scholarly journals Education, multilingualism and bilingualism in Botswana

2021 ◽  
Vol 2021 (267-268) ◽  
pp. 43-54
Author(s):  
Mompoloki Mmangaka Bagwasi
Keyword(s):  
Bilingual Education ◽  
Power Relations ◽  
Minority Languages ◽  
Cultural Power

Abstract Botswana is a multilingual country. It has about 28 languages (see Anderson, Lars-Gunnar & Tore Janson. 1997. Languages in Botswana. Gaborone: Longman Botswana). Although multilingualism breeds bilingualism or vice versa, bilingualism in Botswana is not as extensive and as widespread among the 28 languages. It is mostly concentrated amongst certain groups of people and a limited number of languages. This paper interrogates the pattern of bilingualism in Botswana and the role that education plays in shaping it. Further, the paper examines the extent to which the pattern of bilingualism in Botswana fits into Liddicoat, Anthony. 1991. Bilingualism and bilingual education. NLIA Occasional Paper 2. 1–21 folk and elite bilingualism categories. The paper argues that even though bilingualism in Botswana is fostered by education, it is not elite. Most bilinguals in Botswana are speakers of minority languages who feel obliged to learn English and Setswana. There are not many speakers of English who also speak Setswana and not many speakers of Setswana who also speak the minority languages. The paper hights one of the inadequacies of multilingualism, its inability to create equality and interrelationship between languages. This paper argues that the pattern of bilingualism found in Botswana is asymmetrical and is heavily influenced by the socio-economic-cultural power relations that exist in the country. Thus, the pattern of bilingualism that is found in Botswana does not support multilingualism, instead it is detrimental to it.

scholarly journals Sociolinguistics

2006 ◽  
Vol 39 (2) ◽  
pp. 141-145
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Language Policy ◽  
Language Attitudes ◽  
Action Plan ◽  
Minority Group ◽  
French Language ◽  
Minority Languages ◽  
Cambridge University ◽  
Attitudes And Practices

06–360Blackledge, Adrian (U Birmingham, UK), The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 22–41.06–361Boughton, Zoë (U Exeter, UK; [email protected]), Accent levelling and accent localisation in northern French: Comparing Nancy and Rennes. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 235–256.06–362Brown, N. Anthony (Brigham Young U, Utah, USA; [email protected]), Language and identity in Belarus.Language Policy (Springer) 4.3 (2005), 311–332.06–363Cameron, Deborah (U Oxford, UK) Language, gender, and sexuality: Current issues and new directions. Applied Linguistics (Oxford University Press) 26.4 (2005), 482–502.06–364Deutch, Yocheved (Bar-Ilan U, Israel; [email protected]), Language law in Israel. Language Policy (Springer) 4.3 (2005), 261–285.06–365Edwards, John (St Francis Xavier U, Nova Scotia, Canada), Players and power in minority-group settings. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 4–21.06–366Edwards, Viv & Lynda Pritchard Newcombe (U Reading, UK), When school is not enough: New initiatives in intergenerational language transmission in Wales. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 298–312.06–367García, Patricia (Stanford U Graduate School of Education, USA), Parental language attitudes and practices to socialise children in a diglossic society. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 328–344.06–368Garner, Mark (U Aberdeen, UK), Christine Raschka & Peter Sercombe, Sociolinguistic minorities, research, and social relationships.Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.1 (2006), 61–78.06–369Goto, Yuko (U Pennsylvania, USA; [email protected]) & Masakazu Iino, Current Japanese reforms in English language education: The 2003 ‘Action Plan’. Language Policy (Springer) 4.1 (2005), 25–45.06–370Hankoni Kamwendo, Gregory (U Botswana, Botswana; [email protected]), Language planning from below: An example from northern Malawi. Language Policy (Springer) 4.2 (2005), 143–165.06–371Kaur Gill, Saran (U Kebangsaan, Malaysia, Malaysia; [email protected]), Language policy in Malaysia: Reversing direction. Language Policy (Springer) 4.3 (2005), 241–260.06–372Lantolf, James P. (Pennsylvania State U, USA; [email protected]), Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 67–109.06–373Määttä, Simo K. (U California, Berkeley, USA; [email protected]), The European Charter for Regional or Minority Languages, French language laws, and national identity. Language Policy (Springer) 4.2 (2005), 167–186.06–374Mills, Jean (U Birmingham, UK), Connecting communities: Identity, language and diaspora. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 253–274.06–375Pavlenko, Aneta (Temple U, USA), ‘Ask each pupil about her methods of cleaning’: Ideologies of language and gender in Americanisation instruction (1900–1924). International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.4 (2005), 275–297.06–376Richland, Justin B. (U California, Irvine, USA), The multiple calculi of meaning.Discourse & Society (Sage) 17.1 (2006), 65–97.06–377Silver, Rita Elaine (Nanyang Technological U, Singapore; [email protected]), The discourse of linguistic capital: Language and economic policy planning in Singapore. Language Policy (Springer) 4.1 (2005), 47–66.06–378Tannenbaum, Michal & Marina Berkovich (Tel Aviv U, Israel; [email protected]), Family relations and language maintenance: Implications for language educational policies. Language Policy (Springer) 4.3 (2005), 287–309.06–379Vaish, Viniti (Nanyang Technical U, Singapore; [email protected]), A peripherist view of English as a language of decolonization in post-colonial India. Language Policy (Springer) 4.2 (2005), 187–206.06–380Zuengler, Jane & Elizabeth R. Miller (U Winconsin-Madison, USA), Cognitive and sociocultural perspectives: Two parallel SLA worlds?TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 35–58.

