News: CBAAC blames foreign language adoption for Africa’s under-development

Found on Leadership Nigeria.com on 8 May 2009
By Isaac Aimurie, Abuja

The Director/Chief  Executive of the Centre for Black and African Arts and Civilisation (CBAAC), Professor Babatunde Babawale, yesterday in Abuja, blamed Africa’s under-development on the adoption of foreign languages for socio-economic transactions.

Babawale, who spoke at this year’s  CBAAC public lecture with the theme; ‘African Languages, African Development and African Unity’, noted that while it is true that Africa and her people “spread all over the world occupy a place of special importance in world history, it can be rightly argued that Africans seem to be the primary architects of their misfortunes in the areas of development and unity given our collective preference for and our willingness to celebrate, at the slightest opportunity, the pre-eminence of foreign languages against sustained interest in our very rich languages”.

Continuing, he said, “the long-standing decline in the usage and patronage of African indigenous languages accounts for widening communication gap between the governors and the governed, as well as the noticeable disparity between potentials, development policies and the ends to which policies are committed”.

The CBAAC boss observed that indigenous languages harbour within the socio-cultural, agricultural, medical, scientific and technological knowledge “which our ancestors bequeathed to our generation and those after us”, regretting that African languages face extinction and preference for foreign languages “is a clear manifestation of the triumph of forces of domination”.

In his address, the Minister of Tourism, Culture and National Orientation, Senator Bello Gada, noted, “what is left of our language due to the displacement it suffered under colonialism is endangered by globalisation. We have failed to discover that the foundation of our problems in the educational sector lies in the absence of our mother tongue, for instruction in schools and at developing curriculum. Similarly, our desire for technological advancement and greatness can only be driven by the use and development of our indigenous languages”.

Citing the examples of  China and Japan which made remarkable progress in technological advancement, through the preservation of their language and other aspects of their culture, the minister urged Nigerians to see the and proclaim the goodness in their mother tongue.

Guest lecturer at the event, Professor Kwesi Kwaa Prah, of the Centre for Advanced Studies of African Society in Cape Town, South Africa, submitted that African cannot make progress unless she takes indigenous language seriously. The imposition of English language on Africans by the colonial masters, in his view, was to serve their selfish interests.

Summer Cooperative African Language Institute comes to MSU

Found on MSU.edu on 8 May 2009

Contact: Stephanie Motschenbacher, International Studies and Programs, motsche3@msu.edu, Direct: (517) 884-2135, Cell: (517) 648-9945

More than 15 African languages will be taught at MSU this summer as part of the Summer Cooperative African Language Institute program.

“To host it here on campus is a wonderful opportunity for MSU students, and a great way to highlight the MSU African language program,” said Yacob Fisseha, assistant director of the African Studies Center at MSU, who is helping facilitate the program.

Students taking part in the program may earn a full year of academic credit in a language of their choice to apply to a degree program or specialization.

SCALI is sponsored by the Association of the African Studies Program, a national organization that coordinates the teaching of African languages in the United States, and is collaboratively offered by the 12 Title VI national resource centers for African studies with funding from the U.S. Department of Education. Other centers taking part in the program include those at Yale, Stanford, Colombia and Boston University.

MSU will host the SCALI program for the summers of 2009 and 2010 with the African Studies Center in International Studies and Programs and the Department of Linguistics, Germanic, Slavic, Asian and African Languages sharing organizational responsibility.

More than 100 participants are expected to attend, with MSU and non-MSU students and faculty coming from all over the country.

“Whether people are conducting research in or about Africa, planning to travel there or are simply interested in current African languages, we welcome them to attend SCALI.” Fisseha said. “For students who would like to have two years of African language training under their belt, this is a rare opportunity.”

Languages to be taught at SCALI in 2009 include Arabic, Mandinka, Swahili, Zulu, Xhosa, Shona and Yoruba. Other languages, such as Afrikaans, Twi, Wolof, Malagasy and Kongo may be offered based on the demand for them.

The deadline for applications is May 30 and the program will run June 15 to August 7.

For more information, visit the SCALI Web site, or contact the African Studies Center at (517) 353-1700.

The ‘Linguicide’ of African Culture

Found on TrendUpdates.com on 29 April 2009
By GSerrano

The ‘Linguicide’ of African Culture

The very definition of African literature can be fodder to endless debate. What qualifies as African literature, anyway? For starters, what is indigenous literature, in the first place? The polemics in the debate contains the two most important factors: is African literature about Africa or the African experience? Are the writings of an African who is not based in Africa qualified as African literature?

The African language is more than a mere means of communication. It is the very core and soul of the African identity. The political facility of language can be used to unify a people. The use of native languages will yet be the unshackling of the African people from centuries of slavery and colonialism. Erasing a people’s language is like erasing their memory. Without the people’s traditional language, the country is spiritually empty, economically disenfranchised, and politically marginalized. This is, of course, the typical experience of colonized people. Africa is not unique in this experience.

Some African writers call the adoption in Africa of foreign languages as the “linguicide’ of African society and culture. The eradication of the country’s native languages, with the aid of foreign tongues, is tantamount to the death of a people’s collective memory. Thus, the death of culture follows and colonialism is successfully assimilated by the population.

Unfortunately, it is Africans themselves that have killed the African languages. Blame it on the comprehensive spread of colonial influence on the continent. Most Africans, themselves, including African writers have consciously chosen to use foreign languages. If Africa has become proficient in one language, that language is sadly foreign.

The Languages of South Africa

By Lingoproz

The languages of South Africa depict the history and cultural diversity of not just one nation but of the continent itself. The variety of different yet often related languages used by the different tribes speaks to the diversity of human cultural development over time. Later on in its history, South Africa became a colonial frontier for the then-powerful Dutch colonizers. Settlers, missionaries, traders and the like brought their own influences to that region. They not only brought their own language but also helped to document the oral languages of the South African region.

Multi-lingual nation

The native languages of South Africa belong to the Bantu branch of Africa’s Niger-Congo phylum of languages. South Africa officially recognizes 11 official languages and an additional 9 “national” languages. Of the 11 official languages, 9 are Bantu and 2 are Indo-European – Afrikaans and English. Although a lot of the Bantu languages are related, not all are mutually distinguishable.

IsiZulu and isiXhosa

The two most commonly-spoken and widespread languages in South Africa are Zulu (or isiZulu, isi- being a prefix meaning “language” in the native tongue) and Xhosa (or isiXhosa). Both languages are part of the Nguni branch of Bantu languages and are more commonly spoken in the south-eastern provinces of South Africa. Of the two, isiZulu is the more popular language, spoken by at least 24% of South Africans. IsiXhosa is more commonly spoken in the eastern coastal regions. Native isiZulu and isiXhosa speakers will mostly understand each other and the other Nguni languages. They’ve also borrowed from Afrikaans and English in modern times.

