Language Policy in Portuguese Colonies and Successor States

Autor/in	Spolsky, Bernard
Titel	Language Policy in Portuguese Colonies and Successor States
Quelle	In: Current Issues in Language Planning, 19 (2018) 1, S.62-97 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spolsky, Bernard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1316564
Schlagwörter	Language Planning; Foreign Policy; Foreign Countries; Land Settlement; Language of Instruction; War; Crime; Economic Factors; Educational Improvement; Indigenous Populations; Native Language; Social Differences; Rural Urban Differences; Conflict; Slavery; Immigration; African Languages; American Indian Languages; Second Languages; Official Languages; Public Policy; Portugal; Brazil; Timor-Leste; Macau; Cabo Verde; Guinea-Bissau; Angola; Mozambique + Suchen Sie Ihr Suchwort? Sprachwechsel; Außenpolitik; Ausland; Siedlungsraum; Teaching language; Unterrichtssprache; Krieg; Crimes; Delict; Delicts; Delikt; Ökonomischer Faktor; Teaching improvement; Unterrichtsentwicklung; Sinti und Roma; Sozialer Unterschied; Stadt-Land-Beziehung; Konflikt; Sklaverei; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Second language; Zweitsprache; Office language; Amtssprache; Öffentliche Ordnung; Brasilien; Mosambik
Abstract	In studying language policy, it is not enough to look at central government management, but also at the influence of managers at levels ranging from the family to international organizations. Actual cases reveal that there are also non-linguistic forces such as demography, war, civil strife, and economic breakdowns which have major effects. This paper summarizes a study of the Portuguese empire and its aftermath. The empire enforced the hegemony of Portuguese as the civilizing force that would remedy deficits in conquered peoples. Because settlers were usually males, intermarriage with local women or slaves was common. However, colonial policy and acceptance by the leaders of independence movements as a unifying language, recognizing the benefits of elite closure, meant that postcolonial successor states kept Portuguese as the language of instruction and government, and did not use indigenous languages. Civil strife, warfare, corruption, and economic breakdown after independence prevented the improvement of education in many cases. Thus, while Portuguese provided access to an international language and served as the unifying symbol for Lusophone organizations, it was at the cost of the stigmatization of indigenous languages and left a social gap between the urban elite and the rural citizens limited to local languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01