrument to determine the experiences and attitudes of the teachers. Thematic analysis was used to analyse the interview data. It was found that accuracy of translation was key for adopting and using software in an African language. The teachers felt that English was the language of ICT and that African languages were not intellectual languages and did not have the capacity to be used in ICT. It is, therefore, recommended that more must be done to translate software into African languages and an effort must be made to raise the status of African languages in academic and technical fields.
5
WASSERMAN, HERMAN. "Between the Local and the Global: South African Languages and the Internet." African and Asian Studies 1, no. 4 (2002): 303–21. http://dx.doi.org/10.1163/156921002x00042.
Abstract:
ABSTRACT This article addresses some of the potential of the Internet in building a new South African nationhood, especially through language. However, before the Internet can really promote multilingualism and multiculturalism in South Africa, the severe inequalities that mark access to the medium need to be overcome, possibly by sharing resources between minority languages, of which Afrikaans is economically in the strongest position. Within the globalised world order, English is at the top of the hierarchy of dominance. It is the most commonly spoken second language and the lingua franca in the international business, media, scientific and academic worlds. While some welcome English as a means of communication with the potential of overcoming the global tower of Babel, others argue that minority languages might become threatened by 'language death'. For instrumental purposes, English has become the lingua franca in South African public life. While this means that the use of Afrikaans has been dramatically scaled down to occupy the position of a minority language, the other nine indigenous languages are at an even bigger disadvantage. Probably the greatest barrier in the way of indigenous languages gaining a presence on the Internet remains the problem that has come to be known as the digital divide. Access to the Internet is still marred by severe inequalities.
6
Coetzee, Carli, and Thembinkosi Goniwe. "The languages of the archive: revisiting the debates around African languages in the arts and in the academy." Critical African Studies 5, no. 2 (June 2013): 92–102. http://dx.doi.org/10.1080/21681392.2013.814473.
7
Dwyer, David J. "Issues in African Academic Language Programming in the U.S." Issue: A Journal of Opinion 25, no. 1 (1997): 23–28. http://dx.doi.org/10.1017/s0047160700502479.
Abstract:
Support for academic African language programs (ALPs) in the US began at the national level with the National Defense Education Act of 1958 (renamed the Higher Education Act of 1965). The goal of this legislation was to establish a world-wide language and area studies knowledge base that could be called upon in the event of conflict, but in addition it has provided generations of students a wealth of knowledge about the less commonly taught languages (LCTLs) and the communities where they are spoken. Although the Africa region’s share of this support has hovered around 12%, its effect has been substantial. For example, based on a world-wide listing of Africanist linguists, approximately half of these specialists live in Africa, with the remainder being equally divided between the countries of Europe and the US, a remarkable fact given that the US has no colonial legacy in Africa. Title VI of this legislation supports a set of National Resource Centers (NRCs) that promote language and area study of a specific region including Africa.
8
Filatova, Irina. "Centre for African Studies of the Institute of World History RAS: the Place in African Studies — Soviet, Russian, and Abroad." ISTORIYA 13, no. 3 (113) (2022): 0. http://dx.doi.org/10.18254/s207987840020256-0.
Abstract:
The article looks at the most important tendencies and trends in foreign (mostly English language), Soviet and Russian African Studies, from the 1960s (and even earlier, as far as Soviet African studies are concerned) util today. It offers a comparative analysis of their trajectories and assesses them from the point of view of their contribution to our understanding of Africa and to African studies. Against this backdrop the author assesses the work of the Centre for African Studies of the Institute of World History of the Russian Academy of Sciences, its achievements, and its contribution to the historiography of African history.
9
Hsiung, Hansun. "Knowledge Made Cheap: Global Learners and the Logistics of Reading." PMLA/Publications of the Modern Language Association of America 134, no. 1 (January 2019): 137–43. http://dx.doi.org/10.1632/pmla.2019.134.1.137.
Abstract:
“You only have to know one thing: You can learn anything. For free. For everyone. Forever” (Khan Academy). Utopias of learning abound in our contemporary media landscape. Take, for instance, the above motto of Khan Academy (#YouCanLearnAnything), one of the earliest providers of open online education. With lessons in over twenty-four languages on topics from algebra to art history, Khan Academy aspires to reach an unprecedented global audience—not only children from the United States who are stuck in “a corrupt or broken [school] system” but also the “young girl in an African village” and the “fisherman's son in New Guinea” (Khan 4). In this sense, Khan Academy enjoys a paradoxical kinship to the diverse geographies studied in this cluster of essays. By promising the global provision of education, it seeks to conquer geography itself.
10
DIAGNE, Mbacké. "The FCFA Currency: An Eminently Linguistic Issue." Journal of Humanities and Social Sciences Studies 4, no. 1 (January 13, 2022): 01–08. http://dx.doi.org/10.32996/jhsss.2022.4.1.1.
Abstract:
In a situation of illiteracy at a rate of 54%, with over 80% of the population not speaking French (ANSD, 2013), it is very difficult to carry out effective development policies in Senegal without taking into account the language issue. From this point of view, the FCFA currency, which is expressed in French, poses a lot of problems for the African populations of the franc zone. The debate around this currency has so far been more focused on financial or fiduciary aspects than on the fundamental mechanisms that help to better understand the environment in which economic agents operate. Beyond its linguistic symbolism steeped in history, the FCFA creates cognitive problems that make it difficult for African populations to use it. We will try in this article to show, by an analytical approach, that the denomination of a currency involves the interaction of several fields of investigation. These are economic, historical, sociological, political, and above all, linguistic. From this angle, there is reason to be interested in the Academy of African Languages (ACALAN) in the resolution of this unit of measurement.
11
Cinnamon, John M. "Missionary Expertise, Social Science, and the uses of Ethnographic Knowledge in Colonial Gabon." History in Africa 33 (2006): 413–32. http://dx.doi.org/10.1353/hia.2006.0009.
Abstract:
Missionary ethnographers provided expert knowledge during the formative years of nineteenth- and early-twentieth-century anthropology, but are generally relegated to the footnotes of academic anthropology. Colonial missionaries were, nevertheless, crucial producers of cultural practices, knowledge, and texts in the particular locations where they worked. Missionary linguists, for example, contributed to the standardization of regional variations through the production of writing systems and the teaching of reading in mission schools. Missionaries also interacted with literate Africans in mission stations to produce cultural descriptions that then filtered back into local practices or auto-ethnographic representations, to be discovered anew by later anthropologists. At the same time, of course, as many missionaries themselves recognized, there was inherent tension between the scientific study of African cultural practices and the evangelizing project that sought to induce radical cultural change.To examine the often contentious relationship between missionary expertise, social science, and ethnographic knowledge in colonial Gabon, I look comparatively at the fieldwork experiences and writings of the American Presbyterian, Robert Hamill Nassau (1835-1921), and the French Spiritan, Henri Trilles (1866-1949). Nassau worked in present-day Equatorial Guinea, Gabon, and Cameroon from 1861 to 1906, while Trilles spent three extended stays in Gabon between 1893 and 1907. Both men claimed expert ethnographic understanding based on long-term, firsthand daily contact with Africans, fluency in African languages, and empa-thetic understanding of Africans, while at the same time expressing standard missionary shock and awe at African customs, fetishism, and cannibalism. Both learned African languages, traveled in the interior of present-day Gabon and Equatorial Guinea, clashed with fellow missionaries, and wrote prolifically, especially after their definitive departures from Africa. Although each man's personality, experiences, and approaches to ethnography were unique, together they nonetheless exemplify the broader uses and challenges of missionary ethnography.