Bilingual Communities: U. S. National /Regional Profiles and Verbal Repertoires

1985 ◽  
Vol 6 ◽  
pp. 220-239
Author(s):  
Richard V. Teschner
Keyword(s):  
Bilingual Education ◽  
Applied Linguistics ◽  
Federal Funding ◽  
The United States ◽  
Vantage Point ◽  
Department Of Education ◽  
Minority Languages ◽  
The Past ◽  
Bilingual Communities ◽  
To Receive

From the vantage point of August 1, 1985, the past three years are better characterized by what has failed to happen, politically, in realms directly affecting the concerns of applied linguistics in the United States than by what actually has happened. Despite 55 months of the Reagan Revolution, the Department of Education is still intact, and, with it, the Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Bilingual education continues to receive federal funding, though predictably at levels that satisfy neither its advocates (too low) nor its detractors (too high).

scholarly journals Dissenting narratives of identity in Saami, Meänkieli and Kven literatures

2019 ◽  
Vol 11 (1) ◽  
pp. 19-55
Author(s):  
Enikő Molnár Bodrogi
Keyword(s):  
Power Relations ◽  
Language And Identity ◽  
Minority Languages ◽  
Small Bodies ◽  
Native Languages ◽  
Psychological Study ◽  
Minority Writers ◽  
Minority Literatures ◽  
The Given ◽  
The Relationship

In this study, I analyse the interconnections between language and identity in the literatures written in minority languages in Fennoscandia (Meänkieli, Saami and Kven). I concentrate on authors who write in their native languages (as well), and who can move between minority and majority language both as ordinary people and as writers. These literatures are small bodies, because there is a small number of people who can still read and write these languages. Minority literatures often deal with the relationship between minority and majority (dominant) cultures describing them by means of power relations. In the minority literatures I am going to deal with past, reconstructed on the horizon of the present, vizualised in a narrative frame, represeting an integral part of the minority writers’ great narratives, whose aim is to write their own minority histories, as opposed to the official ones. When examining the works of Fennoscandian minority writers, we can notice many a time that they build their own life-stories into the past recalled for the sake of community. In my study, I analyse some important elements of the writers’ narrative-building. I will be looking for answers for the following questions: What kind of power relations determine the life of the given minorities? How do they relate to different borders in their everyday life? How firm the virtual borders created by minority and majority populations are and what kind of consequences crossing borders has. As the theoretical basis of the lecture is concerned, I analyise the topic from the perspective of microhistorical research and the psychological study of identity and stigma.

scholarly journals Bilingual or “Bye-Lingual”? An Analysis and Discussion of Bilingual Education Mode in China and the US