Afrikaans

Afrikaans is a language that developed from a South Hollandic dialect. It traces its historical roots to the Dutch Protestant settlers of South Africa. It is the prevalent language in the western third of South Africa and the neighbouring regions of Namibia. Native Afrikaans and Dutch speakers should be able to understand each other. It is also very similar to a few Germanic dialects and languages.

Northern Sotho

The fourth most prevalent language in South Africa is Northern Sotho. It is also known as Sepedi. Not to be confused with Sotho, though the two are related languages belonging to the Sotho-Tswana branch of Bantu. Native speakers are mostly found in the more inland northern provinces of South Africa. Similar to the Nguni languages, Sotho-Tswana speakers will usually understand each other.

Don’t get lost in translation

Because of the diversity of languages within South Africa — whether official or non-official — the government has mandated that all languages be treated equally and used appropriately depending on circumstances. Effective communication in a multi-lingual nation will require resources for translation between languages, both related and unrelated. It will also require resources that will allow people to learn and be familiar with other non-native official languages. Online resources for translation and learning of South African official languages are set to prove an immensely useful tool for effective communication.

To find or offer language services visit Lingoproz, Africa’s only online platform for language professionals, at http://www.lingoproz.co.za. Here you will also find a terminology forum, a calendar of events, an index of resources, and an encyclopaedia of languages and language services.

News: In Cameroun, experts seek cultural renaissance for Africa

Found on NGR Guardian News on 24 April 2009
By Bridget Chiedu-Onochie and Michael Orie

THE significance of African arts and culture in the socio-political and economic equation of the global world was the major thrust of the just concluded Summit of African Cultural Institutions and the African Diaspora (SACIADIA) held in Yaounde, Cameroun.

As a follow-up to a similar gathering held in 2007 in Lagos, Nigeria, which focused on developing proactive strategies in the management and promotion of the arts and cultures of the Negro-African people, the four-day summit was a joint effort of the Regional Centre for Research and Documentation on Oral Traditions and Development of African Language (CERDOTOLA), Centre for Black and African Arts and Civilization (CBAAC), the Pan African Strategy and Policy Research Group (PANAFSTRAG) as well as the Observatory of Cultural Policies in Africa.

The organizers of the summit said the realisation that centuries of violence, slavery, colonization has continued to hold the continent down, in addition to failure by the West to situate African history and culture in a proper perspective motivated it.

According to them, time is now ripe for African cultural rebirth. And for the continent to develop, an Afro-centric and culture-built platform of interaction with the global community is desirable.

The summit drew participants from many African countries. Nigeria had a team of culture scholars including Prof. Dele Layiwola of the Institute of African Studies, University of Ibadan; Mrs. Josephine Mokwunyei of the Theatre Art and Mass Communication Department, University of Benin; Dr. Eze Bassey Eze of the Department of Geography and Regional Planning, University of Calabar; Okpara C. Vincent of Fine Art Department, University of Nigeria, Nsukka; and Mohammad J. Kuna, Usman Dan Fodio University, Sokoto.

In his opening remarks, the Executive Secretary, Regional Centre for Research and Documentation on Oral Traditions and Development of African Languages (CERDOTOLA), Prof. Charles Binam Bikoi, canvassed the abrogation of laws made based on diversity of cultures. And the time for that, he stressed “is now.”

To him, African culture must be allowed to give impetus to modernity and other ideals.

He challenged African cultural institutions to continue to assist in areas of creativity, competition and awareness in African history and civilization.

While regretting the fact that some African countries deny themselves the advantage of such a forum by absenting themselves, he lamented that similar low turnout greeted the 2007 meeting in Lagos, a CBAAC’s initiative, which brought together major players in art and culture.

Bikoi informed that Cameroun’s version of the summit would have been hosted last year but it was postponed till 2009 to enable organisers extend the frontiers of their objectives, one of which was to take advantage of past meetings, forums and seminars on black civilization and leverage on them to re-appropriate the institutions as well as put them in perspective to consolidate potentials of African culture in the face of global challenges.

According to him, nothing is as vital as culture in overcoming the challenges of the time. “There is no shame in knowing where you come from or who you are. Whoever is subject to mockery would not be able to produce or find way to freedom. There is no inferior or superior race, no big or small people in the face of the earth,” he noted.

Mr. Benjamin Gnalega, who represented the African Union at the summit, urged Africans, both at home and in the Diaspora, to be part of the cultural renaissance by returning to their old cultural ways of living.

Recalling how the AU leaders in Algiers called for the sowing of seeds for African cultural identity based on the AU charter, he stressed that African culture constitute the people’s souls and their entire being and as such, should be jealously protected to avoid losing it.

“We urge all Africans to turn to African values right now so that we can practically know who we are, where we are coming from and where we are going. Africans have to preserve their traditions and values in a globalised world; else, we would lose all we have. No people can develop without adherence to their cultural identity.”

Gnalega also expressed concern over continuous seizure of African stolen historical and cultural items by the West and asked African leaders to steer up action towards retrieving them.

Benoit Sossou, who represented UNESCO, charged African Union member states to commit themselves to the working of the institutions in order to enhance the cultural value of Africans all over the world.

He also spoke on the need to promote indigenous languages for proper integration of African values in a globalised world. According to Benoit, “To promote African cultural diversity, all Africans must endeavour to promote their own indigenous languages; this will help to integrate African cultural values in a globalised world. People without language are frivolous and therefore lack security and nowhere near their aims and objective.”

Addressing participants, the representative of CBAAC, Lagos, Nigeria, Mrs Chuma Ibe, expressed deep feelings for the success of the summit, which she informed was initiated by CBAAC two years ago.

Describing the early beginning as a mustered seed, she expressed delight that the dream of projecting African cultural values through the programme was gradually being realized.

“I am overwhelmed with joy, this dream began like a joke but today, we have a bigger dream. Indeed, it is like a mustered seed and so, we can blow our trumpet that we have achieved our dreams of projecting African values.”

She reiterated the need for Africans to arrest the moral decadence prevalent in the society, especially among the youths. Her words: “It is bad enough but it is worse with the younger ones, I wonder what they will teach their children if the situation continues to degenerate at this rate.”

For her, Africans can still be modern without losing their African identity and values.

“Yes, this is what we can do now and go ahead to serve as an example to the rest of the world, it would be a glowing situation where African ladies will go back to the old norm of being chase before marriage or how do we move forward if we can’t address our moral degeneration? We need to return to our original way of life where values and manners are cherised,” she emphasized.