12
Kirk-Greene, Anthony. "The Changing Face of African Studies in Britain, 1962-2002." African Research & Documentation 90 (2002): 17–27. http://dx.doi.org/10.1017/s0305862x00016794.
Abstract:
Leaving to one side the sui generis Royal African Society, which in 2000 marked its centenary with a special history (Rimmer and Kirk-Greene, 2000), the formalised study of Africa in British academia may be said to be approaching its 80th year. For it was in 1926 that the International African Institute, originally the Institute of African Languages and Cultures, was founded in London, followed two years later by the maiden issue of its journal for practising Africanists, Africa, still among the flagship journals in the African field. Indeed, the 1920s were alive with new institutions promoting an interest in African affairs, whether it be the London School of Hygiene and Tropical Medicine (1924); the Phelps-Stokes Commission reports on education in British Africa (1920-24), culminating in the Colonial Office Memorandum on Education Policy (1925); the major contribution to public awareness made by the Empire Exhibition at Wembley, however politically incorrect some of its idiom seems today; or the attention generated by the League of Nations’ Mandates Commission, the bulk of whose remit was focused on Africa and whose British representative was no less than Lord Lugard, the biggest “Africanist” of his day.
13
van Schoor, David. "For an African elenchus: colonial and postcolonial misprisions and Classics in Africa." Bulletin of the Institute of Classical Studies 65, no. 1 (June 1, 2022): 55–66. http://dx.doi.org/10.1093/bics/qbac002.
Abstract:
Abstract This paper reflects on the god Dionysus in the context of African explorations of the role and meaning of Classical traditions in and for Africa. The problem of decolonization entails the creative challenge to conceive an African modernity, but how we shall recognize what that is to mean remains open. Knowledge as claim and contestation are foregrounded with Dionysus and in his presence. He is a figure who is chronically misprised, so that misprision itself becomes a feature of his experience and meaning. Offering examples of two kinds of popular interpretive stances and arguing that they represent typical but weak readings, the idea is developed that Africa requires elenchus as hermeneutic ideal, an epistemic pessimism and commitment to seeking as it finds its own way. It ought not, from a peripheral position, to adopt or reject the popular and low-yielding misprisions and cultural contestations that obtain in the Western academy and offer little to a flowering African Humanities.
14
Bouziane, Abdelmajid, and Fatima Ezzahra Metkal. "Differences in Research Abstracts written in Arabic, French, and English." English Studies at NBU 6, no. 2 (December 21, 2020): 233–48. http://dx.doi.org/10.33919/esnbu.20.2.4.
Abstract:
The proliferation of publications, mainly the digital ones, makes it necessary to write well-structured abstracts which help readers gauge the relevance of articles and thus attract a wider readership. This article investigates whether abstracts written in three languages, namely Arabic, French and English, follow the same patterns within or across languages. It compares 112 abstracts in the areas of (applied) linguistics. The English abstracts include 36 research article (RA) abstracts from an Arab journal mostly written by non-natives and 10 by native speakers from British universities. Those produced in French are 36 divided into two sets, 23 from North African journals and the remaining 13 from French journals. The Arabic abstracts consist of 30 abstracts, 15 from North African journals mainly from Tunisia, Algeria, and Morocco and the other 15 from the Middle East with a focus on Qatari and Saudi texts. Results emanating from the frequency of moves show that the abstracts written in English by natives and non-natives and those produced in Arabic by Middle Eastern writers show conformity with the existing conventions of abstract writing in English. However, those from North Africa, be they Arabic or French, do not share any specific patterns which can be attributed to the language in which they are written. Further research is needed to check whether abstract writing is part of the academic writing curriculum in these two latter languages.
15
Anya, Uju. "African Americans in World Language Study: The Forged Path and Future Directions." Annual Review of Applied Linguistics 40 (March 2020): 97–112. http://dx.doi.org/10.1017/s0267190520000070.
Abstract:
AbstractThis article examines the history of African Americans in the academic study of world languages and presents an overview of inquiry on the topic. The paper focuses on the impact of race in second language acquisition (SLA) as exemplified through the experience of black students in language education and study abroad. It discusses objectives, policies, instructional priorities and strategies, conditions, and materials related to how black students have in the past, are currently, or should be engaged in language learning. The article examines the path forged by African Americans in world language study, signals gaps in the present body of knowledge, and suggests future directions for investigations into this important topic in the field of applied linguistics and SLA for ARAL's 40th anniversary.
16
Krylova, Natalia L. "Between Archaic and Modernity (gender aspect of African culture)." Asia and Africa Today, no. 3 (2022): 59. http://dx.doi.org/10.31857/s032150750019239-4.
Abstract:
The article is an analytical review of the materials of the scientific conference "Gender aspects of African Culture: between Archaic and Modernity", held at the Institute of Africa of the Russian Academy of Sciences in November 2021. The conference discussed such issues as gender characteristics of the transmission of traditions to the younger generation (archaic and modern forms and methods); the education system in the context of the transmission of universal (European) models of values; reflection of the struggle between traditional and modern in the development of African languages at the present stage. A number of reports were devoted to the problems of traditional art as an integral part of modern cultural forms. The attention of the speakers was focused on the problems of the sacred role and political significance of the activities of representatives of national culture (including their civic position, criticism of the policy of the authorities, the fight against the dictates of religious movements). The problems of cultural interaction within the framework of a mixed family and mestizo children as intermediaries of two cultures occupied a large place in the work of the conference. Considerable attention was paid to the issues of feminism as an expression of women's self-realization and self-identification, the struggle against all forms of exploitation and for the freedom of will of an individual through artistic means, as well as "state feminism" as a radical means in the fight against archaism.
17
Makoe, Mpine, and Don Olcott. "Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa." Journal of Learning for Development 8, no. 3 (November 17, 2021): 487–500. http://dx.doi.org/10.56059/jl4d.v8i3.569.
Abstract:
Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
18
Maree, Jacobus G., and Ann-Louise de Boer. "Assessment of Thinking Style Preferences and Language Proficiency for South African Students whose Native Languages Differ." Psychological Reports 93, no. 2 (October 2003): 449–57. http://dx.doi.org/10.2466/pr0.2003.93.2.449.
Abstract:
The language proficiency of first-year students at the University of Pretoria (56 men and 59 women, M age = 19.40 yr., SD = .80, range from 18.00 to 20.70) was assessed by means of the English Language Skills Assessment. More than one third of the students did not show proficiency at Grade 10, as expected. This language assessment was not correlated with academic achievement equally well for students in a group. The diversity of thinking style preferences of the students enrolled in a language development course was also assessed on the Herrmann Brain Dominance Instrument. Scores indicated a range of thinking style preferences but the group's overall mean scores represented detail-oriented and feeling-based modes of thinking processes. These preferences were correlated with academic achievement and learning of languages. The data are consistent with the hypothesis that thinking styles could be a focus of educational strategies in South Africa, using the perspective that qualitatively different approaches to teaching might be associated with students' qualitatively different approaches to learning.
19
Nikitina, Tatiana. "Missionary descriptions of Mande languages: verbal morphology in 19th century grammars." Faits de Langues 50, no. 2 (January 30, 2020): 13–29. http://dx.doi.org/10.1163/19589514-05002006.
