A basis of language planning for education for future Sierra Leone
A basis of language planning for education for future Sierra Leone
The primary goal of this study is to propose a basis of language planning for education for future Sierra Leone. The thesis argues that future Sierra Leone could develop the underused languages and literacies as well as retaining English language for official functions. The country is resourced with different languages, different writing systems and literacy practices of differing ideological importance and uses. In order to harness the full potential of these languages and their hidden literacies, it is important to make language planning for education in the long term more inclusive, and to base our planning goals on the actual language needs and literacy uses of the "illiterate" majority.
This purely theoretical study is based on documentary analysis. It is underpinned by two different but related theoretical bases: Kaplan and Baldauf Jr. (1998, 1997) "Ecosystem Model" of language planning and Street (1993, 1984) "Ideological Model" of literacy, both of which posit that language and literacy issues cannot be decontextualised and are not ideology free. Decisions about three concepts could be affected by paralinguistic variables both within and without the planning context.
The thesis is divided into two main sections: Chapter one gives an introductory background, while section one (chapters two and three) attempts to redefine language for future Sierra Leone. It achieves this by re-examining the literacy concept and evidences of literacy practices in the country. The second section (chapters four, five, six and seven) conceptualises language planning for post-war Sierra Leone. First, by examining conventional and contemporary views of the practice, and, by examining ways in which it has been conducted in the country and post-colonial Africa. The concluding chapter summarises the central arguments: that as well as retaining English, the development of underused languages and literacies should be integral to future language planning for education in Sierra Leone. These languages and their literacies should be developed in conformity with English, not for competing with the latter, but for complementing its functions. Language and literacy development are certainly crucial to macro development aimed at restoring and sustaining peace and reconciliation in post-conflict Sierra Leone.
University of Southampton
Kamanda, Mohamed Combo
184148d4-26b1-40cf-906a-55dc369f0a5f
1999
Kamanda, Mohamed Combo
184148d4-26b1-40cf-906a-55dc369f0a5f
Kamanda, Mohamed Combo
(1999)
A basis of language planning for education for future Sierra Leone.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
The primary goal of this study is to propose a basis of language planning for education for future Sierra Leone. The thesis argues that future Sierra Leone could develop the underused languages and literacies as well as retaining English language for official functions. The country is resourced with different languages, different writing systems and literacy practices of differing ideological importance and uses. In order to harness the full potential of these languages and their hidden literacies, it is important to make language planning for education in the long term more inclusive, and to base our planning goals on the actual language needs and literacy uses of the "illiterate" majority.
This purely theoretical study is based on documentary analysis. It is underpinned by two different but related theoretical bases: Kaplan and Baldauf Jr. (1998, 1997) "Ecosystem Model" of language planning and Street (1993, 1984) "Ideological Model" of literacy, both of which posit that language and literacy issues cannot be decontextualised and are not ideology free. Decisions about three concepts could be affected by paralinguistic variables both within and without the planning context.
The thesis is divided into two main sections: Chapter one gives an introductory background, while section one (chapters two and three) attempts to redefine language for future Sierra Leone. It achieves this by re-examining the literacy concept and evidences of literacy practices in the country. The second section (chapters four, five, six and seven) conceptualises language planning for post-war Sierra Leone. First, by examining conventional and contemporary views of the practice, and, by examining ways in which it has been conducted in the country and post-colonial Africa. The concluding chapter summarises the central arguments: that as well as retaining English, the development of underused languages and literacies should be integral to future language planning for education in Sierra Leone. These languages and their literacies should be developed in conformity with English, not for competing with the latter, but for complementing its functions. Language and literacy development are certainly crucial to macro development aimed at restoring and sustaining peace and reconciliation in post-conflict Sierra Leone.
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Published date: 1999
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Local EPrints ID: 464053
URI: http://eprints.soton.ac.uk/id/eprint/464053
PURE UUID: 6f0e29d3-e289-467c-97d6-d0cf35c4c96b
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Date deposited: 04 Jul 2022 21:01
Last modified: 23 Jul 2022 02:05
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Author:
Mohamed Combo Kamanda
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