Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-10T21:07:42.287Z Has data issue: false hasContentIssue false

5 - African Languages in Transformation

Challenges and Opportunities for Zimbabwe and South Africa

from Part II - Multilingualism and Intellectualisation of African Languages

Published online by Cambridge University Press:  18 September 2020

Russell H. Kaschula
Affiliation:
Rhodes University, South Africa
H. Ekkehard Wolff
Affiliation:
Universität Leipzig
Get access

Summary

In post-independent Africa, social transformation interweaves with other ideological goals such as African renaissance, decolonisation, indigenisation and black empowerment together with ideals for good governance, democracy, social and racial harmony, economic prosperity and political sovereignty, the goal of transformation. The postcolonial order is characterised by economic deterioration, political upheavals, poverty, dictatorship, civil strife, intra- and inter-territorial wars and tribal and racial distrust. These problems are increasing despite attempts to have them solved. Drawing from regional experiences, the chapter advances that using indigenous languages is among the best practices to ensure successful societal transformation. It examines the role that indigenous languages play in guaranteeing the participation of the masses, and in the development of indigenous languages to function in productive sectors of society. It argues that social transformation requires a comprehensive action programme to rid indigenous languages of technical challenges and recommends the use of digital language resources and human language technology among other necessary human, institutional and legal interventions.