Abstract:
Abstract In spite of the prominent role of missionary linguists in shaping the field of modern African linguistics, the approaches adopted in their early grammar descriptions remain virtually unstudied, just as the descriptions themselves are largely ignored by modern linguists. This study explores the ways two 19th century missionary grammarians, R. Maxwell MacBrair and John Kemp, approached the task of describing verbal morphology of two languages from the Mande family, Mandinka and Susu. I discuss important differences between their approach and the one that has become prevalent in modern descriptive studies; these differences reflect to a large extent the different interests and goals of missionary and academic linguists. I also use the example of the two early grammars to illustrate the diversity of attitudes and approaches to language description concealed behind the label “missionary linguistics”. Even in the narrow domain of verbal morphology – which is far from prominent in the isolating Mande languages – the two grammarians resort to very different strategies for coping with the otherness of the material they describe. The diversity gives us a glimpse of the early stages of the development of a typology-sensitive descriptive tradition that informed the study of African languages as we presently know it.
20
Wildsmith-Cromarty, Rosemary. "Can academic/scientific discourse really be translated across English and African languages?" Southern African Linguistics and Applied Language Studies 26, no. 1 (June 2008): 147–69. http://dx.doi.org/10.2989/salals.2008.26.1.12.427.
21
Lee, Crystal Chen. "Invite Their Languages In: Community-Based Literacy Practices with Multilingual African Immigrant Girls in New York City." International Journal of Multicultural Education 21, no. 2 (July 8, 2019): 1–22. http://dx.doi.org/10.18251/ijme.v21i2.1800.
Abstract:
This three-year qualitative case study examined how an African community-based organization, Sauti Yetu’s Girl’s Empowerment and Leadership Initiative (GELI), leads, bolsters, and transforms the literacy development of African immigrant girls who are identified as English Language Learners (ELLs) and Students with Interrupted Formal Education (SIFE) in New York City schools. In particular, the study addresses how community-based literacy practices mobilize multilingual African immigrant girls to strengthen their communities. The study drew upon critical perspectives of literacy and community-based practices to examine the approaches GELI has implemented to address the academic and social needs of African immigrant girls in public schools.
22
Sujecka, Jolanta. "Introductory Comments." Colloquia Humanistica, no. 2 (June 13, 2015): 9–10. http://dx.doi.org/10.11649/ch.2013.016.
Abstract:
Introductory CommentsThe second issue of the annual journal “Colloquia Humanistica”, published in the Institute of Slavic Studies of the Polish Academy of Sciences, is a continuation of the themes presented in the first volume. The former issue focused on the problem of continuity and discontinuity shown on the Balkan and Macedonian example; this one presents a thematic section on minor languages, minor literatures and minor cultures. This time we did not choose any concrete region to serve as exemplification for the study of the problem, as we did in the former issue. Instead, we decided to present the complex and often paradoxical phenomenon of minority in a global context composed as a mosaic of diverse cases, not only from the European, but also from the American and African reality.
23
McClintock, Heather F., Julia M. Alber, Sarah J. Schrauben, Carmella M. Mazzola, and Douglas J. Wiebe. "Constructing a measure of health literacy in Sub-Saharan African countries." Health Promotion International 35, no. 5 (August 22, 2019): 907–15. http://dx.doi.org/10.1093/heapro/daz078.
Abstract:
Abstract We sought to develop and evaluate a health literacy measure in a multi-national study and to examine demographic characteristics associated with health literacy. Data were obtained from Demographic Health Surveys conducted between 2006–15 in 14 countries in Sub-Saharan Africa. Surveys were the same in all countries but translated to local languages as appropriate. We identified eight questions that corresponded to the National Academy of Medicine (NAM) definition of health literacy. Factor analysis was used to extract one measure of health literacy. Logistic regression was employed to examine the relationship between demographic characteristics and health literacy. A total of 224 751 individuals between the ages of 15 and 49 years were included. The derived health literacy measure demonstrated good internal consistency (Cronbach’s α = 0.72) and good content validity. The prevalence of high health literacy overall was 35.77%; females 34.08% and males 39.17%; less than or equal to primary education 8.93%, some secondary education 69.40% and ≥complete secondary 84.35%. High health literacy varied across nations, from 8.51% in Niger to 63.89% in Namibia. This is the first known study to evaluate a measure of health literacy relying on the NAM definition utilizing a large sample from 14 countries in Sub-Saharan Africa. Our study derived a robust indicator of NAM-defined health literacy. This indicator could be used to examine determinants and outcomes of health literacy in additional countries.
24
Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.
Abstract:
This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.
25
Downing, Laura J., Lutz Marten, and Sabine Zerbian. "Papers in Bantu grammar and description." ZAS Papers in Linguistics 43 (January 1, 2006): 278. http://dx.doi.org/10.21248/zaspil.43.2006.281.
Abstract:
The collection of papers in this volume presents results of a collaborative project between the School of Oriental and African Studies (SOAS) in London, the Zentrum für allgemeine Sprachwissenschaft, Typologie und Universalienforschung (ZAS) in Berlin, and the University of Leiden. All three institutions have a strong interest in the linguistics of Bantu languages, and in 2003 decided to set up a network to compare results and to provide a platform for on-going discussion of different topics on which their research interests converged. The project received funding from the British Academy International Networks Programme, and from 2003 to 2006 seven meetings were held at the institutions involved under the title Bantu Grammar: Description and Theory, indicating the shared belief that current research in Bantu is best served by combining the description of new data with theoretically informed analysis. During the life-time of the network, and partly in conjunction with it, larger externally funded Bantu research projects have been set up at all institutions: projects on word-order and morphological marking and on phrasal phonology in Leiden, on pronominal reference, agreement and clitics in Romance and Bantu at SOAS, and on focus in Southern Bantu languages at ZAS. The papers in this volume provide a sampling of the work developed within the network and show, or so we think, how fruitful the sharing of ideas over the last three years has been. While the current British Academy-funded network is coming to an end in 2006, we hope that the cooperative structures we have established will continue to develop - and be expanded - in the future, providing many future opportunities to exchange findings and ideas about Bantu linguistics.
26
Tedam, Prospera. "What can social workers learn from African proverbs?" Journal of Practice Teaching and Learning 12, no. 1 (September 19, 2013): 6–21. http://dx.doi.org/10.1921/jpts.v12i1.283.
Abstract:
There continues to be a call on social work education to incorporate diverse teaching and learning resources and strategies to meet the needs of its diverse learners. Proverbs tend to be well known metaphors, which are memorable and are passed on from one generation to the next, and exist in all cultures and in many languages. This paper presents an innovative and creative use of proverbs to facilitate this process, and provides students from different cultures the opportunity to understand and contextualise aspects of social work education and practice. The paper proposes the use of African proverbs to enhance learning for the growing numbers of African students of social work in England.It is hoped that the use of proverbs, which combine cultural heritage and literature as creative arts, will enable students to view the world of social work with an additional lens, making it relevant, interesting and meaningful. The proverbs used in this paper have been translated from various African languages into English.Writing from the perspective of a black female African social work academic, I believe it is important that black people are producers of knowledge and ideas in order to become a part of the writing of their own history.
