Language Ideologies in Multilingual Tanzania: Parental Discourses, School Realities, and Contested Visions of Schooling

Autor/in	Shank Lauwo, Monica
Titel	Language Ideologies in Multilingual Tanzania: Parental Discourses, School Realities, and Contested Visions of Schooling
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 7, S.679-693 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shank Lauwo, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1760286
Schlagwörter	Language Attitudes; Multilingualism; African Languages; English (Second Language); Second Language Learning; Parent Attitudes; Teacher Attitudes; Foreign Countries; Public Schools; Private Schools; Language of Instruction; Parent Background; Educational Attainment; Nationalism; Cultural Pluralism; Access to Education; Equal Education; Language Minorities; Self Concept; Barriers; Social Mobility; Tanzania + Suchen Sie Ihr Suchwort? Sprachverhalten; Mehrsprachigkeit; Multilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternverhalten; Lehrerverhalten; Ausland; Public school; Öffentliche Schule; Private school; Privatschule; Teaching language; Unterrichtssprache; Elternhaus; Bildungsabschluss; Bildungsgut; Nationalismus; Kulturpluralismus; Education; Access; Bildung; Zugang; Bildungszugang; Sprachminderheit; Selbstkonzept; Soziale Mobilität; Tansania
Abstract	Language ideologies shape ways in which different learners' linguistic repertoires are positioned as resources or problems, with significant implications for educational access and equity. In Tanzania, tensions between the national language of Kiswahili and high-status English have given rise to two parallel schooling systems, while 130+ local languages are effectively muted in formal schooling. This comparative study explores how Maa (Maasai language), Kiswahili, and English are discursively constructed by parents and teachers at one Kiswahili-medium government school and one English-medium private school in a predominantly Maasai community in northern Tanzania, and examines how these languages are positioned pedagogically at both schools. Education for Self-Reliance (Nyerere 1967/2004. "Education for Self Reliance." In "Nyerere on Education/Nyerere Kuhusu Elimu," edited by Elieshi Lema, Marjorie Mbilinyi, and Rakesh Rajani, 67-88. Dar es Salaam: E&D Limited) and Duchêne and Heller's (2012. "Language in Late Capitalism: Pride and Profit." New York: Routledge) work on 'pride and profit' provide theoretical lenses. Findings show that parents' strong appreciation for multilingualism contrasts with schools' monoglossic ideologies; discourses of nationalism and identity vary dramatically depending on parents' educational background; and Maasai language and culture are constructed unambiguously as problems in schooling. The linguistic, ideological, and cultural divide between home and school, and between respective schools, is problematised. This paper addresses implications for debates on language education in Tanzania and beyond, exploring possibilities for pluralistic ideologies of nationalism that create space for multilingual and multicultural resources. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01