Local Languages as a Human Right in Education

Babaci‐Wilhite, Zehlia

doi:10.1007/978-94-6209-947-0

Cited by 26 publications

(11 citation statements)

References 38 publications

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“…While suppression of local languages was quite violent, first by the colonials and then by the neo-colonial Africans (Kamwangamalu, 2016;Babaci-Wilhite, 2015b), the recognition of multilingual education had begun to gain currency in many post-colonial African countries. Multilingualism as an established state policy has been a ubiquitous phenomenon in post-colonial Africa, but the Asmara Declaration (2000) on the linguistic rights marked the first collective platform of its kind in Africa which called for mainstreaming local languages in education.…”

Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

“…That consensual shift was driven by emerging bottom-up pressures to recognize minority linguistic rights. It was an ideology informed by the importance of factoring local languages into national unity, and embracing an indigenous African world view (Truong, 2012;May, 2008;Babaci-Wilhite, 2015b;Albaugh, 2007).…”

Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

“…These are the culture-bound barriers which can hamper delivery of multilingual education, due to either differing teachers' or learners' perceptions of education needs. Teachers should express respect for the languages, cultures and identities the learners bring into the classroom (Cummins, 2000;Babaci-Wilhite, 2015b). In classrooms, experiences of new language and culture complexities arise for both teachers and learners.…”

Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

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Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan

Mugaddam¹,

Garri²,

Alnour³

2020

WJE

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This paper investigates learning difficulties of the linguistic minority schoolchildren (LMS) in Darfur, Sudan, in the contexts of the current conflict and the official monolingual policy. Employing quantitative and qualitative data gathering tools, we examined how the LMS at the internally displaced persons (IDPs) camps were educationally disadvantaged due to their low proficiency in Arabic, curricula developed insensitively to their identities and cultures, and how parents and teachers perceived of teaching the children in Arabic as the sole medium of instruction. The study concluded that monolingualism in education resulted in the underachievement of the IDPs schoolchildren; the vast majority of the parents and a great number of teachers believed the children could have achieved better had the teachers used, besides Arabic, native languages in teaching; and that learning of the children could be improved if their ethnic identities and cultures were integrated in curricula. Preferences of teaching the children in Arabic among the parents were primarily attributed to the current conflict, which gave rise to the revitalisation of native languages in Darfur. The teachers’ preferences thereof, however, differed – crudely traceable between one group of monolingual supporters whose perceptions were informed by their internalised state ideology of Arabicisation and another group of multilingual proponents whose viewpoints were derived from the trendy approaches favouring multilingualism in education. The findings also suggested that the government deliberately distanced itself from taking remedial interventions to mitigate the underachievement of the children with the expectation the displacement would expedite their linguistic and cultural assimilation, which have not only rendered them the most linguistically disenfranchised children in Sudan, but created the most profound de facto government language policy of its kind as well.

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Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

Section: Conceptual Framework and Relevant Literaturementioning

confidence: 99%

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Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan

Mugaddam¹,

Garri²,

Alnour³

2020

WJE

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“…She suggests that Sámi knowledge, time and understanding of place should be integrated into the curriculum so as to better motivate both pupils and teachers (Keskitalo, 2010). Local values and localism are key due to multicultural and minority/indigenous schooling issues (Babaci Wilhite, 2015). After all, Sámi education is a highly diverse issue due to the history of assimilation.…”

Section: Obstacles and Facilities To Revitalisationmentioning

confidence: 99%

Mediating Structures in Sámi Language Revitalisation

Sarivaara

Keskitalo

2016

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The revitalisation of the Sámi languages and support for language domains are central educational measures in the post-assimilation situation in Northern Europe. Taking critical indigenous education as the starting point, this metatheoretical article discusses language revitalisation through mediating structures. Mediating structures provide the tools necessary to use language revitalisation as a means to counter the legacy of assimilation that has seriously affected the Sámi languages and caused language change. The article brings together recent research on the revitalisation of the Sámi languages. These studies are oriented towards the present situation of the Sámi languages and efforts to revive the languages. Relying on previous studies as well as new research, the article presents a communal model of language recovery, which facilitates an increase in the number of language speakers and also supports language domains. Such a mediating language revitalisation model builds social harmony in a postcolonial situation. The article emphasises the key tasks involved in the recovery of endangered languages.

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“…Developmental work that takes into account the Sámi contents needs to continue. Internationally, Indigenous peoples wrestle with the same kind of issues (Babaci-Wilhite, 2015;Grande, 2004;King & Schielmann, 2004;Smith, 2003Smith, , 2005Ventsel & Dudeck, 1995).…”

Section: International Journal Of Research Studies In Education 63mentioning

confidence: 99%

The definition and task of mediating Sámi research

Sarivaara¹,

Keskitalo²

2016

IJRSE

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Mediating Sámi research is a means for solving a severe phenomenon in society whereby structural power challenges everyday practices among Indigenous peoples. In this context, pedagogical Sámi research deals with multi-methodological education research. Moreover, it searches for ways to base Indigenous institutional education on Indigenous knowledge, traditions, and cultural context. Pedagogical Sámi research is a means to resolve the legacy of assimilation and, in particular, language shift. Sámi education that is based on a mediating role plays an important part in efforts to revive Indigenous languages and cultures.

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Local Languages as a Human Right in Education

Cited by 26 publications

References 38 publications

Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan

Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan

Mediating Structures in Sámi Language Revitalisation

The definition and task of mediating Sámi research

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