27
Kumalo, Siseko H. "Distinguishing between ontology and ‘decolonisation as praxis’." Tydskrif vir Letterkunde 58, no. 1 (May 25, 2021): 162–68. http://dx.doi.org/10.17159/tl.v58i1.10361.
Abstract:
In this review article I closely read the recently published book African Philosophical and Literary Possibilities: Re-reading the Canon (2020), edited by Aretha Phiri. I suggest two ways of reading the text. The first levels a critique at some of the conflations we find in the text and the second showcases the useful takeaways that the reader gleans from the book. These takeaways are not—themselves—without criticisms, however. Such criticism is generative in that it shores up the work that still remains to be addressed by those working in the decolonial tradition, both here at home (i.e., in the South Africa academe) and further afield. In sum, I demonstrate that the objectives of decolonisation are clearly discernible when we apply ourselves to scholarship developed in the Indigenous languages of South Africa.
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Nalubega-Booker, Kendra, and Arlette Willis. "Applying Critical Race Theory as a Tool for Examining the Literacies of Black Immigrant Youth." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201309.
Abstract:
Background/Context There is a growing body of literature about the educational experiences of students who are African immigrants in U.S. schools. This study looks closely at a Ugandan immigrant's educational experiences in the U.S. as well as the laws and policies that preempted her education. Purpose/Objective/Research Question/Focus of Study The purpose of this study is to examine the disconnect between the rhetoric and practice of second language/bilingual laws in one school district in a Midwestern state, with regard to the experiences of an African immigrant whose has a diverse linguistic background. Research Design This study is crafted through a critical race theory lens and applies critical policy analysis to understand current practices. Using autoethnography, we provide a first-person reflection on the lived experiences of a young African immigrant student and her family. Then, drawing on critical race theory in concert with critical policy analysis, we examine the implementation and practice of second language/bilingual laws and policies in the state of Illinois. Findings/Results We find that the discourse and rhetoric surrounding second language/ bilingual laws and policies on federal, state, and local levels do not align with actual practices in school districts and classrooms. We describe how the lack of coherence between discourse and practice has contributed to delimiting an African immigrant student's access to mainstream language and linguistic education and other academic opportunities. Conclusions/Recommendations We conclude with recommendations to improve bilingual services to speakers of African languages: acknowledge that some African immigrant students possess a diverse linguistic background; address and challenge the dominant attitudes that deprive African immigrant students of a quality educational experience. We call upon administrators and policymakers to evaluate and correct the disconnect between second language/bilingual laws and policies. We recommend that cultural competence be central to second language/bilingual laws and policies throughout the planning and implementation processes.
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Hill, Clifford. "Educational Research: The Challenge of Using an Academic Discipline." Teachers College Record: The Voice of Scholarship in Education 114, no. 2 (February 2012): 1–42. http://dx.doi.org/10.1177/016146811211400204.
Abstract:
Background/Context In 2010, I was invited to give the annual lecture that honors Lawrence Cremin, the historian of American education who became the seventh president of Teachers College, Columbia University. To pay tribute to the way in which Cremin used an academic discipline to bring rigor and depth to educational research, I described my own use of an academic discipline—linguistics and its varied tools of discourse analysis—in conducting research at the College. Focus of Research I focused on two major areas of research: (a) ethnocultural variation in processing spatio-temporal information in languages throughout the world and (b) children's interaction with multiple-choice tests of reading comprehension, with particular attention to the ways in which their ethnocultural background affects how they respond. Research Design and Findings The first area of research used experimental methods developed by a research team that I directed. The major finding was that distinctive patterns of processing spatiotemporal information by speakers of African languages (e.g., Hausa) and Asian languages (e.g., Chinese) are preserved when African Americans and Chinese Americans speak English in the Western hemisphere. In addition to ethnocultural identity, our research team uncovered other factors such as age and gender that are reflected in the preservation of these patterns. I draw on the model structured heterogeneity (Herzog, Weinrich, & Labov, 1968) to show that what may appear to be random variation in language use can be accounted for by attending to sociocultural factors. The second area of research used quantitative methods (experimental probes) and qualitative methods (interviews). Our major finding was that children, especially African Americans who live in the inner city, often make inferences when responding to a multiple-choice task, which, although stimulated by features in the test item, lead them to select a choice, which, given the test makers’ highly restricted model of literacy, cannot be justified. Our research team drew on the model ethnography of communication (Hymes, 1962) in identifying the contrasting interpretive norms used by test makers and test takers. We then developed a model grounded constructivism (Hill, 2004) that was used to build an alternative approach to assessment in which children respond to an integrated set of tasks that call for three different kinds of response: factual, inferential, and experiential. Recommendations An academic discipline can provide greater depth and rigor in educational research, but those who draw on one must seek, much like Lawrence Cremin, to make their research intelligible to an informed public concerned with educational policy.
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Hiruy, Kiros, and Rebecca Anne Hutton. "Towards a Re-imagination of the New African Diaspora in Australia." African Diaspora 12, no. 1-2 (June 28, 2020): 153–79. http://dx.doi.org/10.1163/18725465-bja10010.
Abstract:
Abstract The ‘New African Diaspora’ (NAD) in Australia is a small yet diverse and interconnected community. African-born persons make up only 1.5 % of the Australian population, yet collectively represent all 54 independent African nation-states, and speak over 60 languages. Nonetheless, Australia embraces stereotypical and misleading understandings of the ‘African migrant’, and whilst these have been subject to academic scrutiny, there is a need to reconceptualise the NAD in both public and academic discourse. This article endeavours to challenge contemporary perceptions through an exploration of the history and demography of the NAD and the manifold ways it continues to shape Australia’s socio-cultural and economic landscapes. We draw upon our findings from a 2018 mapping project, which comprised analyses of publicly available migration data, an online survey, and a series of six in-depth interviews. Our analysis unveils the central role the NAD plays in brokering between multiple cultures and geographies.
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Rošker, Jana S. "Introduction." Asian Studies, no. 1 (September 25, 2012): 5–11. http://dx.doi.org/10.4312/as.2012.-16.1.5-11.
Abstract:
The present issue of our academic journal, Asian and African Studies, represents one of the many results of such cooperation. The authors are internationally established and well-known Taiwanese scholars with whom the Department of Asian and African Studies has been collaborating in the areas of social studies and humanities for several years. The articles in this volume are published in Chinese, because it is our firm belief that sinological research cannot remain limited to sources in Western languages. The volume not only represents a bridge which links Slovenian and international sinologists to Taiwanese scholarship; it also provides an opportunity for direct insight into the original sources, defining this discourse. Such a decision of the editorial board is based on the conviction that the incorporation of material in native language into any intercultural research framework provides a more objective, and at the same time, hermeneutically more proper understanding of the complex problems under investigation.
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Darby, Rachel. "Edda Holl (2011): SPRACH-FLUSS — Theaterübungen für Sprachunterricht und interkulturelles Lernen. Ismaning: Hueber Verlag. ISBN 978-3-19-141751-2." Scenario: A Journal of Performative Teaching, Learning, Research V, no. 2 (July 1, 2011): 109–12. http://dx.doi.org/10.33178/scenario.5.2.11.
