An Inclusive Linguistic Framework for Botswana: Reconciling the State and Perceived Marginalized Communities
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Vol. 11, No. 2 International Journal of Multicultural Education 2009 Monocultural Education in a Multicultural Society: The case of Teacher Preparation in Botswana Annah Anikie Molosiwa The University of Botswana Botswana In several policy documents reviewing the country’s education system, the Ministry of Education has made noteworthy pronouncements on how to improve teacher education in Botswana. This mainly concerns equipping teachers with pedagogical skills to better address the learning needs of the linguistically and culturally diverse student population. Even though at policy level it is acknowledged that Botswana is a multicultural society, at implementation stage there is no such evidence. This article argues that lack of implementation of policy pronouncements contradicts the government’s aspirations to provide equal learning opportunity to all learners. The infusion of courses in multicultural education at teacher education level is seen as an alternative. Introduction Geography and Language Description of Language Education Programs Literature Review Policy Pronouncements on Teacher Education Conclusion Notes References Introduction While the government of Botswana has made resources available to support the education of teachers, attempts to prepare teachers with the skills to better address the learning needs of the linguistically and culturally diverse student population in schools still remains inadequate. This contradicts the country‟s aspirations to provide equal educational opportunity to all citizens by the year 2016 (Republic of Botswana, 1997). The aim to increase access and equity at primary and secondary school levels and to improve the quality of education is pronounced in many policy documents such as the 1994 Revised National Policy on Education (RNPE) and Vision 2016 Report. -
Voicing on the Fringe: Towards an Analysis of ‘Quirkyʼ Phonology in Ju and Beyond
Voicing on the fringe: towards an analysis of ‘quirkyʼ phonology in Ju and beyond Lee J. Pratchett Abstract The binary voice contrast is a productive feature of the sound systems of Khoisan languages but is especially pervasive in Ju (Kx’a) and Taa (Tuu) in which it yields phonologically contrastive segments with phonetically complex gestures like click clusters. This paper investigates further the stability of these ‘quirky’ segments in the Ju language complex in light of new data from under-documented varieties spoken in Botswana that demonstrate an almost systematic devoicing of such segments, pointing to a sound change in progress in varieties that one might least expect. After outlining a multi-causal explanation of this phenomenon, the investigation shifts to a diachronic enquiry. In the spirit of Anthony Traill (2001), using the most recent knowledge on Khoisan languages, this paper seeks to unveil more on language history in the Kalahari Basin Area from these typologically and areally unique sounds. Keywords: Khoisan, historical linguistics, phonology, Ju, typology (AFRICaNa LINGUISTICa 24 (2018 100 Introduction A phonological voice distinction is common to more than two thirds of the world’s languages: whilst largely ubiquitous in African languages, a voice contrast is almost completely absent in the languages of Australia (Maddison 2013). The particularly pervasive voice dimension in Khoisan1 languages is especially interesting for two reasons. Firstly, the feature is productive even with articulatory complex combinations of clicks and other ejective consonants, gestures that, from a typological perspective, are incompatible with the realisation of voicing. Secondly, these phonological contrasts are robustly found in only two unrelated languages, Taa (Tuu) and Ju (Kx’a) (for a classification see Güldemann 2014). -
Language Ecology and Photographic Sound in the Mcworld
Title Language ecology and photographic sound in the McWorld Type Article URL http://ualresearchonline.arts.ac.uk/2775/ Date 2006 Citation Wynne, John (2006) Language ecology and photographic sound in the McWorld. Organised Sound, 11 (1). pp. 45-54. ISSN 1355-7718 Creators Wynne, John Usage Guidelines Please refer to usage guidelines at http://ualresearchonline.arts.ac.uk/policies.html or alternatively contact [email protected]. License: Creative Commons Attribution Non-commercial No Derivatives Unless otherwise stated, copyright owned by the author Language ecology and photographic sound in the McWorld JOHN WYNNE London College of Communication, University of the Arts, London E-mail: [email protected] URL: http://www.sensitivebrigade.com The unique sounds of the world’s small-scale languages are in the world is delivered to mankind as a punishment, being extinguished at an alarming rate. This article explores it is clear that, just as biological diversity is necessary links between acoustic ecology and language ecology and for a healthy ecosystem, linguistic and cultural diver- outlines an approach to the creation of archive material as sity contribute to the long-term stability of human both source for and useful by-product of sound art practice development. If language is one of the primary reposi- and research. Through my work with endangered click- tories of culture and history and if ‘our success at languages in the Kalahari Desert, it considers the boundaries colonising the planet has been due to our ability to between language and music and discusses the use of flat speaker technology to explore new relations between sound develop diverse cultures which suit all kinds of and image, portrait and soundscape in a cross-cultural environments’ (Crystal 2000: 33), it follows that ‘any context. -
