Language policy in Portuguese colonies and successor states

Spolsky, Bernard

doi:10.1080/14664208.2017.1316564

Cited by 11 publications

(3 citation statements)

References 79 publications

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“…It is also the official language and the medium of instruction in lusophone countries. Its adoption as an official language as well as a medium of instruction has also established the hegemony of the Portuguese language in the lusophone countries (Spolsky, 2017). The language ranks sixth in the order of most spoken languages in the world (Marshall, 2017).…”

Section: To What Extent Is English Hegemonic In Western Africa?mentioning

confidence: 99%

Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research (2003 to 2018)

Tom-Lawyer

Thomas

2019

Int. J. Appl. Linguist. Engl. Lit.

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This paper seeks to analyse the hegemony of the English language in Western Africa. The originality of the approach stems from its reading of hegemony through the lens of educational policies and the socio-economic functions of the language and its examination of the premise that there is a positive link between English and development contexts (Coleman, 2010). The study aims to fill a gap in existing research on the role of English in the development of Western Africa by exploring the usefulness of English’s linguistic hegemony in the region, and to counter the negative connotations that it has always attracted. Based on a critical review of the research literature between 2003 and 2018, the paper concludes that the hegemony of English has resulted in the development of anglophone countries in Western Africa, while in the francophone/lusophone regions, industrial backwardness and low literacy rates have been consequences of English language marginalisation. In conclusion, it recommends, amongst other implications, the need for the early introduction of English into French curricula.

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Section: To What Extent Is English Hegemonic In Western Africa?mentioning

confidence: 99%

Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research (2003 to 2018)

Tom-Lawyer

Thomas

2019

Int. J. Appl. Linguist. Engl. Lit.

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“…To ensure Portuguese was the common language of the nation, after World War II, Brazil's military regime outlawed the establishment of schools in languages other than Portuguese. In this way, Portuguese became a unifying political force meant to foster a common culture, as well as strengthen the position of Portuguese Brazilians within the Brazilian state (Spolsky, 2017).…”

Section: Historical and Contemporary Context Of Diversity In Brazilmentioning

confidence: 99%

Investigating Educational Responses to Diversity in Brazil during a Time of Curriculum Change

Scott¹,

Kawalilak²,

Dressler³

et al. 2019

Comparative Education Review

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This article offers findings from a qualitative case-based research study examining the ways educators in central Brazil made sense of diversity, and the extent to which they believed recent policies in Brazil promoting greater recognition of ethno-cultural diversity are being realized in K-12 contexts. The multinational research team also examined the degree to which these educators felt that responses to diversity drawn from the Canadian context could inform Brazilian educational policy. Of note, the research participants articulated productive possibilities for promoting the inclusion of cultural diversity in varied classroom contexts. However, confirming findings from prior research, they saw recent policy shifts in Brazil related to intercultural understanding as unsupported by institutions, and thus almost completely reliant on teacher's personal efforts and convictions. Overall, educators in this study had difficulty seeing Canadian responses to diversity as workable in Brazil, and there were a general absence of discussions concerning the teaching of Afro-Brazilian and Indigenous culture and

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“…These ambivalences were revealed when I conducted field research in the summer months of 2018 and 2019, engaging with community members living in the Ujong Pasir settlement. In Melaka, a small number of about 500 people (particularly older individuals), still speak the language Papia Kristang , also known as Melaka Creole Portuguese (Spolsky, 2018). Being Catholic‐Eurasians that are classified by the ethnic categorization system as ‘others’, they are a small minority in Melaka.…”

Section: Introductionmentioning

confidence: 99%

Ethnic politics and ambivalent imaginaries of the future at the Melaka Straits

Arnez

2022

Singap J Trop Geogr

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This article examines the ambivalent relationship between members of the Portuguese-Melakan Kristang minority and the state from the 1940s to the present day through the lens of ethnic politics. It reveals how ambivalent imaginaries of the future have shaped the politics of community members and what strategies they have used to assert their place. Moreover, it analyses how partly contradictory, partly converging imaginaries of the future of the Melaka coastline fuelled the failure of the Melaka Gateway land reclamation project. Grounded in ethnographic fieldwork in Melaka in 2018 and 2019, it focuses on the Melaka Gateway, a large-scale land reclamation project located in the Melaka Straits where three man-made islands and one natural island with high-rise buildings, a cruise terminal and a deep sea port have been planned.

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Language policy in Portuguese colonies and successor states

Cited by 11 publications

References 79 publications

Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research (2003 to 2018)

Re-evaluating the Hegemony of the English Language in Western Africa: A Critical Review of the Research (2003 to 2018)

Investigating Educational Responses to Diversity in Brazil during a Time of Curriculum Change

Ethnic politics and ambivalent imaginaries of the future at the Melaka Straits

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