Abstract:
The word „SPRACH-FLUSS“ (flow of language), depicts images of flowing rivers and streams; babbling, gurgling, murmuring along to their destination. They encounter obstacles, turn corners and meander but undeniably reach their goal. SPRACH-FLUSS was a project held in the Sub-Saharan region of Africa in the years 2008 and 2009. 120 pupils and their teachers from 16 countries in Africa took part in these work-shops organised by the Goethe Institute in Johannesburg in conjunction with the Institute for Theatre and Media at the University of Hildesheim in Germany. Of these 120, 20 were invited to put what they learned to use, in a ‘meet-and-greet’ workshop in the Robert-Bosch secondary school in Hildesheim. The high point of this workshop was a stage performance at the Berlin Academy of Art, called „Sprachen ohne Grenzen“ (Languages without Borders). The aim of the workshops, both in Africa and Germany, was for the pupils and teachers to experience through descriptive games, communication training, body work and personality development, a livelier, more enjoyable and more effective method of learning and teaching German. The participants experienced the German language as an international means of communication, during the various interactive exercises they turned corners and meandered but worked hard ...
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Ejiogu, EC. "Herbert Ekwe-Ekwe: A Tribute." Journal of Asian and African Studies 57, no. 1 (November 14, 2021): 150–62. http://dx.doi.org/10.1177/00219096211054917.
Abstract:
The brilliant and erudite scholar and public intellectual of the state, genocide and ‘wars in Africa in the post-1966 epoch, beginning with the Igbo genocide, 29 May 1966 to 12 January 1970’, which he aptly designated as ‘the foundational and most gruesome genocide of post (European) conquest Africa’, Herbert Ekwe-Ekwe, who passed in 17 October 2019, was one of the select slate of scholars who were invited to contribute to this Special Issue of the journal. Characteristic of him and his dedication to the seriousness of purpose in scholarship, he was the first to complete and submit his contributed piece, which appears here in the Special Issue under the title, ‘Africans had no business fighting in either the 1914–1918 war or the 1939–1945 war’. That was a mere 4 months prior to his passing. This is a deserving tribute to him that captures his scholarship in all of its essence and complexity – Ekwe-Ekwe wrote more than 15 insightful books and published numerous articles in top-ranked academic journals and general interest publications in both the English and Portuguese languages, all of which are well-received in the communities of scholars and lay people. Rethinking Africa is the ‘forward looking blog’ that he founded and ‘dedicated to the exchange of innovative thinking on issues affecting the advancement of African peoples wherever they are’. It is indeed a medium that he used to provide ‘rigorous and insightful analyses on the issues affecting Africans and their vision of the world’. He was until his transition a ‘visiting professor in graduate programme of constitutional law at Universidade de Fortaleza, Brazil’.
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Baker, Zachary, Tetyana Shippee, and Joseph Gaugler. "Speaking of Dementia: How to Refer to Dementia in Racial-Ethnic Minority Community-Facing Communications." Innovation in Aging 5, Supplement_1 (December 1, 2021): 461. http://dx.doi.org/10.1093/geroni/igab046.1782.
Abstract:
Abstract What do you call “dementia”? In academic writing, researchers often chose the inclusive, “Alzheimer’s Disease and Alzheimer’s Disease Related Dementias (AD/ADRD)”. When referring to the people experiencing dementia, the person-centered language: “persons living with dementia (PLWD)” is preferred. This is a welcome departure from the antiquated disease-centered language of “dementia patients” or “the demented”. Still, AD/ADRD and PLWD may be less fitting in community-facing education or participant recruitment. For instance, community-facing materials may benefit from choosing terms like “memory loss”, “issues related to memory or aging”, or “changes in ability, behavior, or judgment”. In this symposium we present a range of viewpoints focused on how to refer to “dementia” in community-facing materials/conversations. These viewpoints include those of several racial and ethnic groups (i.e., African Americans, African Immigrants, American Indians, Asians, Hispanics/Latinos/as/x/e, and Whites). We also include viewpoints from people interfacing with many different diseases that cause dementia (i.e., Alzheimer’s disease, dementia with Lewy bodies, Early-onset Alzheimer’s disease, and Parkinson’s disease dementia) because of the different manifestations of dementia that can arise from those diseases. Viewpoints were gathered through 1) a nation-wide community advisory board, 2) community conversations with African Immigrants, 3) a national effort to increase the representation of Hispanics/Latinos/as/x/e PLWD in AD/ADRD research, and 4) eight community projects exploring the African American AD/ADRD experience. These talks will present possible terms to use within groups, considerations to increase inclusiveness, issues with translation into native languages, considerations surrounding symptoms that may be most recognizable to community members, and stigmatized terminology.
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Waweru, Humphrey Mwangi. "African Theology in the 21st Century: Mapping Out Critical Priorities." European Scientific Journal, ESJ 14, no. 8 (March 31, 2018): 213. http://dx.doi.org/10.19044/esj.2018.v14n8p213.
Abstract:
There is a dialogue taking place in the area of African Theology; “do we call it African Christian theology or African Theology and how it relates to the African culture”? Depending on where one sits, any name will carry the day as long as it fulfills the academic desire intended. What is important is the dialogue that is taking place between the Bible and the African culture. Here, we shall take the name “African Theology” as the norm. It is evident in almost all ways that from a walk which is based on the mapping of African theology or from the wide variety of current understandings of its nature and task, there are several priorities in African Theology. A number of theologians today argue that the priorities of African theology are many. These include providing a clear and comprehensive dialogue between African culture and the Bible in relation to the African faith. They argue that the Bible has also been translated into local languages in order to enable the African cultures to become intelligible in the way they relate to the scriptures. On the other hand, others have prioritized the definition of African Theology so that they can deal with it from their perspective of African Traditional Religions. Also, others want to prioritize African Theology as a reflection of the praxis of Christian faith within a relatively deprived community. Therefore, this article seeks to briefly provide some priorities in African Theology, such as liberation, reconstruction, and poverty reduction theologies. In this study, we will proceed to explore the need for a definition of African Theology, how it relates to African Christian faith, and the challenges posed by African Theology to the Christian faith. We will conclude with the general guidelines on formulating the priorities of African theology.
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Adejunmobi, Moradewun. "Native Books and the “English Book”." PMLA/Publications of the Modern Language Association of America 132, no. 1 (January 2017): 135–41. http://dx.doi.org/10.1632/pmla.2017.132.1.135.
Abstract:
Those of us working in the american academy have so internalized the grammar of postcolonial theory that we now take for granted interstices, hybridity, slippage, and liminality, among other terms commonplace in the discourse of postcolonialism. Beyond the terms themselves, we have taken to heart, absorbed, and extended the lessons from Homi K. Bhabha's The Location of Culture. Those lessons furnished a stimulative template for analyzing particular power asymmetries. Nevertheless, scholars have not referred as widely as we might expect to Bhabha's work in general and The Location of Culture in particular, especially in some fields for which postcolonial theory was supposed to be a natural fit, such as African literary studies. The index of African Literature: An Anthology of Criticism and Theory, a 764-page compendium assembling many of the most important interventions in African literature from the 1970s to the early twenty-first century, is an instructive example: it lists only three entries for Bhabha (Olaniyan and Quayson). Given that postcolonial theory and African literary studies share an interest and a language (the aftermath of British colonialism and English) in their research agendas, we might also ponder the frequency with which postcolonial theory in the vein of Bhabha, Gayatri Chakravorty Spivak, and Edward Said has elicited critique from scholars working with African literary texts and in African studies writ large. Individual persuasion is at work in these critiques but so also undoubtedly are positionality and location. We should read the critiques, then, not for their universal resonance, but for an understanding of debates unfolding in specific locations around the world, as well as in relation to the subject positions of individual scholars and their ideological proclivities.