Speaking later, the Managing Director/Chief Executive, CBAAC, Prof. Tunde Babawale, emphasised the efficacy of re-branding Nigeria and indeed Africa, using culture as a tool.

Babawale, who joined the meeting on the second day could not hide his excitement over the manner Nigerians articulated their cultural dress sense and general attitude at the summit.

He said the intimidating presence of Nigeria ‘s cultural ambassadors have earned the country respect from other participants and visitors to the Hotel Mount Febe, venue of the event.

“Your works and attitude will speak for you, you don’t need any slogan. I feel there is no better way to re-brand Nigeria than through our cultural values, which tend to promote core African values,” adding, “some of the participants from French-speaking nations admitted that Nigerians still have lots of their cultural values intact while most of those of the French Speaking African countries have been badly affected through their policy of assimilation.”

While expressing regrets that most African languages are going into extinction because youths place emphasis on colonial languages, Babawale said the concern of CBAAC was to see how it could network to fashion out means of reviving engendered languages as well as promote cultural values in the continent.

Also speaking on the centrality of culture in continental development was the Executive Secretary, National Institute for Cultural Orientation (NICO), Mr. J.B. Yusuf.

Yusuf said government policies must have their cultural ingredients without which the desired results might not be achieved.

On the impact of the summit on his institute, Yusuf said it would be difficult to promote indigenous languages in Nigeria, which is one of the cardinal objectives of NICO without identifying some of the challenges facing local languages in Nigeria particularly and the continent at large.

“It is our belief that the more languages you understand because of the nature of our diversity, the better for us. We may not get immediate result now but on the long run, it would be useful because language serves as a carrier and it is a vital tool for integration; language can also cause war and that is why we say that for proper integration, there is the need to understand ourselves through speaking the same language. We also listen to music, which conveys a lot of message. So, language is essential, it is the strong point of culture, it is used to express cultural values and that is why emphasis at the summit was put on the promotion of indigenous languages.”

The NICO boss said he was solidly behind the campaign to save African languages from going into extinction as well as returning to core cultural values of hard work, integrity, sincerity and respect for elders and instituted authority.

Some of the titles of papers presented at the programme included Information and Communication Technology: The Role of Computer Technology in the Service of African Arts and Culture by Okpara C.Vincent; ICT and Pedagogy: The Interactive Whiteboard Revolution by Merlin-Ferdinand; Globalised Economy and Language Industries by Alexis Belibi; African Culture and Information Technology: Practical for Learning Camerounian Languages by Emmanuel Tonye; as well as Status and Use of African Languages, Languages of Culture and Development Tool by Veronica Quillien.

Others were African Languages and Cultures and the Challenges of Integration and Globalisation by Julien Kilanga Musinde; Development and Promotion of Arts and Cultural Products by Luc Yatchokeu; The Place of African Arts in Artistic Dissemination by Jean-Pierre Guingane; African Language in the Construction of the Global Village: A Historical Analysis and the Limits of Languages in African Literature by Prof. Dele Layiwola.

Emmanuel-Moselly Makasso, who spoke on Epic Genre and Cultural Expression noted, “language does not forge cultural identity but implements it through its use in a particular way and in a particular context.”

According to him, the very concept of cultural identity is at the centre of a correlation between the individual and the outside world through time and space.

In his contribution, Jean-Pierre Ntamag agreed that African languages were, like all other languages in the world, vehicles for the transmission of values, beliefs, and customs.

He noted that while each of them expresses a conception of the present world, those of African aim at appreciating the value, position and sense of African languages in globalization. He therefore counseled Africans to view the development of these languages on scientific and technical levels to enable them provide Africa with a better destiny.

Okpara’s paper examined the role and relevance of computer technology in the service of African arts and culture. Here, he pointed how museums, cultural centres, government ministries, professional organisations and different arts and cultural groups could utilise computer technology as information and communication tool for packaging and projection of African arts and cultural heritage.

Okpara stressed that adopting such technological concepts such as slide presentations, web-hosting, image simulation and interactive internet conferences, among others, would help facilitate the advancement of African arts and culture on the competitive global stage.

Okpara decried the fear of unknown saying it has continually brought the traditional African in constant contact with his spiritual world. “The uncertainties of the forest, river, mountain, seas, oceans, and the changing weather made him to ensure that all natural forces operate harmoniously for the provision of his daily needs and safety. This implies his ability to condense time and space to possess an unusual amount of insight on these phenomena.”

He enumerated the impacts of the new tools to include the ability to transform existing traditional means of artistic and cultural expressions as well as developing new ones. They also have the potentials to record or document, store, duplicate into various original copies, transfer, retrieve or display artworks and cultural performances in places far away from the original theatre or studio where they are produced or performed.

He, therefore, advocated the effective use of ICT in dismantling those barriers that make meanings and significance of some African arts and culture difficult to understand and appreciate.

In appreciation of the support of the Minister/Head of Chancery, Nigerian High Commission in Cameroun, Ahmed Inusa, who participated in the summit from the opening to the closing, the Nigerian delegation led by Prof. Babawale paid him a courtesy visit.

Inusa while welcoming his guests called for stronger ties between Nigeria and Cameroun, especially in the areas of trade and culture. He also urged Nigerians to put the issue of Bakassi behind them, so that, both countries can fully enjoy the benefit of their corporation.

He emphasied that with over four million Nigerians residing in Cameroun, no reasonable government could have hesitated to hand over the portion of land to Cameroun for the sake of peace and harmony as the contrast would have implied protecting territory while endangering the lives of Nigerians.

He was however happy that the relationship between two countries was gradually returning to normal.

On the issue of culture, he commended CBAAC boss for its initiative and expressed regrets that the most cherished aspects of African culture are gradually being lost to foreign influences. “The value of everyone participating in governance, the value of hard work, the value of honesty and transparency are fast fading away.”

He, however, expressed confidence in the resolutions at the summit to put the continent on the path of cultural rebirth.

Using language to strike the right chord (in advertising)

Found on BizCommunity.com on 16 April 2009
By Refilwe Tsimatsima

When it comes to advertising, I have always been driven by the philosophy that we should, at all times, speak with respect to the people who will be shelling out money to buy the brands and services we tout.
And if your target is the South African masses, not only should you speak with respect, but your advertising should also play a role in promoting the values and aspirations of black people. It sounds obvious, and yet almost 15 years after the fall of the old regime, we’re still neglecting mother tongue communication, and perpetuating old stereotypes about black people.