2022 ◽  
Vol 9 (1) ◽  
pp. p105
Author(s):  
Zichen Guan
Keyword(s):  
Systematic Review ◽  
Bilingual Education ◽  
Ethnic Minority ◽  
First Language ◽  
Minority Languages ◽  
Esl Teachers ◽  
The Us ◽  
Chinese And English

This article compares bilingual education mode in two countries: China and the US. For China, the bilingual education been analysed includes mandarin and ethnic minority languages, Chinese and English. Extant research on bilingual education tends to focus on one country whilst there is a paucity of papers comparing various kinds of bilingual education. In this paper, by using the systematic review method, the differences and similarities of bilingual education mode in these two countries are been discussed and the tensions, as well as opportunities of bilingual education behind these two countries is explored. This paper ends a call for non-English native speaking EFL/ESL teachers to see their first language as an asset for developing bilingual education worldwide.

scholarly journals Bilingual Education and the Problems of Ethnic and Linguistic Identity in the USSR and Modern Russia

2019 ◽  
Vol 16 (2) ◽  
pp. 190-203
Author(s):  
Mikhail A. Marusenko
Keyword(s):  
Bilingual Education ◽  
Modern World ◽  
Minority Languages ◽  
Linguistic Identity ◽  
Right To Education ◽  
Linguistic Rights ◽  
National Minorities ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

The article discusses the relationship of bilingual education with the problems of ethnic and language identification in the USSR and modern Russia. The concept of protecting the rights of national minorities includes an extensive range of linguistic rights and the right to education in minority languages. This right is protected by many international agreements and documents of international organizations and is considered to be an unconditional conquest of fighters for human rights. However, this ignores cases of inconsistencies in ethnic and linguistic identity, which are increasingly frequent in the modern world, and the right of citizens to free ethnic and linguistic self-determination. Planning in the field of bilingual education and teacher training requires objective information on the real number of people willing to study in minority languages, which can be obtained as a result of language monitoring and censuses.

scholarly journals Language Policy in Education and Its Role in Preservation of Minority Languages in Russia and Other Countries

2020 ◽  
Vol 162 (5) ◽  
pp. 261-271
Author(s):  
E.V. Khilkhanova ◽  
Keyword(s):  
Bilingual Education ◽  
Language Policy ◽  
Social Mobility ◽  
Education System ◽  
Opportunity To Learn ◽  
Complex Nature ◽  
Minority Languages ◽  
New Methods ◽  
Mass Consciousness

The language policy in education and the role of education in the preservation and development of minority languages were discussed. The main approaches and models used for teaching minority languages in Russian and Western European schools were compared. Two main approaches were singled out: “old”, when minority languages are poorly represented in education; “new”, which provides an opportunity to learn these languages in schools. The approaches were illustrated by the example of the Frisian and Basque languages, respectively. The problems of teaching minority languages in Russian schools within a broad political context were considered. It was concluded that the positions of minority languages in education are weak due to their little value for careers and social mobility in the current Russian conditions. The possibility and necessity of taking certain educational measures for preservation and development of minority languages in Russia was substantiated. Their complex nature, including both innovations in the education system and the need to overcome the “monolingual ideology”, was emphasized. The recommendations proposed include the use of international experience in organizing civic initiatives and the introduction of new methods and innovative curricula of bilingual education. The most important measures are related to changing the mass consciousness and language culture of society toward identification of Russia as a multinational and multilingual country.

scholarly journals Language ideology revisited

2020 ◽  
Vol 2020 (263) ◽  
pp. 51-57
Author(s):  
Jillian R. Cavanaugh
Keyword(s):  
Critical Point ◽  
Social Practice ◽  
Language Ideology ◽  
Power Relations ◽  
Language Use ◽  
Language Ideologies ◽  
Minority Languages ◽  
Everyday Language ◽  
The Social ◽  
Point Of Departure

AbstractIn her contribution, Jillian Cavanaugh tells the story of the emergence of the concept of “language ideologies” that mediate “between the social practice of language and the socioeconomic and political structures within which it occurs.” The concept became an embedded component in analyzing the treatment of minority languages and dialects, and how power relations can be revealed through everyday language use. Today, rather than an overarching framework, language ideology has evolved into a critical point of departure for understanding the intersection between language and various forms of inequality that also require other intellectual tools to fully grasp.

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