Language Policy and Economics : the Language Question in Africa.

Intro -- Series Preface -- Foreword -- Preface -- Acknowledgements -- Introduction -- Contents -- Notes About the Author -- 1: The Language Question in Africa -- 1.1 Introduction -- 1.2 Theoretical Background to Language Planning and the Language Question in Africa -- 1.3 The Traditional Focus of Language Planning in Africa -- 1.4 Language Planning in Africa and Game Theory -- 1.5 Language Planning in Africa and Language Economics -- 1.5.1 Language Economics: An Overview -- 1.5.2 Language Economics and African Languages -- 1.6 Summary -- References -- 2: Language Planning and Ideology in Colonial Africa -- 2.1 Introduction -- 2.2 Colonial Language Ideologies in Africa: The Theory -- 2.3 Colonial Language Ideologies in Africa: The Roots -- 2.4 Colonial Language Ideologies in Africa: The Practice -- 2.4.1 British Response to Africa's Language Question -- 2.4.2 French Response to Africa's Language Question -- 2.4.3 Spanish and Portuguese Response to Africa's Language Question -- 2.5 Summary -- References -- 3: Language Planning and Ideologies in Postcolonial Africa -- 3.1 Introduction -- 3.2 The Ideology of Decolonization and Socioeconomic Development -- 3.2.1 Decolonizing African Education: OAU and  AU Perspectives -- 3.2.2 Decolonizing African Education: An African Renaissance Perspective -- 3.3 The Ideology of Development and the Colonizer's Model -- 3.4 The Ideology of Internationalization and Socioeconomic Development -- 3.5 The Ideology of Globalization and Socioeconomic Development -- 3.6 Summary -- References -- 4: Globalization, the Spread of English, and Language Planning in Africa -- 4.1 Introduction -- 4.2 Theoretical Approaches to Globalization and the Spread of English -- 4.2.1 Globalization of English and the Conspiracy Theory -- 4.2.2 Globalization of English and the Grassroots Theory.

4.3 The Waves of the Globalization of English in Africa -- 4.4 The Impact of the Globalization of English on Language Planning in Africa -- 4.5 Summary -- References -- 5: Language Planning and the Medium-of-Instruction Conundrum in Africa -- 5.1 Introduction -- 5.2 Theoretical Concepts -- 5.3 Language Planning and the Rationale for Mother Tongue Education -- 5.4 Perspectives to Mother Tongue Education -- 5.4.1 Western Perspectives to Mother Tongue Education -- 5.4.2 An African Perspective to Mother Tongue Education -- 5.5 Summary -- References -- 6: Why Inherited Colonial Language Ideologies Persist in Postcolonial Africa -- 6.1 Introduction -- 6.2 Multilingualism as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa: Myth or Reality? -- 6.2.1 Debunking the Multilingualism Factor in Colonial Language Ideologies in Africa: A Case Study of Lesotho and Swaziland -- 6.2.2 Official Languages and Language-in-Education Practices in Lesotho and Swaziland -- 6.3 Elite Closure as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa -- 6.3.1 Elite Closure and Escape Clauses -- 6.3.2 Elite Closure and Negative Attitudes Toward African Languages -- 6.4 Africa's Economic Dependency on Western Donors as a Factor in Sustaining Inherited Colonial Language Ideologies -- 6.5 Low Linguistic Instrumentalism of African Languages as a Factor in Sustaining Inherited Colonial Language Ideologies in Africa -- 6.6 Summary -- References -- 7: Toward Prestige Planning for African Languages: A Response to the Language Question in Africa? -- 7.1 Introduction -- 7.2 Two Concerns for Prestige Planning for African Languages -- 7.3 The Three Dimensions of Prestige Planning for African Languages -- 7.3.1 Market Creation for African Languages -- 7.3.2 From Market Creation to Schooling in African Languages.

7.3.3 From Schooling in African Languages to Access to Resources and Employment -- 7.4 Prestige Planning, National Lingua Francas, and Mother Tongues -- 7.5 The Costs and Benefits of Prestige Planning for African Languages -- 7.6 The Implementation of Prestige Planning for Selected African Languages: seSotho, siSwati, and kiSwahili -- 7.6.1 Prestige Planning for seSotho and siSwati in Lesotho and Swaziland -- 7.6.2 A Legislation for Market Creation for seSotho and siSwati -- 7.6.3 Prestige Planning for kiSwahili in  Kenya and Tanzania -- 7.7 Summary -- References -- 8: Prestige Planning for Vernacular Language Education around the World: Successes and Failures -- 8.1 Introduction -- 8.2 Successful Case Studies of Vernacular Language Education -- 8.2.1 Case Studies of Successful Vernacular Language Education in Africa -- 8.2.2 Case Studies of Successful Vernacular Language Education in Asia -- 8.2.3 Case Studies of Successful Vernacular Language Education in Europe -- 8.2.4 Case Studies of Successful Vernacular Language Education in North America: The Case of French in Canada -- 8.3 What Do the Case Studies of  Successful Vernacular Language Education Reveal? -- 8.4 Prestige Planning and Policy Failures: Case Studies of Resistance of Vernacular Language Education -- 8.4.1 Resistance of Vernacular Language Education in Africa -- 8.4.2 Resistance of Vernacular Language Education in Latin America -- 8.4.3 Resistance of Vernacular Language Education in Asia -- 8.5 Summary -- References -- 9: Conclusions, Challenges, and Prospects for African Languages -- 9.1 Introduction -- 9.2 Prestige Planning: Challenges and Prospects for African Languages -- 9.3 Consequences of Language-Planning Failure in Africa -- 9.4 Concluding Remarks -- References -- Index.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.