As a first world industry firmly rooted within a mainly third world environment, we don’t always succeed in truly understanding the headspace of the lower and middle income consumers we target.

So how do we begin to do this? One way is to tell a story, and to tell it in the right language. I understand the fragmented nature of our languages, so which do you choose? But there are various types of SA language that are emerging or have emerged. There’s SA English, as you’ll hear on the SABC 3 ad breaks: “Be back now now”. There’s what I’ll call the modern vernacular, which uses English and mother tongue, such as in the Redds Phola communication. There’s the pure vernacular and finally, the ever popular tsotsi-taal. You get to choose which to use, depending on what age your target group is, and what their motivations are.

Telling a story is one of the most powerful means of communicating with this market. South Africa has a highly evolved ‘talk’ culture. Stories are our way of passing culture from one generation to another. They are also a way to pass on values. And our stories aren’t passive. Africans gesticulate and punctuate their storytelling with clicks, hand-slapping and body gestures. Narratives have great historical relevance to this market, not only in South Africa but on the continent in general.

A 30” ad can take the same form as a story, albeit in shorthand. Like music or literature, advertising should take people through the same highs and lows as an unforgettable story. The African narrative is not complex, and is therefore ideal for advertising purposes. It has clear vulnerable or hostile characters, and on most occasions, it ends with a lesson and the triumph of the human spirit. Brand communications should convey the idea that people can always be growing and evolving.

Despite narrative being so central to who we are, there are nonetheless few good ads out there which tell the South African story. Some brands however, have got it right. Think of the Halls “Free Your Throat” commercial, where a flying saucer tries to abduct a very large woman, but its tractor beam struggles to lift her weight. A woman watching puts a Halls in her mouth, and tells the aliens to “Voetsek”. Throughout the ad, everyday South African characters describe the event in their own colourful way.

There’s also the commercial for Knorr with Robertsons, which uses the idea of cooking rivalry that’s so prevalent in most black communities. The storyline is about a township lady who can’t help but chuckle at her take away food rivals who will do anything to get customers to buy from them. What they are not aware of is her secret – Knorr with Robertsons – which makes food taste real good, making her food a real crowd puller. And SABC 1 has the right idea in its positioning of being “Mzanzi’s official storyteller” – how that has been translated, some might say is open to discussion.

Use the right lingo
Getting the story right is one thing, we also need to tell it in the right language. There is such richness and substance in the mother tongue of African cultures, that it cannot possibly be substituted with a quick English translation. As advertisers however, we still hold fast to the conviction that people, especially those in the metropolitan and large urban areas, have shrugged off the languages of their childhoods in favour of English.

We’ve silently agreed that English is the language of choice for advertising, and have convinced ourselves that people hear and understand us, especially those who live outside the cities. But when did we all start speaking English? When did mother tongue become redundant, especially on television? (Radio is often chosen as the mother tongue medium, while TV, its glamorous sister, is the English vehicle.)

To not speak to your market in their mother tongue not only defeats the very purpose of the communications geared at them, but also has our mothers and grandmothers up in arms because our mother tongues are being relegated to the past. We need to make a change. A solution could be to have a dedicated department within agencies for linguists or translators, especially if the bulk of your business commands that you know and understand the black consumer. It’s a high call (which it shouldn’t be), especially when English is so convenient and to the point, but something needs to give.

Because language is important. Just think of the local dramas on SABC 1 and 2, like Generations, Mhuvango and Death of a Queen, which all have a huge mass market following. The success of these local dramas can be attributed to the storyline, content and relevance, but beyond that, the fact that they’re in the vernacular, or have vernacular translations, contributes greatly to their appeal.

As advertisers, we should understand that while parents want their children to progress and be successful, they don’t want this to be at the expense of culture. People like musician HHP are going all out to reinstate the importance of mother tongue. His Tswana hip-hop is a breath of fresh air, an example we advertisers should try to emulate in our respective fields.

Some might wonder whether mother tongue can be aspirational. I would say yes, it can be. Mother tongue in music for example, can be both ‘sexy’ and ‘asiprational’. I do not see why it cannot fit equally well therefore, with the premium cues or sexiness of your ad or brand, depending on the target market demographics and mindset. Already, we have a choice of which type of vernacular to use (street, tsotsi and so on). Everything else which makes your brand premium or sexy will come into play with complimentary creative expressions.

We must speak the language of our markets. This doesn’t mean writing a catchphrase in township lingo, or translating an English ad into the vernacular. Rather, it means we should capture the true essence of our market with original copy in the vernacular, with those elements that are distinctly African, which might just breathe new life into and elevate your brand.

In this way, consumers will be more disposed to actually listen to the flood of messages with which we constantly bombard them.

Bilingualism: The Process – The Need – Types – Behaviour – Attitude

Found on Point Blank on 11 April 2009
By Usmang Salle Leinyui

1. INTRODUCTION:

Bilingualism is a sociolinguistic phenomenon that has received much scholarly attention, not only because of its importance in communications but also because of political and demographic considerations that have led many sociologists to brand some languages as major and others as minor in multiliguistic settings. This classification forces African languages into subordinate positions on the grounds that only a few of them have been codified, and fewer still are used in instruction; hence the superiority of European languages in Cameroon, where the term “bilingualism” immediately brings to mind a mastery of English and French. In this wise, handling the topic “bilingualism” becomes a difficult task to the African mind as it has to grapple with the decision whether or not to consider local tongues in the study.

On the other hand, the definition of the term has also been a subject of much debate. The dimension of this debate is clearly shown by two definitions which could best be considered as being polarised: while Bloomfield defines bilingualism as “a native – like control of two languages”, Diebold gives a minimal definition when he uses the term “incipient bilingualism” to mean “the initial stages of contact between two languages”. These two definitions imply that we are forced, in studying bilingualislm, to consider it as something entirely relative because the point at which the leaner of a second language becomes bilingual is either arbitrary or difficult to determine.

It goes without saying, however, that sociolinguists are interested in all languages. In addition, speakers of a particular speech community are always made up of many groups; with the speech of the members of each group reflecting their age, place of origin, professional interests, and educational background, among others. This renders it difficult for one speaker to internalise all the variants; thus the difficulty in determining how perfect language use by a speaker is. It is on the basis of these two considerations that in its attempt to discuss the notion of bilingualism, this paper will include both local and foreign languages; and consider bilingualism as the alternate use of two languages (Webster’s New Collegiate Dictionary). Given the complexity of the Cameroonian context, a bilingual in this paper will refer to (1) a speaker of a national language plus an official language, (2) a speaker of two official languages, and (3) a speaker of two national languages.

Furthermore, the paper will, among others, attempt to examine bilingualism mannerisms and attitudes towards it.