Type
Chapter
Information
The Transformative Power of Language
From Postcolonial to Knowledge Societies in Africa
, pp. 109 - 124
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alexander, N. 1999. An African renaissance without African languages? Social Dynamics, 25(1): 1–12.Google Scholar
Alexander, N. 2005. The African renaissance and the African Academy of Languages: Developments around the African Academy of Languages and their significance for applied language studies. In Alexander, N. (ed.), The Intellectualisation of African Languages. Cape Town: PRAESA, pp. 51–56.Google Scholar
Alexander, N. 2014. Interviews with Neville Alexander: The Power of Languages against the Language of Power. Pietermaritzburg: University of KwaZulu-Natal Press.Google Scholar
Bamgbose, A. 1991. Language and the Nation: The Language Question in Sub-Saharan Africa. Edinburgh: Edinburgh University Press.Google Scholar
Bamgbose, A. 2005. Mother tongue education: Lessons from the Yoruba experience. In Brock-Utne, B. & Hopson, R. H. (eds.), Languages of Instruction for African Emancipation: Focus on Postcolonial Contexts and Considerations. Cape Town: CASAS, pp. 231–257.Google Scholar
Chimhundu, H. 2005. Introduction to the Photographic Reprint of the Report on the Unification of Shona Dialects. Harare: ALLEX Project, African Language Research Institute.Google Scholar
Cooper, R. 1989. Language Planning and Social Change. Cambridge: Cambridge University Press.Google Scholar
Cummins, J. 2001. Bilingual children’s mother-tongue: Why is it important for education? Sprogforum, 7(19): 15–20.Google Scholar
Docrat, Z., & Kaschula, R. 2015. ‘Meaningful engagement’: Towards a language rights paradigm for effective language policy implementation. South African Journal of African Languages, 35(1): 1–9, DOI 10.1080/02572117.2015.1056455.Google Scholar
Dombrowski, Q. 2014. Whatever happened to project bamboo? Literacy and Linguistics Computing, 29: 326–339.Google Scholar
Finlayson, R., & Madiba, M. 2002. The intellectualisation of the indigenous languages of South Africa: Challenges and prospects. Current Issues in Language Planning, 3(1): 28–39.Google Scholar
Gudhlanga, E. S., & Makaudze, G. 2012. Promoting the use of an African language as a medium of instruction in institutions of higher learning in Zimbabwe: The case of Great Zimbabwe’s department of languages, literature. Prime Journal of Social Sciences, 1(3): 51–56.Google Scholar
Henriksen, M. S. 2010. Language attitudes in a primary school: A bottom-up approach to language education policy in Mozambique. Unpublished doctoral thesis, Roskilde University, Roskilde.Google Scholar
Kadenge, M., & Mugari, V. 2015. The current politics of African languages in Zimbabwe. Perlinguam, 3(2): 21–34.Google Scholar
Kaschula, R. H. 2013. Why must we teach in local languages? Mail & Guardian, 31 March. http://mg.co.za/.Google Scholar
Kaschula, R. H., & Wolff, E. H. 2016. Introduction – the multilingual context of education in Africa. In Kaschula, R. H. & Wolff, E. H. (eds.), Multilingual Education for Africa: Concepts and Practices. Johannesburg: Unisa Press, pp. 2–8.Google Scholar
Kembo-Sure, E. 2008. Language-in-education and language learning in Africa. In Web, V. & Kembo-Sure, J. (eds.), African Voices: An Introduction to the Languages and Linguistic of Africa. Oxford: Oxford University Press, pp. 286–311.Google Scholar
Mabhuya, T. 2017. Indigenous knowledge systems: A haven for sustainable economic growth in Zimbabwe. Africology: The Journal of Pan African Studies, 10(3), 139–155.Google Scholar
Makalela, L. 2005. ‘We speak eleven languages’: Reconstructing multilingualism in South Africa. In Brock-Utne, B. & Hopson, R. K. (eds.), Languages of Instruction for African Emancipation: Focus on Postcolonial Contexts and Considerations. Cape Town: CASAS, pp. 147–174.Google Scholar
Mandela, N. 1994. President of South Africa’s Inaugural Speech, 11 May. Pretoria. www.globalblackhistory.com/2012/12/nelson-mandela-speech-at-independence-1994.html.Google Scholar
Matiza, V. 2017. Language for development through art: The case of Jerusalem/Mbende and Wosana dances. In Ralarala, M. K., Barris, K., Ivala, E., & Siyepu, S. (eds.), African Languages and Language Practice Research in the 21st Century: Interdisciplinary Themes and Perspectives. Cape Town: CASAS, pp. 359–371.Google Scholar
Mazrui, A. 2006. English language in African education: Dependency and decolonisation. In Ricento, T. (ed.), An Introduction to Language Policy: Theory and Method. Malden: Blackwell, pp. 267–281.Google Scholar
Mbeki, M. 1999. The African Renaissance. In South African Yearbook of International Affairs. Johannesburg: South African Institute of International Affairs, pp. 400–418.Google Scholar
Mbeki, T. 1998. Africa – The Time Has Come. Cape Town: Tafelberg.Google Scholar
Meredith, M. 2005. Fate of Africa: A History of 50 Years of Independence. New York: Public Affairs.Google Scholar
Miti, L. M. 2015. Language policies and the development of African languages. In Miti, L. M. (ed.), The Language of Instruction Question in Malawi. Cape Town: CASAS, pp. 61–88.Google Scholar
Mugabe, R. 1980. Prime Minister of Zimbabwe’s Inaugural Independence Speech, 18 April. Harare. www.thezimbabwenewslive.com/entertainment-17971-robert-mugabes-independence-day-address-18-april-1980.htmlGoogle Scholar
Murage, J. K. 2007. Harambee as a lived philosophy: Empowering the poor in the Kenyan Anglican Church. Master’s thesis, University of KwaZulu-Natal, Durban.Google Scholar
Ngũgĩ, wa Thiong’o. 1986. Decolonising the Mind: The Politics of Language in African Literature. Harare: Zimbabwe Publishing House.Google Scholar
Ngunga, A., & Bavo, O. 2011. Linguistic Practices in Mozambique: An Assessment of Language Vitality in Six Districts. Maputo: Centro de Estudos Africanos.Google Scholar
Nkomo, D. 2017. Dictionaries and language policy. In Fuertes-Olivera, P. (ed.), Routledge Handbook of Lexicography. London: Routledge.Google Scholar
Nkomo, D., & Maseko, P. 2017. Sixteen officially recognized languages: Milestones and challenges for linguistic democracy in Zimbabwe. In Ralarala, M. K., Barris, K., Ivala, E., & Siyepu, S. (eds.), African Languages and Language Practice Research in the 21st Century: Interdisciplinary Themes and Perspectives. Cape Town: CASAS, pp. 241–259.Google Scholar
Prah, K. K. 2005. Language of instruction for education, development and African emancipation. In Brock-Utne, B. & Hopson, R. K. (eds.), Languages of Instruction for African Emancipation: Focus on Postcolonial Contexts and Considerations. Cape Town: CASAS, pp. 23–49.Google Scholar
Prah, K. K. 2006. Challenges to the Promotion of Indigenous Languages of South Africa. Cape Town: CASAS.Google Scholar
Prah, K. K. 2018. Discourses on language and literacy for African development. In Makalela, L. (ed.), Shifting Lenses: Multilingualism, Decolonization and Education in the Global South. Cape Town: CASAS, pp. 9–20.Google Scholar
de Schryver, G.-M. 2003. Lexicographers’ dream in the electronic-dictionary age. International Journal of Lexicography, 16(2): 143–199.CrossRefGoogle Scholar
Sithole, E. 2017. From Dialect to ‘Official’ Language: Towards the Intellectualization of Ndau in Zimbabwe. Unpublished D.Phil. Thesis. Grahamstown: Rhodes University.Google Scholar
Szanton, D. 2005. The intellectualisation of African languages. In Alexander, N. (ed.), The Intellectualisation of African Languages. Cape Town: PRAESA, pp. 5–12.Google Scholar
Thomson, J. B. 2013. Ideology and Modern Culture: Critical Social Theory in the Era of Mass Communication. New York: John Wiley & Sons.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×