Orthographic Policy and Planning in Sénégal/Senegaal: the Détournement of Orthographic Stereotypes
Orthographic Policy and Planning in Sénégal/Senegaal: The Détournement of Orthographic Stereotypes Cécile Evers University of Pennsylvania This paper examines the interlocking nature of corpus policy and cultivation plan- ning through a case study of the Wolof orthography and its changing role in the Senegalese educational landscape. Until recently, local language orthographies have been the purview of a very limited slice of Senegalese society. Absent, as they were, from formal education in the post-independence period, Wolof orthogra- phies were practiced only by a small group of leftist Senegalese intellectuals, and later by the informal education movement. I trace how the various orthographies of Wolof (viz., French, indigenous, and standard orthographies of Wolof) have been taken up by (often) unexpected actors - new political players, international bodies, and many Senegalese youth - and look into what enables orthographies to function as useful tools in the construction of a post-colonial state, particularly one comprising such different social projects for the future. Introduction he Republic of Senegal celebrated its 50th anniversary of independence from France on April 4th, 2010. And still, French continues to be the medium of in- struction in Senegalese schools from the primary to the university level. The Tsix languages recognized as “national languages” by government Decree n˚ 68-871 of 1968 (i.e., Wolof, Pulaar, Séeréer, Mandinka, Joola, and Soninké) have yet to pull alongside French as official languages, while the remaining thirty-one languages spoken by the Senegalese population (Ethnologue, 2009) remain unaccounted for in Senegalese policy documents.1 The Ministry of Preschool, Elementary, and Sec- ondary Education and National Languages (Ministère de l’Enseignement Préscolaire, de l’Elémentaire, du Moyen Secondaire et des Langues Nationales) can currently be said to face a local language impasse.
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