2. BILINGUALISLM AS A PROCESS:

To understand the process of bilingualism, it should first be understood that human beings inherit the ability to speak, though they do not inherit the ability to speak a particular language. A child therefore learns to speak the language of those who bring it up from infancy. The New Encyclopaedia Britannica points out that these, in most cases, are its biological parents, especially the mother. But one’s first language is acquired from the environment and learning. Adopted infants, whatever their race and whatever the language of their actual parents, acquire the language of the adoptive parents who raise them just as if they had their own children.

The learning of a second and any subsequently acquired language is quite a different matter. Except in case where the child’s parents / foster parents are bilingual, or from different linguistic backgrounds, learning a second language becomes either a deliberate activity or one imposed on the child by extraneous social, political or religious factors acting on him.

3. DETERMINANTS OF THE NEED FOR BILINGUALISM

At both the individual and societal levels, the need for bilingualism might variously arise from the following reasons:

4. Geographical Proximity:

Geographical proximity of two communities naturally leads to the need for communication among their members for purposes of trade as no community, it is usually said, is an island. Since language might pose as a barrier to effective communication, members of the two communities each learn the other’s language. This inevitably leads to bilingualism. Furthermore, this proximity occasions exogamous marriages leading to the creation of bilingual families.

5. Historical Factors:

Historical events such as conquests and colonialism made the newcomers wield much influence in all spheres of life. Since “the most powerful groups in any society are able to force their language upon the less powerful” (Romaine, 1955:23), all official transactions were done in the foreign language. This is evident in most African countries where colonial masters bequeathed their language as “official” languages in a multilingual sub – Saharan Africa. With her historical contortions, Cameroon ended up with two foreign languages as official languages, which are learnt in schools.

6. Migration:

Either collective or individual migrants fleeing from war or searching individual attainment have settled in foreign linguistic communities. For purposes of communication and job hunting, they have been compelled to learn the languages of host communities, thus becoming bilingual.

7. Religion:

Some religions like Islam consider the language of their sacred scriptures pure and holy. As such, clerics in such religions have to learn the language in which the sacred books were originally written.

8. Public / International Relations:

In multilingual countries like Cameroon and Nigeria, need soon arises for citizens to interact at the national level, implying the inevitability of a lingua franca. Whereas some countries have adopted African languages along European ones for communication purposes, others have maintained those of their colonial masters, which must be taught in schools. Nigeria, for instance, has Yoruba, Hausa and Ibo as well as English to facilitate personal relationship within the country. Similarly, relations between countries have also become indispensable, demanding of politicians, traders and diplomats a mastery of Languages of Wider Communication (LWD). This has necessitated the elaboration of many language teaching programmes within countries. In Cameroon, programmes exist for the teaching of English, French, Italian, Spanish, German and even Chinese.

9. TYPES OF BILINGUALISLM:

Though bilingualism may be classified according to the pairing up of the languages spoken, Weinreich (1963) discussed three types bilingualism in terms of the ways in which it was thought that the concepts of a language were encoded in the individual’s brain (Romaine, 1995). The New Encyclopaedia Britannica, however, identifies two main types, which have adopted here. These are:

a) Coordinate Bilingualism:

In this type, the person learns the languages in separate environments, and words of the two languages are kept separate with each word having its own specific meaning. An instance of this is seen in a Cameroonian child learning English at school. This may also be referred to as subtractive bilingualism.

b) Compound Bilingualism:

Here, the person learns the two languages in the same context where they are used concurrently, so that there is a fused representation of the languages in the brain. This is the case when a child is brought up by bilingual parents, or those from two different linguistic backgrounds. This is additive in nature.

It is worthy of note that the above classification has given rise to several models of bilingual education programmes. Larsen and Long (1994) distinguish two main types:

i. The model devised to help students continue to grow in their first language while acquiring a second language, and

ii. The immersion programme permitting native speakers to receive all of their initial education in a second language. After early grades, more and more content courses are taught in the target language.

10. BILINGUAL BEHAVIOUR

Bilingual people are known to show some of the following dominant traits, which are themselves subject to different interpretations.

a) Interference:

This occurs in a case where a speaker consciously or inadvertently brings in pronunciation, sentence formation and vocabulary of the source language while using a target language. Ruke – Dravina has argued that interference is always present in bilingualism, especially when the two languages are closer in their phonological, syntactic and morphological features. It affects pronunciation as can be seen when Francophone students pronounce the “ch” as “chicken” as “sh”, and might include whole sentences syntactically as in * “John is come here” for “John has come here”. This occurs in the intralingual stage when Francophones misapply rules binding the use of auxiliaries in English.

b) Code-switching:

This occurs when a speaker drops into his target language a word or phrase from his source language. This sometimes makes up for inadequacies, especially stylistic, in the first language. This can be seen when the Franco-English bilingual wishes his guests “ Bon appetit”, an expression considered absurd by users of English.

In Cameroon code-switching may result more often than not from language group influence or occasional lapses which speakers want to fill. It may also be prompted by the bureaucratic influence of the dominant language. Hence, most civil servants prefer “dossiers” to “files”; and gendarmes have a habit of asking for “identities”.

c) Translation:

Since a bilingual person masters two mutually incomprehensible languages, he becomes a translator. The problem with translation is that any translated version must lose something of the author’s original intent. Especially in poetry, the translation is sometimes said to be a better work than the original and, in such cases, one is actually dealing with a new, though derived, work and not just a translation. Hence, the justification of the Italian epigram: “Traduttore traditore” (The translator is a traitor).

11. ATTITUDES TOWARDS BILINGUALISM:

Many writers have examined various attitudes towards bilingualism in multilingual situations. It has been agreed that in the final analysis, some language groups end up viewing bilingualism with suspicion or contempt. These negative attitudes are based on one or more of the following reasons:

(a) Linguistic Basis:

Monolinguals often consider bilinguals as proud. For the most part, language purists view certain bilingual behaviours like code-switching and interference as impure admixtures and detest them because they lead eventually to language shift and eventual death of minority languages, especially as relexification is often a threat to the structural integrity and maintenance of the minority languages. This happens to be true if,, after introducing certain structures into a target language, initiators of these structures maintain them; thus creating pidgins, Creoles, hybrid or mixed languages. According to Romaine (1995), these substratum interferences result from imperfect group learning during language shift. It can be found when a group of speakers shifting to a target language fail or refuse to learn the new language perfectly. From this, one can validly contend that what is commonly referred to as “Francanglais” qualifies for substratum interference which, allowed to grow, threatens the structural integrity of Cameroonian English, considering that most of those perpetuating it cannot express themselves in grammatically acceptable structures.