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Madinah, Nabukeera. "The Performance of National Identification and Registration Authority in Uganda: 2016-2017." World Journal of Social Science Research 7, no. 3 (July 16, 2020): p26. http://dx.doi.org/10.22158/wjssr.v7n3p26.
Abstract:
Biometric national identity card systems are gradually becoming attractive within Africa and considered as a vital social element. It is presumed that offering national identity cards to all the citizenry will help African governments to fight numerous societal malevolence such as extremism, unlawful immigration, deceitful activities, and quicken community service delivery. However, the introduction of national identity card has been a matter of academic and policy debate. This paper assessed the service delivery performance of the National Identification and Registration Authority (NIRA) a mixed method approach was used and results indicated delays in new Identity Card (ID) application, replacement and change of ID particulars in in both 2016 and 2017 in Uganda. It was suggested that there is need for service level agreement, translation of application forms in different languages, strategy to deal with priorities, increase band width for data connectivity in upcountry offices and scrap the replacement fees.
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Cooper, Ayanna. "Justice for All: Realities and Possibilities of Black English Learners in K–12 Schools." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–24. http://dx.doi.org/10.1177/016146812012201311.
Abstract:
Background The number of students identified as English learners (ELs) in the U.S. has risen in the last two decades. Approximately 10% of the K–12 student population is identified as ELs. These students are not a monolithic group. They come from diverse ethnic groups, home languages, socioeconomic statuses, backgrounds, and experiences. Ultimately, schools that serve them are to provide equitable access to education. Included in that population are ELs who either become Black upon their arrival in the U.S. or have an additional identity that includes being Black in the U.S. In 2013, the United States Department of Education Office of English Language Acquisition (OELA) and the White House Initiative on Educational Excellence for African Americans (WHIEEAA) listed the top languages spoken by Black ELs as Spanish, French Creole, and French. Additionally, states with the highest concentration of Black ELs include Maine, Vermont, and Mississippi. Purpose This article explores the experiences of Black ELs, whether foreign born or native to the U.S., as they strive to achieve academic language necessary for becoming proficient in English. Recommendations for educators who serve Black ELs will be included since creating and sustaining a shared sense of responsibility for this traditionally marginalized student population is imperative. Conclusions/Recommendations Implications and recommendations for educators of Black English learners include a focus on critical pedagogy, an increase in educator awareness and intentional advocacy.
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Nkuna, Paul H. "The Grouping Together of the Nine Official African Languages for Academic Purposes: an Instance of Alien Rule." Education Journal 2, no. 1 (2013): 13. http://dx.doi.org/10.11648/j.edu.20130201.13.
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Ye, Ya. "Interpretation of Conversational Implicature in the Film Green Book From the Perspective of the Cooperative Principle." Theory and Practice in Language Studies 12, no. 5 (May 4, 2022): 943–47. http://dx.doi.org/10.17507/tpls.1205.15.
Abstract:
Green Book, which premiered in September 2018, won various awards during the North American film awards season, culminating in the 2019 Academy Awards for Best Picture, Best Original Screenplay and Best Supporting Actor. The film follows the travels of African-American pianist Dr. Donald Shirley and his hired Italian chauffeur and bodyguard, Tony Lip, in the 1960s. Combining Grice's conversational implicature theory and cooperative principle theory, this paper analyzes the dialogue between Dr. Donald Shirley and Tony Lip in the film, explores the implication of conversation from the violation of the cooperative principle, so as to deeply understand how conversation depicts character's personality and how conversation conveys humor.
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Richter, Borka. "The world in one country: English in South Africa." Danubius Noster 11, no. 1 (2023): 87–102. http://dx.doi.org/10.55072/dn.2023.1.87.
Abstract:
As the allusion in the title to the unintentionally humorous phrasebook published in the nineteenth century suggests, broken English and mistranslation have long been a source of humour and condemnation. Both of them abound due to the increasing prevalence of English in the world and the challenges posed by learning and using a foreign language, and by using translation to bridge the gap between English and other languages. If we add to this the appropriation of English by its speakers beyond the lands of the English, we appreciate some of the issues the spread of the English language in the world brings to the fore. The Englishes spoken in the 21st century are an outcome of the history of the English language, which is in turn bound up with the history of the speakers of the language. In what follows, we will start at the beginning and consider in broad strokes how English came to be, where it went, and how and why it spread. For this I will use as a framework the four diasporas, of spread. Thereafter, suggestions will be shared on how best to approach the study of world Englishes and global Englishes. First of all, how do Englishes vary? Secondly, how are the varieties of World Englishes distributed across the globe, and how can they be grouped into categories? Thirdly, theoretical models that researchers have suggested to help us understand the processes underlying the phenomenon will be presented. Kachru’s Three Circle Model (1992), Schneider’s Dynamic Model (2007) and De Swaan’s Global Language System (2004) have all had a major influence on this field of study and each of them can help us to make sense of the complexly interconnected, diverse aspects of World Englishes. In the final part of this paper, these themes are pulled together by looking at a concrete example. The focus will be on South Africa and how English is spoken there. Once again, we will look at how English came to be spoken there, where the language went and who its speakers were and are. To this end, the specific history of South Africa will be sketched, making the links with the spread of the English language, and relating its use to the use of other languages in the area. The paper will end with a description of the current language situation, the popular and academic debates about English in education, and a discussion of the ambiguous place South African English holds in the general scheme of World Englishes.
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Childs, Becky. "Student Voice and Linguistic Identity: Digital Badging as a Tool for Retention of First Year and First Generation Undergraduates." Journal of English Linguistics 46, no. 3 (August 16, 2018): 186–98. http://dx.doi.org/10.1177/0075424218783444.
Abstract:
This article describes the role that linguists can play in the retention of first year and first generation college students through both collaborative and cross-disciplinary work. By drawing on our academic training, linguists can design materials and implement programs both within and outside of our home academic departments that not only affirm students’ linguistic identities and home languages (National Council of Teachers of English 1974; Smitherman 1995), but also simultaneously engage them in overt discussion about the academic discourse community and ways to negotiate multiple linguistic terrains. An example of this type of engagement and material development is discussed in this article, which examines three learning modules that use an electronic badge system. The modules and badges allow students to explore linguistic diversity and discuss the different ways of “being” (including language) that they encounter in their new academic community. Coupled with these three badges for first year students, additional materials have been developed and implemented for student tutors at the university writing center. These materials better contextualize the linguistic diversity that student tutors encounter as they come into contact daily with linguistic diversity, primarily in the form of Southern U.S. English and African American English varieties.
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Bryan, Kisha C. "“I had to get tougher”: An African Immigrant's (Counter)narrative of Language, Race, and Resistance." Teachers College Record: The Voice of Scholarship in Education 122, no. 13 (April 2020): 1–28. http://dx.doi.org/10.1177/016146812012201307.