Identity and Plurilinguism in Africa – the Case of Mozambique
IDENTITY AND PLURILINGUISM IN AFRICA – THE CASE OF MOZAMBIQUE IDENTIDADE E PLURILINGUISMO NA ÁFRICA: O CASO DE MOÇAMBIQUE Sarita Monjane HENRIKSEN Universidade Pedagógica Mozambique International Abstract: The African continent is a true ethnic-linguistic and cultural mosaic, composed of 55 countries and characterised by the existence of approximately 2.000 languages and a large number of ethnic groups. Mozambique in the extreme south of the continent does not escape from this rule. The country, with its approximately 25 million inhabitants is characterised by a significantly high ethnic, linguistic and cultural diversity. In spite of this superdiversity it is possible to talk about an African identity and surely a Mozambican identity. The present study describes ethnic and cultural diversity in Africa, focusing on issues of plurilingualism or multilingualism in the continent. In addition, the study deals particularly with Mozambique’s ethnolinguistic landscape, discussing the importance of preserving diversity and lastly it presents a number of considerations on those factors that contribute to the construction of national identity and to the development of our Mozambicaness in this Indian Ocean country. Ke ywords: Identity, Plurilingualism, Ethnic-Linguistic and Cultural Diversity and Superdiversity Resumo: O continente africano é um verdadeiro mosaico étnico-linguístico e cultural, composto por 55 países e caracterizado pela existência de aproximadamente 2.000 línguas e inúmeros grupos étnicos. Moçambique no extremo sul deste continente não escapa a esta regra. O país, com os seus cerca de 25 milhões de habitantes é também caracterizado por uma significante diversidade étnica, linguística e cultural. Apesar desta superdiversidade é possível falar sobre uma identidade africana e uma identidade moçambicana. -
A Bottom-Up Approach to Language Education Policy in Mozambique Henriksen, Sarita Monjane
Roskilde University Language attitudes in a primary school a bottom-up approach to language education policy in Mozambique Henriksen, Sarita Monjane Publication date: 2010 Document Version Early version, also known as pre-print Citation for published version (APA): Henriksen, S. M. (2010). Language attitudes in a primary school: a bottom-up approach to language education policy in Mozambique. Roskilde Universitet. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal. Take down policy If you believe that this document breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 05. Oct. 2021 RRoosskkiillddee UUnniivveerrssiittyy DDeeppaarrttmmeenntt ooff CCuullttuurree aanndd IIddeennttiittyy Language Attitudes in a Primary School: A Bottom-Up Approach to Language Education Policy in Mozambique Sarita Monjane Henriksen 31-08-2010 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. august 2010 LANGUAGE EDUCATION POLICY IN MOZAMBIQUE RRoosskkiillddee UUnniivveerrssiittyy DDeeppaarrttmmeenntt ooff CCuullttuurree aanndd IIddeennttiittyy LLaanngguuaaggee AAttttiittuuddeess iinn aa PPrriimmaarryy SScchhooooll:: AA BBoottttoomm--UUpp AApppprrooaacchh ttoo LLaanngguuaaggee EEdduuccaattiioonn PPoolliiccyy iinn MMoozzaammbbiiqquuee SSaarriiitttaa MMoonnjjjaannee HHeennrriiikksseenn 2 LANGUAGE ATTITUDES IN A PRIMARY SCHOOL: A BOTTOM-UP APPROACH TO 31. -
The Marginalisation of Tonga in the Education System in Zimbabwe
THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI UNIVERSITY OF SOUTH AFRICA NOVEMBER 2016 THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE BY PATRICK NGANDINI Submitted in accordance with the requirements of the degree of DOCTOR OF LITERATURE AND PHILOSOPHY In the subject AFRICAN LANGUAGES at the UNIVERSITY OF SOUTH AFRICA PROMOTER: Professor D. E. Mutasa Co – Promoter: Professor M. L. Mojapelo November 2016 Declaration STUDENT NUMBER: 53259955 I, Patrick Ngandini, declare that THE MARGINALISATION OF TONGA IN THE EDUCATION SYSTEM IN ZIMBABWE is my own work and that the sources I have used or quoted have been indicated and acknowledged by means of complete references. November 2016 Signature Date (PATRICK NGANDINI) i Dedication To my lovely wife Jesca Benza Ngandini, and my four children, Wadzanai Ashley, Rutendo Trish, Masimba and Wedzerai Faith. This thesis is also dedicated to my late father Simon Tsvetai Ngandini and my late mother Emilly Chamwada Maposa Ngandini who were my pillars throughout the painful process of my education. ii List of tables Table 2:1 Continental number of languages .......................................................................... 21 Table 2:2 Linguistic profile of Botswana............................................................................... 35 Table 4:2 Sample of the population ..................................................................................... 108 Table 5:1 Clauses from the Secretary‘s Circular No. 3 of 2002 .......................................... -