(b) Political basis:

Conflicts involving language are usually not about languages but about fundamental inequalities between groups which happen to speak different languages. A language can become or be made focus of loyalty for a minority community that thinks itself suppressed, persecuted or subjected to discrimination.That staunch SCNC(Southern Cameroon National Council)* members abhor hearing French spoken in especially Anglophone Cameron well illustrates this fact. To them, Francophone administrators, French signboards, and documents published in French are all tantamount to symbols of colonial masters in conquered territory. This has not stopped Francophones (the majority) from using their numerical strength to devise means of obtaining high posts, businesses and landed property in these parts, thus justifying to a certain extent the apprehensions of the SCNC.

Secondly, a language may become a target for attack or suppression if the authorities associate it with what they consider a rebellious group. The Rwandan genocide of 1994 is just one of the many examples.

(c) Educational basis:

Bilingualism in Education is generally a matter of public policy. Many critics, however, usually hold that children brought up bilingually perform poorly in other subjects, as a greater amount of mental effort has to be expended in the mastery of two languages. While the Cameroon government viewed its introduction of French at the primary School Leaving Certificate Examination as a move towards national integration, Anglophone critics regarded it as a move to assimilate them by confusing their children.

(d) Religion:

Although Islam to a certain extent promotes bilingualism, it also inhibits its practice on the grounds that translation makes a text lose something of the author’s original intent. The Qur’an, for instance, is written in a form of Arabic that Muslims consider pure. Consequently, it is considered blasphemous to use its translated version for prayers and other rituals. This makes many Muslims, especially extremists, regard translators of the Qur’an with disdain.

12. CONCLUSION:

We live in a universe of linguistic diversity accounted for by the biblical tradition of the Tower of Babel. Since the recent attempts at globalisation necessitate high-level human transactions, present strides towards bilingualism are justified. We have examined not only the factors that usher in Bilingualism and those that militate against it,but also their reasons for doing so. Political and religious thinking may make us loathe bilingualism; but that it is a treasure sought by all is relevant. Acquiring “the compound state of mind with two grammars” (Cook: 2003) still remains an ideal attained by relatively few individual (even in a “bilingual” country like Cameroon), but this does not mean that there are few bilinguals, for this paper holds the view that bilingualism is a continuum ranging from mastery of the official languages to the mastery of two national languages.

It will not suffice to end without remarking that African languages validate all criteria for making any vocal system quality for a language. Since no language serves as a measuring rod for another, denouncing bilingualism in them is sheer inferiority complex, for learning them requires the same effort as dues any European language.Jacobson (1953 [Cf: Romaine, 1995]) wrote: “Bilingualism is for me the fundamental problem of linguistics.” It really is, given the linguistic reality that all languages are equal in complexity and in mastery.

BIBLIOGRAPHY

1. Cook, Vivian (2003): Effects of the Second Language on The First. Multilingual Matters Ltd, Clevedon. Pp 168-214

2. Larsen-Freeman, Diane & Long, Michael H. (1994): An Introduction to Second Language Acquisition Research. London. Pp 1-5.

3. Romaine, Suzanne (1995): Bilingualism. Blackwell Publishers, Oxford. Pp 1-5, 9-11, 183, 205-291.

4. Spolsky, Bernard (1992): Conditions for Second Language Learning. OUP. Pp 131-146

5. The New Encyclopaedia Britannica

6. Webster’s New Collegiate Dictionary. G & C Merriam Company, Springfield.

* An Anglophone movement now striving for the independence of the English-Speaking part of Cameroon.

African Languages – What is Spoken Where?

Found on About.com on 10 April 2009
By Anouk Zijlma

There are literally thousands of indigenous languages spoken in Africa and many more dialects. Every African country you visit will no doubt be home to more than a dozen (if not several hundred) languages, even the smaller countries. But because of the sheer amount of linguistic diversity, every African country has an official language (or 11 in the case of South Africa) which acts as the lingua franca for (at least) a reasonably sized region.

Since almost every African country was at one time a colony, speaking English, Portuguese, or French will also help you communicate. Many Africans will speak Creole or pidgin versions of these European languages and they may not be so easy to understand when you first hear them.

Arabic is very handy in Northern Africa and Swahili will help you get by in much of East Africa.

Learning a few phrases in a local language will do much to endear you to the local population and help you get around. If you’re spending more than a few weeks in a country it is definitely worth buying a phrasebook.

What African Language is Spoken Where?

Below you’ll find a list of the major languages spoken in the more common African travel destinations. As a general rule, the more rural a place is, the less likely you are to get by with just English, Portuguese or French.

Angola
Official Language: Portuguese
Other languages spoken in Angola are mostly Bantu languages which include Umbundu, Nyemba and Chokwe.

Benin
Official Language: French
Other languages spoken in Benin include English (in tourist areas), Fon and Yoruba (south), Beriba and Dendi (north).

Botswana
Official Language: English
The principal language spoken in Botswana is Setswana (or Tswana) which is spoken by 90 of the population.

Cameroon
Official Languages: English and French
French is more widely spoken than English but a combination of the two is becoming more widespread — frananglais. Over 200 hundred languages are spoken in Cameroon from the Bantu and Sudanic groups.

Egypt
Official Language: Arabic
Modern Standard Arabic is widely understood in Egypt and is used by the media and Government. But most Egyptians on the streets of Cairo and Luxor speak a colloquial Arabic that is unique to Egypt. English is spoken by many people in the major tourist areas and some French as well.

Ethiopia
Official Language: Amharic
Other important languages in Ethiopia include Oromo, Somali and Tigrinya. English is taught in schools and many people will know a few words.

Gabon
Official Language: French
Other important languages in Gabon include Fang, Mbere, Punu and Sira.

The Gambia
Official Language: English
Other important lanugages in The Gambia include Wolof, Mandinka and Pulaar.

Ghana
Official Language: English
Other important languages (out of 79) spoken in Ghana include Twi, Ga, Ewe, Dagari and Dagbani.

Kenya
Official Languages: English and (Ki)Swahili
Other important languages include Luo, Kikuyu, Luyia and Kamba. Young urbanites often speak Sheng which is a based on Swahili but uses words from many other languages.

Libya
Official Language: Arabic
If you’re traveling to Libya you should pack an Arabic phrase book since little else is spoken, especially outside the main cities.

Madagascar
Official Language: Malagasy and French
Malagasy is spoken by everyone in Madagascar and many people also speak French especially in the business and government sectors.

Malawi
Official Language: English
Chichewa is probably spoken more widely by most of the population than English in Malawi, but you can get by without it for the most part. Yao and Tumbuka are commonly spoken around the lakeshore.