Abstract:
Background/Context With the incessant wave of anti-Black and anti-immigrant sentiments, the extant political situation in the contemporary United States presents an ideal space, place, and time to investigate Black immigrant students’ experiences and examine the ways in which dominant racial and linguistic ideologies shape their literate identities and position them in schools and society. While the Black immigrant population overall continues to increase, the Black immigrant student population in United States K–12 schools has experienced a steady upward trend. This student population shares some of the racialized experiences of Black American students but also refects distinctive cultural, linguistic, and literate identities, and experiences that we, as educators, must acknowledge and embrace if we are to help them effectively navigate the educational and social terrain of the U.S. Purpose/Research Questions The purpose of this article is to amplify (counter)narratives that highlight one adolescent African immigrant's (Noemi) identities and languages within and beyond school spaces, to exemplify the ways in which she utilizes alternative literacies to accommodate, and/or resist racial and immigration status-based microaggressions. The study was guided by the following questions: 1) What are Noemi's literacy, language, and identity practices in and beyond school spaces? 2) What are the ways in which she utilizes these practices to resist stereotypes and other forms of marginalization? Research Design Utilizing a narrative case study approach, the article highlights the lived experiences of a single participant–Noemi. Narrative case study allowed me to intentionally give life to Noemi's stories regarding her home and school experiences, the ways in which she has been positioned due to her unique identity, language, and literacy practices, and her methods of resistance. Data Collection and Analysis Data sources included two semistructured interviews and a Venn diagram that consisted of a comparison of the focal participant's home and school literacies. A relational content analysis was conducted using the information provided in the Venn diagram, and interview data were transcribed and analyzed using the constant comparative method. Critical race theory, a raciolinguistic perspective, and resistance theory were considered in the analysis and framing of the resulting counternarratives. Findings/Results Noemi's counternarratives were characterized by three emergent themes: (a) being raised African in America, (b) racial literacies, music, and social media, and (c) race, language, and the sociopolitical climate. Each of the themes and their corresponding subthemes were supported by elements of critical race theory and a raciolinguistic perspective. In addition, Noemi's counternarratives consisted of numerous “clapbacks” (effective responses to criticisms, stereotypes, and dominant ideologies) that served as indicators of resistance. Conclusions/Recommendations Noemi's counternarratives suggest three acknowledgments to be made. First, educators must acknowledge identity practices beyond those seen in academic spaces and tap into the vast metaknowledge of their immigrant populations. Second, we must not lose sight that dominant, hegemonic messages with regard to languages, literacies, and cultures are not only produced by the dominant group, but that they are also (re)produced by the media and nonwhite people to marginalize and maintain structural hierarchies. Therefore, critical conversations are needed with native nonwhite groups to prevent discriminatory practices and maltreatment of immigrant students. Finally, if we are to create equitable and socially just academic environments, educators must acknowledge manifestations of resistance (in its many forms) and use this knowledge to help transform schooling environments in which immigrants, like Noemi, are expected to thrive. They must also identify the ways in which they function as part of institutional norms, to create situations that require students to leverage “clapbacks” in schools.
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Filho, Americo Venâncio Lopes Machado. "NEW THOUGHTS ON THE HISTORICAL CONSTITUTION OF BRAZILIAN PORTUGUESE." Buckingham Journal of Language and Linguistics 7 (September 23, 2014): 47–65. http://dx.doi.org/10.5750/bjll.v7i0.922.
Abstract:
The present paper aims at revising the main ideas that have been propagated in the academic field concerning the process of constitution of Brazilian Portuguese, whose identity and distance in relation to European Portuguese has long been observed. Moreover, it revives the discussion on the real dimension and role of African languages in the formation process of this linguistic variety in Brazil. To understand linguistic change, this study has sought to rekindle the issue to look beyond the albeit indispensible socio-historical and demographic data. Although studies that adopt the perspective that BP is a creole have yielded good results in the understanding of linguistic origins in the New World, such studies may have overestimated the occurrence of creoles in the southern hemisphere to the point of considering pidgins and creoles the only explanations of any contact that expanding languages might have had. Further and more detailed comparative studies on Bantu and Portuguese are required, which may provide new directions for research in this field.
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Callaghan, Chris. "Gender moderation of intrinsic research productivity antecedents in South African academia." Personnel Review 46, no. 3 (April 3, 2017): 572–92. http://dx.doi.org/10.1108/pr-04-2015-0088.
Abstract:
Purpose Ascription theory together with human capital theory both predict that, over time, the scarcity of knowledge and skills in increasingly complex working contexts will “crowd out” the influence of arbitrary characteristics such as gender. The purpose of this paper is to test the extent to which job performance determinants of research productivity differ by gender in their contributions to research productivity, in the developing country (South Africa) context, in which gender and other forms of historical discrimination were previously endemic. Design/methodology/approach Research output was measured as published journal articles indexed by Thomson Reuters Institute for Scientific Information, ProQuest’s International Bibliography of the Social Sciences and the South African Department of Higher Education and Training, as well as conference proceedings publications, conference papers presented and published books and book chapters. Structural equation modelling, with critical ratio and χ2 tests of path moderation were used to test theory predicting gender (sex) differences moderate the potential influence of certain intrinsic determinants of job performance on research productivity, as a form of academic job performance. Findings Gender is found to moderate the relationship between experience and research productivity, with this relationship stronger for men, who are also found to have higher research output. This is considered a paradox of sorts, as English and African home languages, which proxy racial differences in societal and economic disadvantages and unequal opportunities, are not significantly associated with research output differences. Findings further suggest none of the tested intrinsic effects are moderated by gender, contesting theory from general work contexts. Research limitations/implications This research applied a cross-sectional design, and did not apply causal methods, instrumental variables or controls for endogeneity. Nevertheless, these are limitations shared with most research in the human resources field, which is constrained by the type of data available in organisational contexts. Further research might do well to investigate non-intrinsic influences on research productivity which may be vulnerable to differences in societal gender roles. Originality/value This research offers a novel perspective of research productivity and gender inequality in a developing country context of increasing diversity, which might offer useful insights into other contexts facing increasing diversity in higher education. The problem of gender-based inequality in research productivity is empirically identified, and little evidence is found to support the notion that intrinsic effects, including core self-evaluations, are at the heart of this problem. Arguably, these findings reduce the problem space around gender inequality in research productivity, in a context in which other forms of disadvantage might no longer manifest in research productivity inequality.
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Oliveira, Wellington de, and Wéllia Pimentel Santos. "Pluralidade Linguística na História da Educação Brasileira." Revista Educação e Emancipação 9, no. 1 (July 15, 2016): 218. http://dx.doi.org/10.18764/2358-4319.v9n1p218-237.