Globalization and the Myth of Killer Languages: What's Really Going
Salikoko S. Mufwene Globalization and the Myth of Killer Languages: What’s Really Going on? Introduction This paper is about some misgivings I harbor over some recent linguistics publications on language endangerment, i.e., the process whereby a language loses grounds to another either because it is spoken by fewer and fewer speakers and/or because it is heavily influenced by the competitor, which its speakers seem to command or like better. The targets of my criticisms include Crystal (2000, 2004), Dalby (2002), Nettle/Romaine (2000), Maffi (2001), Phillipson (2003), and Skutnabb-Kangas (2000), to whom I will often refer collectively, as they basically share the same positions, though there are minor differences in the specific ways they state them. Oversimplifying reality, they have generally reduced globalization to a process that makes the world more and more uniform by the world-wide diffusion of intellectual, linguistic, military, technological, and other cultural products associated with hegemonic regimes such as the USA, the United Kingdom, and Australia. In other words, they equate globalization with what would be the westernization of the world and talk about indigenous languages as if indigenity were no longer a relative notion and such languages were to be found only in the Americas, Asia, and Australia (Mufwene 2002). Capitalizing on the increasing attestations of Hollywood movies and McDonald restaurants around the world, they speak of McDonaldization and Americanization as if these phenomena either instantiated or produced globalization, whereas they should instead be treated as its (by-)products. To be sure, these authors are rightly concerned with growing political and economic power inequities (Stiglitz 2002, Steger 2003) that have been in favor of especially North America, Australia, Japan, and of Western Europe and have led to the endangerment or loss of several vernaculars not associated with their dominant, global economic systems. -
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Multilingualism and Multiculturalism in the Education System and Society of Botswana
US-China Education Review B, August 2015, Vol. 5, No. 8, 488-502 doi:10.17265/2161-6248/2015.08.002 D DAVID PUBLISHING Multilingualism and Multiculturalism in the Education System and Society of Botswana Eureka Mokibelo University of Botswana, Gaborone, Botswana This study sought to examine how Botswana recognized and celebrated her linguistic and cultural diversity in society and in the education system. At various national celebrations, such as President’s Day, National Cultural Day, and National Language Day, Botswana celebrated her linguistic and cultural diversity by inviting ethnic groups from almost all regions of the society to perform cultural dances, poetry, and music while the same dispensation was denied primary school learners from ethnic minority groups. The use of Setswana as the medium of instruction leaves out the learners’ cultures, languages, and identities. Teachers and school management were the key participants in the study while learners’ artefacts were examined. Data were collected through open-ended questionnaires and interviews and analysis of documents/programmes from the Ministry of Sports, Youth and Culture responsible for national celebrations. The findings indicated that learners were denied linguistic and cultural diversity of their languages and cultures in the classrooms while there was evidence of celebrating culture and linguistic diversity in society. This called for a change in perspective and attitude to extend linguistic and cultural diversity to the classrooms so that learners could become capable of shouldering responsibility of their lives and participate in the development of their country. Keywords: multilingualism, multiculturalism, ethnic minority groups, national celebrations Introduction Even though most African countries are linguistically and culturally diverse, they lack a model of how to face such complexity in the classrooms. -
Khoisan’ Sibling Terminologies in Historical Perspective: a Combined Anthropological, Linguistic and Phylogenetic Comparative Approach