Mali
Official Language: French
Bambara is the most commonly spoken language in Mali, other languages include Tamashek, Songhai and Fulfulde.

Morocco
Official Language: Arabic
As in Egypt, Modern Standard Arabic is widely understood but Moroccans on the streets of Casablanca and Marrakech speak a colloquial Arabic called Darija that is unique to Morocco and influenced by the Berber languages also commonly spoken throughout the country. French is useful as many educated people will speak it and it may help you get from place to place. English is not commonly spoken or understood in Morocco.

Mozambique
Official Language: Portuguese
Other important languages (out of the 43 mostly Bantu languages) include Lomwe, Makhuwa, Ndau and Tsonga.

Namibia
Official Language: English
While the official language is English, Afrikaans is actually much more widely spoken by Namibians as a second language, even in rural areas. Other important languages in Namibia include Herero, Ovambo, German, Portuguese (in the north) and Nama.

Nigeria
Official Language: English
Other important languages in Nigeria include Hausa (widely spoken throughout northern Nigeria), Yoruba, Ibo, Edo, Idoma, Fulfulde and Efik. Many people, particularly in the south and urban areas, speak a creole or pidgin English similar to Krio in Sierra Leone and Pidgin in Cameroon.

Rwanda
Official Languages: French, English and Kinyarwanda
Rwandans nearly all speak Kinyarwanda as their mother tongue, but Englih and French is also widely understood throughout the country.

Senegal
Official Language: French
The most widely spoken language in Senegal is Wolof. Other important languages include Fula, Soninke, Mandinka, and Bambara.

South Africa
Official Languages: Afrikaans, English, Zulu, Xhosa, Ndebele, Venda, Swati, Sesotho, Sepedi, Tsonga and Tswana.
Yes, South Africa actually has 11 official languages. Most people speak their tribal mother tongue as well as some English and Afrikaans. Unofficial languages include San and Nama (Bushmen languages) and Northern Ndebele. Several creole or pidgin languages are also common including Fanagalo (used in the mines) and Tsotsi taal or Isicamtho (used in the townships).

Tanzania
Official Languages: (Ki)Swahili and English
Swahili is more widely spoken outside of the urban areas than English, so it’s useful to pick up a few phrases when traveling in Tanzania. Other major languages spoken in Tanzania include Sukuma, Gogo, Haya, Kwere, Makonde, Mambwe, and Nyamwezi.

Togo
Official Language: French
Other important languages (out of 39) in Togo include Kabye, and Mina. Some English is spoken in the tourist areas.

Tunisia
Official Language: Arabic
French is widely spoken and understood especially in the tourist areas. The Arabic spoken in the streets of Tunisia is similar to that spoken in Morocco, commonly known as Darija.

Uganda
Official Language: English
Most Ugandans speak English as well as an indigenous language, the most common ones are Luganda and (Ki)Swahili. Soga, Chiga and Runyankore are also important languages in Uganda, each have over a million native speakers.

Zambia
Official Language: English
English is widely spoken throughout Zambia, other important languages include Tonga, Bemba, Nyanja (similar to Chichewa) and Lozi.

Zimbabwe
Official Language: English
English is widely spoken throughout Zimbabwe but most Zimbabweans’ first language is either Shona or Ndebele.

Sources
Ethnologue.com
Wikipedia
Lonely Planet Guide Books

African literature – Oral traditions – The nature of storytelling

Found on Beibee’s blog on 9 April 2009
ByBeibee

African literature

Main

the body of traditional oral and written literatures in Afro-Asiatic and African languages together with works written by Africans in European languages. Traditional written literature, which is limited to a smaller geographic area than is oral literature, is most characteristic of those sub-Saharan cultures that have participated in the cultures of the Mediterranean. In particular, there are written literatures in both Hausa and Arabic, created by the scholars of what is now northern Nigeria, and the Somali people have produced a traditional written literature. There are also works written in Geʿez (Ethiopic) and Amharic, two of the languages of Ethiopia, which is the one part of Africa where Christianity has been practiced long enough to be considered traditional. Works written in European languages date primarily from the 20th century onward. The literature of South Africa in English and Afrikaans is also covered in a separate article, South African literature. See also African theatre.

The relationship between oral and written traditions and in particular between oral and modern written literatures is one of great complexity and not a matter of simple evolution. Modern African literatures were born in the educational systems imposed by colonialism, with models drawn from Europe rather than existing African traditions. But the African oral traditions exerted their own influence on these literatures.

Oral traditions » The nature of storytelling

The storyteller speaks, time collapses, and the members of the audience are in the presence of history. It is a time of masks. Reality, the present, is here, but with explosive emotional images giving it a context. This is the storyteller’s art: to mask the past, making it mysterious, seemingly inaccessible. But it is inaccessible only to one’s present intellect; it is always available to one’s heart and soul, one’s emotions. The storyteller combines the audience’s present waking state and its past condition of semiconsciousness, and so the audience walks again in history, joining its forebears. And history, always more than an academic subject, becomes for the audience a collapsing of time. History becomes the audience’s memory and a means of reliving of an indeterminate and deeply obscure past.

Storytelling is a sensory union of image and idea, a process of re-creating the past in terms of the present; the storyteller uses realistic images to describe the present and fantasy images to evoke and embody the substance of a culture’s experience of the past. These ancient fantasy images are the culture’s heritage and the storyteller’s bounty: they contain the emotional history of the culture, its most deeply felt yearnings and fears, and they therefore have the capacity to elicit strong emotional responses from members of audiences. During a performance, these envelop contemporary images—the most unstable parts of the oral tradition, because they are by their nature always in a state of flux—and thereby visit the past on the present.

It is the task of the storyteller to forge the fantasy images of the past into masks of the realistic images of the present, enabling the performer to pitch the present to the past, to visualize the present within a context of—and therefore in terms of—the past. Flowing through this potent emotional grid is a variety of ideas that have the look of antiquity and ancestral sanction. Story occurs under the mesmerizing influence of performance—the body of the performer, the music of her voice, the complex relationship between her and her audience. It is a world unto itself, whole, with its own set of laws. Images that are unlike are juxtaposed, and then the storyteller reveals—to the delight and instruction of the members of the audience—the linkages between them that render them homologous. In this way the past and the present are blended; ideas are thereby generated, forming a conception of the present. Performance gives the images their context and ensures the audience a ritual experience that bridges past and present and shapes contemporary life.

