This book is a compressed version of some commissioned and inspired works of aspects of linguistics by Okon Essien, indigenous Professor of Linguistics in the south-south and south-east of Nigeria. Covered by the essays are issues concerning language endangerment, linguistic revival of vanishing tongues of Africa, language and ethnicity, language and power and language and politics.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

Linguistics can be defined as the scientific study of the structure and development of language in general or of particular languages. It encompasses the analysis of language form, language meaning, and language in context, as well as the analysis of the social, cultural, historical, and political factors that influence any language. African languages are seen and treated as expressions and means of African culture along with their communicative functions. This assumption supports the idea that the task of linguistic description and of teaching African languages is linked with sociolinguistics. The languages of Africa are divided into several major language families such as Niger-Congo languages, Afroasiatic languages, Indo-European languages, Nilo-Saharan languages, Austronesian languages, and Khoe-Kwadi languages. One of the greatest concentrations of linguistic diversity is found in Africa. This book is a compilation of chapters that discuss the most vital concepts and emerging trends in African linguistics. Its aim is to present researches that have transformed this discipline and aided its advancement. This book is appropriate for students seeking detailed information in this area as well as for experts.

Linguistics can be defined as the scientific study of the structure and development of language in general or of particular languages. It encompasses the analysis of language form, language meaning, and language in context, as well as the analysis of the social, cultural, historical, and political factors that influence any language. African languages are seen and treated as expressions and means of African culture along with their communicative functions. This assumption supports the idea that the task of linguistic description and of teaching African languages is linked with sociolinguistics. The languages of Africa are divided into several major language families such as Niger-Congo languages, Afroasiatic languages, Indo-European languages, Nilo-Saharan languages, Austronesian languages, and Khoe-Kwadi languages. One of the greatest concentrations of linguistic diversity is found in Africa. This book is a compilation of chapters that discuss the most vital concepts and emerging trends in African linguistics. Its aim is to present researches that have transformed this discipline and aided its advancement. This book is appropriate for students seeking detailed information in this area as well as for experts.

Most African languages are spoken by communities as one of several languages present on a daily basis. The persistence of multilingualism and the linguistic creativity manifest in the playful use of different languages are striking, especially against the backdrop of language death and expanding monolingualism elsewhere in the world. The effortless mastery of several languages is disturbing, however, for those who take essentialist perspectives that see it as a problem rather than a resource, and for the dominating, conflictual, sociolinguistic model of multilingualism. This volume investigates African minority languages in the context of changing patterns of multilingualism, and also assesses the status of African languages in terms of existing influential vitality scales. An important aspect of multilingual praxis is the speakers' agency in making choices, their repertoires of registers and the multiplicity of language ideology associated with different ways of speaking. The volume represents a new and original contribution to the ethnography of speaking of multilingual practices and the cultural ideas associated with them.

The field of forensic linguistics is a niche area that has not enjoyed much participation from the African continent. The theme of language and the law in this book is one that straddles two important aspects of the legal history of South Africa in particular, and how it has impacted on the country's legal and education systems. The declaration, by the United Nations, of 2019 as 'The International Year of Indigenous Languages' isopportune, not only for the launch of this book, but for what its research content tells us of the strides taken in ensuring access to justice for all citizens of the world in a language they understand. The contributions by authors in this book tell the story of many African citizens, and those hailing from beyond our borders, who straddle the challenges of linguistic and legal pluralism in courtrooms across their respective countries. It is our hope that the contributions made in this book will assist in ensuring human rights become a reality for global citizens where indigenous voices have not been heard; and that these citizens will be free to give their testimonies in a language of their choice, and that theymay be heard and understood.

This volume is the first text to provide a comprehensive account of the great books across the academic disciplines written by Africans born in the continent and those who became naturalized citizens of African countries. These great books are those that have had a powerful, important or affecting influence on the author of a chapter in this book, as an individual, and on society. The books included here are mostly of the storytelling type and, thus, not representative of most of the academic disciplines. This volume allows each contributor to write a chapter on a discipline showcasing five great books written by African authors. Each selection is appraised and suggestions made by other experts in a discipline, while every chapter entails an introduction to the topic, a conceptual discussion of the discipline, a book-by-book review of the five books, and a conclusion and recommendations for research using the selected books.

Syllable weight is a crucially important concept in the fields of phonology and morphology. It impacts analyses and explanation whether theoretical, typological, or descriptive. African linguistics was critical in the original development of the concept and, as this book demonstrates, the concept is critical to our understanding of complex phenomena in African languages, including stress, tone, allomorphy, minimal word requirements, and metrics. This volume includes a broad overview of syllable weight as a phonological variable and then provides detailed case studies covering an array of African languages from various phyla spoken across the continent. This should prove to be an essential book for scholars and students in the area of general phonology and African linguistics. The editor of the book, Distinguished Professor Paul Newman, is an internationally well-known expert on African linguistics in general and the Hausa language in particular. It was he who first introduced the term ‘syllable weight’ in a seminal article published nearly a half century ago.

There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of children’s rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhite’s illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africa’s educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway