Uncovering language-in-education policy as a challenge to Tanzanian civic engagement
Resumen
Palabras clave
Texto completo:
PDFReferencias
Blommaert, J. (1992). Codeswitching and the exclusivity of social identities: Some data from campus Kiswahili. In C. Eastman (Ed.) Codeswitching.Clevedon: Multilingual Matters Ltd. Pp. 57–70.
Brock-Utne, B. (2000). Whose education for all? The recolonialization of the African mind. New York: Falmer Press.
Brock-Utne, B. (2010). Policy on the language of instruction issue in Africa—a spotlight on South Africa and Tanzania. In Z. Desai, M. Qorro, & B. BrockUtne (Eds.).Educational challenges in multilingual societies: LOITASA Phase two research. Cape Town: African Minds Publishers. Pp. 74–101.
Brock-Utne, B., Desai, Z., & Qorro, M. (2006). (Eds.) Focus on fresh data on the language of instruction debate in Tanzania and South Africa. Cape Town: African Minds Publishers.
Brock-Utne, B., & Holmarsdottir, H. (2004). Language policies and practices in Tanzania and South Africa: Problems and challenges. International Journal of Educational Development, 24, 67–83.
Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4-5), 585–614.
Callaci, E. (2017). Street archives and city life: Popular intellectuals in postcolonial Tanzania. Durham, NC: Duke University Press.
Carothers, T., & Barndt, W. (1999). Civil society. Foreign Policy, (117), 18–29.
Githiora, C. (2008). Afro-mexicans: Discourse of race and identity in the African diaspora. Trenton: Africa World Press.
Grande, S. (2015). Red pedagogy: Native American social and political thought. Tenth anniversary edition. Lanham, MD: Rowman & Littlefeld.
Green, M., Mercer, C., & Mesaki, S. (2012). Faith in forms: Civil society evangelism and development in Tanzania. Development in Practice, 22 (5-6), 721–734.
Holmes, T. (2007). Mapping the Magazine. Journalism Studies, 8(4), 510–521. Lange, S., Wallevik, H., &Kiondo, A. (2000). Civil Society in Tanzania. No. R2000:6 Bergen, Norway: CMI Reports. Pp. 1–45.
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. Second edition. New York: Routledge.
Makoni, S., & Pennycook, A. (Eds.), Disinventing and reconstituting languages. Clevedon, U.K.: Multilingual Matters.
Mahboob, A., & Paltridge, B. (2013). Critical discourse analysis and critical applied linguistics. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. 2nd ed., Vol. 28, pp. 2–9. Oxford, UK: Blackwell Publishing Ltd.
Malekela, G. (2003). English as a medium of instruction in post-primary education in Tanzania: Is it a fair policy to the learner? In B. Brock-Utne, Z. Desai, & M. Qorro (Eds.). Language of instruction in Tanzania and South Africa (LOITASA). Dar es Salaam: E&D Limited. Pp. 102–112.
Mazrui, A. (1997). The World Bank, the language question and the future of African education. Race and Class, 38(3), 35–48.
McCarty, T., Collins, J., & Hopson, R. (2011). Dell Hymes and the new language policy studies: Update from an underdeveloped country. Anthropology & Education Quarterly, 42(4), 335–363.
Mdee, G. (2011). Kisaukosefuwavitabu? [Complaint over the lack of books?] Fema. July-September 2011, 42–43.
Mercer, C. (1999). Reconceptualizing state‐society relations in Tanzania: are NGOs “making a difference?” Area, 31(3), 247–258.
Moore, L. (2006). Learning by heart in Qur’anic and public schools in northern Cameroon. Social Analysis, 50, 109–126.
Mwinsheikhe, H. (2003). Using Kiswahili as a medium of instruction in science teaching in Tanzanian secondary schools. In B. Brock-Utne, Z. Desai, & M. Qorro (Eds.). Language of instruction in Tanzania and South Africa (LOITASA). Dar es Salaam: E&D Limited. Pp. 129–148.
Pike, C. (1986). History and imagination: Swahili literature and resistance to German language imperialism in Tanzania, 1885-1910. Te International Journal of African Historical Studies, 19(2), 201–233.
Qorro, M. (2009). English only vs. bilingual education in Africa: With a focus on Tanzania. In K. Prah& B. Brock-Utne (Eds.) Multilingualism: An African advantage, A paradigm shift in African language of instruction policies. Cape Town: Center for Advanced Studies of African Society (CASAS). Pp. 219–236.
Rodrick, A. (2019 [2004]). Self-help and civic culture: Citizenship in Victorian Birmingham. New York: Routledge.
Tanzania Census (2014). Basic demographic and socio-economic profle: Statistical tables, Tanzania mainland. National Bureau of Statistics, Ministry of Finance, Dar es Salaam; Office of Chief Government Statistician, Ministry of State; President’s Office; State House and Good Governance, Zanzibar.
Retrieved of https://www.tanzania.go.tz/home/pages/220.
Tomas, J. (2020). Zombies speak Swahili: Race, horror, and sci-f from Mexico and Tanzania to Hollywood. Oxford: Oxford University Press.
Tomas, J. (in press). Ghanaian multilinguals on study abroad in Tanzania: Learning Swahili through Akan/Twi and cultures of storytelling. In E. Trentman and W. Diao (Eds.).The multilingual turn in study abroad. Clevedon, UK: Multilingual Matters.
Topan, F. (2008). Tanzania: The development of Swahili as a national and official language. In A. Simpson (Ed.). Language and national identity in Africa. New York: Oxford University Press. Pp. 252–266.
Trentman, E., & Diao, W. (2017). The American gaze east: Discourses and destinations of US study abroad. Study Abroad Research in Second Language Acquisition and International Education, 2, 175-205.
Tufte, T. (2014). Civil society sphericules: Emerging communication platforms for civic engagement in Tanzania. Ethnography, 15(1), 32–50.
Vavrus, F. (2002). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly, 36(3), 373–397.
DOI: https://doi.org/10.53766/HumSur |
|