30.2024, Confs: Anthropological Linguistics, Applied Linguistics, Sociolinguistics/Germany

[The LINGUIST List]

LINGUIST List: Vol-30-2024. Mon May 13 2019. ISSN: 1069 - 4875.

Subject: 30.2024, Confs: Anthropological Linguistics, Applied Linguistics, Sociolinguistics/Germany

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Date: Mon, 13 May 2019 23:50:34
From: Monika Reif [reif at uni-landau.de]
Subject: Language Endangerment & Language-in-education Policies in Africa

 
Language Endangerment & Language-in-education Policies in Africa 
Short Title: LAUD 2020 - Theme Session 2 

Date: 03-Aug-2020 - 06-Aug-2020 
Location: Landau in der Pfalz, Germany 
Contact: Martin Pütz 
Contact Email: puetz at uni-landau.de 

Linguistic Field(s): Anthropological Linguistics; Applied Linguistics; Sociolinguistics 

Meeting Description: 

LAUD 2020

Theme Session 2:
Language endangerment and language-in-education policies in Africa

This session examines the richness and complexity of linguistic diversity and
language contact situations from the perspective of language endangerment,
with a focus on case studies from various nations in Africa. In this regard,
topics such as the diversification of languages, their adaptation to new
ecologies, and the relation between linguistic and biological diversity (i.e.
ecolinguistics) will be at the centre of discussion. In the context of
globalisation, the impact of English (as well as French and Portuguese) on
indigenous, African languages in different parts of Africa will be explored.
The contemporary global processes of socio-cultural, economic and
environmental disruption represent a threat to the world’s and Africa’s
fast-declining linguistic diversity.

Strongly connected with the issue of endangered languages is the status and
use of languages for educational purposes, including the issue of language
rights. Still, most African governments hold on to exoglossic language
policies in their educational systems, and the majority of African children
therefore continue to be taught in European languages that are foreign to
them. Millions of children in Africa do not get instruction in their first
language. Thus, there is a dramatic sociolinguistic discontinuity between
their pre-school cognitive categories and the more abstract re-categorisation
which the primary school normally effectuates. Therefore, the current
discussion of mother-tongue education vs. learning via non-African, European
languages as media of instruction in Africa has always been and still
continues to remain a highly controversial debate.

We invite abstracts for presentations on the following sub-themes:

- early developments: colonial language-in-education policies
- linguistic implications of colonisation and decolonisation
- language, ecology and environment (ecolinguistics)
- linguistic diversity and endangerment: case studies
- Eurocentrism vs. perspectives from within Africa
- modernity and the globalisation of English/French: the fate of African
languages
- language policy, inequity and linguistic human rights 
- critique of the endangered-languages movement: the cost and benefit approach
to language loss
- the empowerment of African languages
- feminist language planning: women and voice in Africa
- attitudes, beliefs and ethnic identity
- documentary linguistics
- the place and role of African languages in education (health, economy,
governance, technology, and law)
- the mother tongue-based education debate
- media, information technology and language planning
 






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LINGUIST List: Vol-30-2024	
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