Language Choice  

Oleh:

Fordham, Paul

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language and Education (Full Text) vol. 8 no. 1-2 (1994), page 65-68.
Fulltext: Vol. 08, no 1 & 2, p 65-68.pdf (315.83KB)

Isi artikel

Language choice for literacy must have regard to: mother tongue; language of first sight; local lingua francas and any readily accessible 'world language'. Relations between these are highly complex, culturally and politically. UNESCO classifies the contexts for choice into four types: no linguistic majority (e.g. Nigeria); a locally developed lingua franca (e.g. Swahili); a predominant indigenous language (e.g. Quechua); and multiple languages with different literary traditions. Language choice has to be made at several political levels from the local to the national. Three common but false assumptions are noted: multilingualism as a 'barrier' to development; the 'necessity' of a world language for all; the 'permanence' of language patterns. Complexity makes it likely that the issues in choice are as varied as existing language patterns. There is likely to be a multiplicity of answers given and, as experience in francophone Africa shows, these may well change over time.

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