Boden, G., Güldemann, T., & Jordan, F. M. (2014). ‘Khoisan’ sibling terminologies in historical perspective: A combined anthropological, linguistic and phylogenetic comparative approach. In T. Güldemann, & A-M. Fehn (Eds.), Beyond 'Khoisan': Historical relations in the Kalahari Basin (pp. 67-100). (Current Issues in Linguistic Theory; Vol. 330). John Benjamins Publishing Company. https://doi.org/10.1075/cilt.330.03bod Peer reviewed version Link to published version (if available): 10.1075/cilt.330.03bod Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via John Benjamins at https://benjamins.com/catalog/cilt.330.03bod . Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ ‘Khoisan’ sibling terminologies in historical perspective: a combined anthropological, linguistic and phylogenetic comparative approach1 Gertrud Boden, Tom Güldemann & Fiona Jordan 1. Introduction In this paper we combine regional anthropological comparison, historical linguistics and phylogenetic comparative methodology (PCM) in addressing the historical relationships between the languages of the three South African ʻKhoisanʼ2 families, Kxʼa, Tuu and Khoe- Kwadi (see Güldemann, introduction, this volume). Since the data on extinct Kwadi are insufficient, this language had to be excluded, so that we will hereafter only refer to Khoe. Generally, the demonstrable linguistic relationships within Kxʼa (Heine & Honken 2010), Tuu (Güldemann 2005), and Khoe (Vossen 1997) imply original family-specific sibling terminologies with relevant lexemes as part of the proto-languages used within a social culture of the proto- societies (cf. -
Handout Linguistic Substrate in Bantu
Linguistic influence from Khoisan in Bantu “Speaking (of) Khoisan”: a symposium reviewing southern African prehistory. Hilde Gunnink - Ghent University - [email protected] Koen Bostoen - Ghent University - [email protected] 0.0.0. ContactContact----inducedinduced changes 1. Borrowing also called copying, recipient language agentivity involves (some) multilingualism, no language shift affects the lexicon, in case of superficial contact, and the grammar, in case of more extensive contact transfer of forms, not patterns 2. Interference through shift also called substrate, imposition, source language agentivity involves multilingualism and language shift affects mainly phonology and syntax transfer of patterns, not forms (Thomason and Kaufman 1988; Van Coetsem 1988; 2000; Winford 2003; 2007; 2013, among others) 1.1.1. Evidence of borrowing from Khoisan in Bantu lexical borrowing • loanwords in Nguni and Sotho: o Zulu (Bantu, Nguni) ú-ḿ-qala ‘neck’ Xhosa (Bantu, Nguni) ú-ḿ-qala ‘throat’ cf. Nama (Khoekhoe) !ara-b ‘throat, gullet’ (Louw 1979: 14) o Xhosa/Zulu (Bantu, Nguni) i-dúbe ‘zebra’ cf. Nama (Khoekhoe) doe-b ‘mountain zebra (Louw 1979: 16) • loanwords in Yeyi (Bantu): Yeyi βù-|óá ‘red’ cf. Buga (Kalahari Khoe) |óá ‘red, brown’ Shua (Kalahari Khoe) |oa (Sommer and Voßen 1992: 25) 1 o loanwords in Manyo, Mbukushu, Kwangali (Bantu, Kavango), Fwe (Bantu, Bantu Botatwe), Yeyi (Bantu): Kwangali n|amúse ‘poor person’ cf. Ju|’hoan (Kx’a, Ju) n!àmm ‘poor person’ Manyo li-|wà ‘shallow water’ cf. Central !Xuun (Kx’a, Ju) !wa ‘vlei’ sáű ‘shallow place in water’ North-western !Xuun (Kx’a, Ju) cāú ‘shallow place in water’ (Gunnink et al. submitted) o loanwords in Herero (Bantu, South-West-Bantu): Herero o-tji-kaiva ‘das Tuch’ cf. -
Title Ambivalence Regarding Linguistic and Cultural Choices
CORE Metadata, citation and similar papers at core.ac.uk Provided by Kyoto University Research Information Repository Ambivalence Regarding Linguistic and Cultural Choices Title among Minority Language Speakers: A Case Study of the Khoesan Youth of Botswana Author(s) Gabanamotse-Mogara, Budzani; Batibo, Herman Michael Citation African Study Monographs (2016), 37(3): 103-115 Issue Date 2016-09 URL https://doi.org/10.14989/216688 Right Type Departmental Bulletin Paper Textversion publisher Kyoto University African Study Monographs, 37 (3): 103–115, September 2016 103 AMBIVALENCE REGARDING LINGUISTIC AND CULTURAL CHOICES AMONG MINORITY LANGUAGE SPEAKERS: A CASE STUDY OF THE KHOESAN YOUTH OF BOTSWANA Budzani Gabanamotse-Mogara Department of African Languages and Literature,University of Botswana Herman Michael Batibo Department of African Languages and Literature, University of Botswana ABSTRACT Due to their small numbers and historical domination by others, the Khoesan groups in the southern African region are among the most marginalized and endangered com- munities in Africa (Batibo, 1998; Chebanne & Nthapelelang, 2000; Smieja, 2003). This situa- tion has also led to their linguistic and cultural domination and an associated dilemma: on the one hand, the speakers of these minority languages wish to use and safeguard their linguistic and cultural heritage and identity; on the other hand, they desire to use other languages to en- able wider communication and socioeconomic advancement. This study examined this dilem- ma among Khoesan youth in three villages in the Central Kalahari and Ghanzi areas of western Botswana. The primary aim of the study was to determine the extent to which ambivalence re- garding linguistic and cultural options has affected the use of, attitudes toward, and attachment to languages and identities.