Storytelling is alive, ever in transition, never hardened in time. Stories are not meant to be temporally frozen; they are always responding to contemporary realities, but in a timeless fashion. Storytelling is therefore not a memorized art. The necessity for this continual transformation of the story has to do with the regular fusing of fantasy and images of the real, contemporary world. Performers take images from the present and wed them to the past, and in that way the past regularly shapes an audience’s experience of the present. Storytellers reveal connections between humans—within the world, within a society, within a family—emphasizing an interdependence and the disaster that occurs when obligations to one’s fellows are forsaken. The artist makes the linkages, the storyteller forges the bonds, tying past and present, joining humans to their gods, to their leaders, to their families, to those they love, to their deepest fears and hopes, and to the essential core of their societies and beliefs.

The language of storytelling includes, on the one hand, image, the patterning of image, and the manipulation of the body and voice of the storyteller and, on the other, the memory and present state of the audience. A storytelling performance involves memory: the recollection of each member of the audience of his experiences with respect to the story being performed, the memory of his real-life experiences, and the similar memories of the storyteller. It is the rhythm of storytelling that welds these disparate experiences, yearnings, and thoughts into the images of the story. And the images are known, familiar to the audience. That familiarity is a crucial part of storytelling. The storyteller does not craft a story out of whole cloth: she re-creates the ancient story within the context of the real, contemporary, known world. It is the metaphorical relationship between these memories of the past and the known images of the world of the present that constitutes the essence of storytelling. The story is never history; it is built of the shards of history. Images are removed from historical contexts, then reconstituted within the demanding and authoritative frame of the story. And it is always a sensory experience, an experience of the emotions. Storytellers know that the way to the mind is by way of the heart. The interpretative effects of the storytelling experience give the members of the audience a refreshed sense of reality, a context for their experiences that has no existence in reality. It is only when images of contemporary life are woven into the ancient familiar images that metaphor is born and experience becomes meaningful.

Stories deal with change: mythic transformations of the cosmos, heroic transformations of the culture, transformations of the lives of everyman. The storytelling experience is always ritual, always a rite of passage; one relives the past and, by so doing, comes to insight about present life. Myth is both a story and a fundamental structural device used by storytellers. As a story, it reveals change at the beginning of time, with gods as the central characters. As a storytelling tool for the creation of metaphor, it is both material and method. The heroic epic unfolds within the context of myth, as does the tale. At the heart of each of these genres is metaphor, and at the core of metaphor is riddle with its associate, proverb. Each of these oral forms is characterized by a metaphorical process, the result of patterned imagery. These universal art forms are rooted in the specificities of the African experience.

Book: The Languages of Africa and the Diaspora: Educating for Language Awareness (New Perspectives on Language and Education) by Jo Anne Kleifgen, George C. Bond

Found on Amazon.com on 3 April 2009

Hardcover: 256 pages
Publisher:
Multilingual Matters (February 15, 2009)
Language:
English
ISBN-10: 184769134X
ISBN-13:
978-1847691347

Review
This is a rich collection of generally convergent, stimulating takes on the A”Creole ExceptionalismA” thesis. Extending it to African languages and African American English, most of the authors show the disastrous consequences of underrating and marginalizing these vernaculars in school. Other contributors apply the thesis to the profiling of African Americans, making it obvious that attitudes to these varieties reflect social prejudice toward their speakers. Still others show how a better understanding of structural and stylistic peculiarities of these vernaculars can be used profitably in education and the promotion of their speakers. Sadly, both contemporary Black Africa and its Diaspora still suffer from the European colonization’s legacy of devaluating the languages and manners of the subjugated populations, thereby disenfranchising them!Salikoko S. Mufwene, The Frank J. McLoraine Distinguished Service Professor of Linguistics and the College, University of Chicago.

Product Description
This book takes a fresh look at subordinated vernacular languages in the context of African, Caribbean, and US educational landscapes, highlighting the social cost of linguistic exceptionalism for speakers of these languages. Chapters describe contravening movements toward various forms of linguistic diversity and offer a comprehensive approach to language awareness in educative settings.

About the Author
Jo Anne Kleifgen is Associate Professor of Linguistics and Education and co-directs the Center for Multiple Languages and Literacies at Teachers College, Columbia University. Her interests include discourse in multilingual classrooms, the use of new technologies to support Haitian and Latino bilingualism/biliteracy and communicative practices in high-tech, multilingual workplace settings.
George Clement Bond is the Director of the Center for African Education and William F. Russell Professor for Anthropology and Education at Teachers College, Columbia University. His interests include education and elite formation in the United States and Africa, African studies, African religions and politics, agrarian transformations and cultural dimensions of urban and minority populations.

From the publisher’s website:

Summary:
This book examines the social cost of linguistic exceptionalism for the education of speakers of nondominant/subordinated languages in Africa and the African diaspora. The contributors take the languages of Africa, the Caribbean, and the US as cases in point to illustrate the effects of exceptionalist beliefs that these languages are inadequate for instructional purposes. They describe contravening movements toward various forms of linguistic diversity both inside and outside of school settings across these regions. Different theoretical lenses and a range of empirical data are brought to bear on investigating the role of these languages in educational policies and practices. Collectively, the chapters in this volume make the case for a comprehensive language awareness to remedy the myths of linguistic exceptionalism and to advance the affirmative dimensions of linguistic diversity.

Review:
This is a remarkable collection of articles that make a unique and important contribution to scholarship on language, learning, and linguistic diversity in Africa and the diaspora. Key researchers in the field address an exciting range of topics, from language policy and community libraries, to African American English and Creole as a regional language. It will be of great interest to applied linguists, language educators, and language planners.
Bonny Norton, Professor and Distinguished University Scholar, University of British Columbia.

This deeply informed and solidly grounded inquiry provides an illuminating perspective into the nature, variety, and social and cultural setting of languages of Africa and the diaspora, and implications for instruction and language policy. A very valuable contribution.
Noam Chomsky

This is a rich collection of generally convergent, stimulating takes on the “Creole Exceptionalism” thesis.
Salikoko S. Mufwene, The Frank J. McLoraine Distinguished Service Professor of Linguistics and the College, University of Chicago.

Author Biography:
Jo Anne Kleifgen is Associate Professor of Linguistics and Education and co-directs the Center for Multiple Languages and Literacies at Teachers College, Columbia University. Her interests include discourse in multilingual classrooms, the use of new technologies to support Haitian and Latino bilingualism/biliteracy and communicative practices in high-tech, multilingual workplace settings.

George Clement Bond is the Director of the Center for African Education and William F. Russell Professor for Anthropology and Education at Teachers College, Columbia University. His interests include education and elite formation in the United States and Africa, African studies, African religions and politics, agrarian transformations and cultural dimensions of urban and minority populations.