Repertoires and choices in african languages / Friederike Lüpke & Anne Storch.
Africa is one of the hotspots of linguistic diversity, and most African languages are spoken by multilingual communities. The persistence of multilingualism and the linguistic creativity are striking, especially against the backdrop of ""language death"" and expanding monolingual...
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Full Text (via ProQuest) |
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| Main Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
Berlin :
De Gruyter Mouton,
2013.
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| Series: | Language Contact and Bilingualism LCB.
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Table of Contents:
- Preface; List of Tables, Maps and Figures; List of figures with cited and archived web pages; Copyrights for reproduced photographs; List of Languages; Abbreviations; Introduction; 1 What this book is about; 2 Structure of the book; 1 Multilingualism on the ground; 1.1 Societal multilingualism in Senegal; 1.2 Individual repertoires: six case studies; 1.2.1 Localist identities for moving targets; 1.2.2 Purposeful alienation: the ethnolinguistic chameleon; 1.2.3 The rhetorical return to lost roots; 1.2.4 A return to what roots?; 1.2.5 I am what I speak?; 1.2.6 Well, I'm not what I speak.
- 1.3 Societal practices nurturing multilingualism1.3.1 Exogynous marriage patterns and movement of daughters; 1.3.2 Language acquisition in peer groups and age classes; 1.3.3 Fostering; 1.3.4 Professional, ritual and crisis mobility and migration; 1.3.5 Joking relationships; 1.4 Written languages and the interaction of written and spoken repertoires; 1.4.1 The ecology of writing in Senegal; 1.4.2 The making of guilty illiterates; 1.4.3 African writing: what scope, which languages and scripts?; 1.4.3.1 Grapho- and eurocentric ideologies and "restricted literacies."
- 1.4.3.2 Some literacies are more visible than others1.4.3.3 Ajami literacies; 1.4.3.4 The Ge'ez script; 1.4.3.5 The Bamun syllabary; 1.4.3.6 N'ko; 1.4.3.7 The Tifinagh script; 1.4.3.8 The Vai syllabary; 1.5 For an integrated view of spoken and written multilingual and multiscriptal practices; 2 Doing things with words; 2.1 Some symbolic dimensions of language; 2.2 A complete language; 2.3 Speech registers; 2.3.1 Play languages; 2.3.2 Youth languages; 2.3.3 Respect languages and other examples of paralexification; 2.3.4 Special purpose languages; 2.3.5 Avoidance languages.
- 2.3.6 Ritual languages2.3.7 Spirit languages; 2.4 What we can learn from users of speech registers; 3 Language and ideology; 3.1 Language and power; 3.1.1 Missionary activities and literacy development efforts; 3.1.2 Power relationships; 3.1.3 Conflicting language ideologies; 3.2 Reducing diversity and creating standards; 3.3 Constructing linguistic deficits and reacting to language obsolescence; 3.3.1 Lack of words, abundance of sounds; 3.3.2 The visible and the invisible; 3.4 Remaining who we are: local theories and concepts of translation; 3.4.1 Socio-historical background.
- 3.4.2 Foreign text in women's tales3.4.3 Translating silence; 3.5 Ways of making history; 3.5.1 Eastern origins; 3.5.2 Hone interpretations of Kisra traditions; 3.5.3 Spirits of the past; 3.5.4 Where people think (and don't think) they come from; 3.6 Ideologies, semiotics and multilingualism; 4 Language and knowledge; 4.1 Creation of knowledge; 4.1.1 The invention of tradition; 4.1.2 The view from within; 4.1.3 Essentialization vs. inclusion; 4.2 Invention of evolution: colonial encounters; 4.2.1 Why collect, count and classify African languages?