Abstract:
RESUMONo início do processo de colonização, os portugueses tiveram de conviver com as muitas línguas que eram faladas pelos povos indígenas que ocupavam o território brasileiro. A partir do século XVIII, um Decreto do governo do Marquês de Pombal proibiu o uso da chamada língua geral e demais línguas nativas, impondo ao povo brasileiro a línguaportuguesa como língua oficial. Entretanto, muitas línguas indígenas permaneceram, talvez como forma de resistência. O português é a língua oficial do Brasil, mas esse mesmo Brasil é dono de um patrimônio linguístico que conta com cerca de 200 línguas indígenas, além de ter grande influência em outras línguas de origem africana, europeia e asiática. Destarte, o presente trabalho, partindo de uma análise crítica, visa trazer algumas concepções sobre essa diversidade linguística na história da educação brasileira. Para tanto, esta pesquisa faz um breve retrospecto sobre o processo que levou a hegemonização do português falado no Brasil, discute os métodos de repressão aos povos migrantes do sul do Brasil e o processo de extinção das línguas dospovos indígenas, além de trazer uma breve abordagem sobre a variação linguística no que tange ao português falado assim como o escrito. A metodologia aplicada ao trabalho se ateve a um estudo descritivo, do tipo revisão bibliográfica, que se respaldou em literaturas científicas e trabalhos acadêmicos referenciados, que discutem a diversidade cultural e sociolinguística, com enfoques distintos.Palavras-chave: Diversidade. Língua. Português.ABSTRACTAt the beginning of the colonization process, the Portuguese had to live with many languages that were spoken by the indigenous people who occupied the Brazilian territory. From the eighteenth century, a government decree of the Marquis of Pombal banned the use of socalled general language and other native languages, requiring the Brazilian people to Portuguese as an official language. However, manyindigenous languages remained, perhaps as a form of resistance. Portuguese is the official language of Brazil. But that same Brazil owns a linguistic heritage that has about 200 indigenous languages, besides having great influence on other languages of African, European and Asian origin. Thus, the present study, based on a critical analysis, aimsto bring some views on this linguistic diversity in the history of Brazilian education. Therefore this research makes a brief review of the process that led to the hegemony of the Portuguese spoken in Brazil, discusses the methods of repression of migrant people in southern Brazil and theprocess of extinction of the languages of indigenous peoples, and bring a brief approach on linguistic variation in relation to the Portuguese spoken as well as written. The methodology applied to this work adhered to a descriptive study, the type literature review, which is backed by scientific literature and referenced academic papers that discuss cultural diversity and sociolinguistics with different approaches. Keywords: Diversity. Language. Portuguese.RESUMENAl comienzo del proceso de colonización, los portugueses tuvieron que convivir con muchas lenguas que eran habladas por los indígenas que ocupaban el territorio brasileño. A partir del siglo XVIII, un Decreto del gobierno del Marqués de Pombal prohibió el uso de lallamada lengua general y otras lenguas nativas, imponiendo al puebblo brasileño la lengua portuguesa como lengua oficial. Sin embargo, muchos idiomas indígenas siguieron siendo, tal vez como una forma de resistencia. El portugués es la lengua oficial de Brasil, pero esse mismo Brasil posee un patrimonio lingüístico que tiene alrededor de 200 lenguas indígenas, además de tener una gran influencia en otras lenguas de origen africana, europea y asiática. Así, el presente estudio, basado en un análisis crítico, tiene como objetivo traer algunas concepciones sobre esta diversidade linguística en la historia de la educación brasileña. Por lo tanto, en esta investigación se hace una breve retrospectiva del proceso que condujo a la hegemonización del portugués hablado en Brasil, se discute los métodos de represión a las personas migrantes del sur de Brasil y el processo de extinción de las lenguas de los pueblos indígenas, además de traer un enfoque sobre la variación linguística en relación al portugués hablado, así como escrito. La metodología aplicada al trabajo se basó en un estudio descriptivo, con una la revisión bibliográfica, que se respaldó en literaturas científicas y trabajos académicos referenciados, que tratan sobre la diversidad cultural y sociolinguística, con diferentes enfoques.Palabras clave: Diversidad. Idioma. Portugués.
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Selepe, T. "Deculturation: an Afrocentric critique of B.M. Khaketla’s Mosali a nkhola." Literator 30, no. 3 (July 16, 2009): 135–56. http://dx.doi.org/10.4102/lit.v30i3.91.
Abstract:
B.M. Khaketla claims, in the preface of his novel, “Mosali a nkhola”, that his motivation to write the story was an increase in the incidents of ritual murder among the Basotho in the early years of the British colonial occupation of Lesotho. However, Khaketla’s novel focuses more on other effects of colonialism on the Basotho social fabric than on “diretlo” (ritual murder). The only incident of ritual murder in the novel comes quite late in the story. Therefore, by employing an Afrocentric critical tool, the article argues that current perspectives promote skewed critical methods and that Khaketla’s novel is more about deculturation, i.e. the annihilation of the Basotho cultural identity, than it is about “diretlo”. To that effect the article will embark on a substantive analysis of Khaketla’s novel in order to clear misperceptions that have consigned African languages and literatures to the intellectual periphery and to re-locate them to the centre of academic discourse by advocating Afrocentricity as one of the primary African oriented methods of analysis.
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Bańczerowski, Jerzy. "AZJATYCKI PRZEŁOM W POZNAŃSKIEJ NEOFILOLOGII ZE SZCZEGÓLNYM UWZGLĘDNIENIEM SINOLOGII." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 25–37. http://dx.doi.org/10.14746/snp.2019.19.02.
Abstract:
The initial events accompanying the foundation of sinology at the Adam Mickiewicz University (AMU) in Poznań are called to mind against the background of the Asiatic context. The appearance of east Asian studies at AMU, including Chinese, Japanese, and Korean studies, was a necessary academic enterprise serving the intercultural development of the Faculty of Modern Languages and Literature. In this respect, these studies made this faculty comparable with the corresponding faculties at other universities in Poland. The role of the Institute of Linguistics in this philological breakthrough has been emphasized, and certain personal experiences of the author have been recollected. The proposal concerning the establishment of the Faculty of Asian and African Studiesat AMU has been briefly justified.
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Khan, Lubna Akhlaq. "“A woman’s tongue is a double-edged sword”: A Linguo-Cultural Analysis of Yoruba and Punjabi Proverbs." NUML journal of critical inquiry 19, no. II (March 14, 2022): 1–16. http://dx.doi.org/10.52015/numljci.v19iii.199.
Abstract:
This study focuses on Yoruba (African) and Punjabi proverbs by engaging with the themes of 'talk' and 'silence' regarding the gender of the speaker. Taking insights from Feminist Critical Discourse Analysis (Lazar, 2007), data have been collected through purposive quota sampling from the collections of Punjabi and Yoruba proverbs. The thematic content analysis of the paremiological data from both languages reveals that women have been designated as loquacious in contemptuous terms as an indication of their ‘empty brains.’ Their argument is assumed to be meaningless as compared to the one offered by some male speakers. Silence in women is appreciated as a chief trait of a socially acceptable character. On the other hand, men's talk has been glorified as an essential trait of ‘merdangi’ (manliness), and they are encouraged to talk. In both languages, men are explicitly advised neither to act upon their wives’ suggestions nor to share their secrets with them. Feminine discourse has been showcased as an unproductive activity with a strong emphasis on the speakers' unreliability and insincerity. The speakers of these languages have to be aware of the adverse effects of such discourses on silencing the feminine voices for their rights and venting their creative talents. A conscious effort needs to be made by the media and academia to spread more positive discourses to make women an active and productive part of the social dialogue.
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Webb, Vic. "Language Policy and Planning in South Africa." Annual Review of Applied Linguistics 14 (March 1994): 254–73. http://dx.doi.org/10.1017/s0267190500002920.
Abstract:
Academic involvement in language policy and planning in South Africa must be seen within the context of the country's sociolinguistic complexity and the relationship between language and a number of serious problems in the country. South Africa's sociolinguistic complexity (see Appendix) is a function of a number of factors: 1) a multiplicity of languages and cultures; 2) the overlapping demographical and geographical distribution of the country's major languages; and 3) the politicization of these languages and cultures due to both the colonial past and the policy of apartheid, and the differentiated linguistic manifestation of their politicization.