This book examines the interplay and tensions between hegemonic and counter-hegemonic language policy and processes in Tigray, a regional state of Ethiopia, in the period of pre- and post-1991. Viewing language use and language policy as dynamic social and ideological processes, the book presents Ethiopia as an example of language policy creation and implementation over time, in a highly volatile political context. The case of Ethiopia is unique in that different language policies and practices were put in place as the country’s leaders changed through political takeovers. Declared language policies were not always implemented, and those implemented were often protested. The book starts with an overview and review of language policy and planning, followed by a chapter on the history of such planning in Ethiopia. It then presents the methodology used for the study, and examines the appropriation of hegemonic LPP, patterns of resistance, schools and public sites as centers of resistance, and the emergence and development of specific patterns of language use in different regions of the country. The book ends with recommendations for future research, and draws the overall conclusion that since LPP is a dynamic and multilayered contextual process, official or de facto language policy is often undermined by overt or covert unofficial language policies, ideologies, mechanisms, and agents that result in different patterns of language use.

Academic Paper from the year 2019 in the subject Speech Science / Linguistics, , language: English, abstract: This work has attempted to give an overview of how the language policy of the different regimes in Ethiopia has contributed to the sense of national identity. Although language is not the only factor that consolidates or weakens national identity, it plays a significant role. It is with this mine that the book is written. Different language-related policies and documents of the imperial, military and EPRDF regimes were closely investigated. Sections and statements in the policy pertaining to language use were considered as units of analysis. Furthermore, empirical and theoretical literature written in areas of language policy and national identity were consulted. The autoher also included his personal experiences as a university instructor and informal meetings held with people in different walks of life. The evidence obtained from the sources mentioned above reflects that the language policy used in Ethiopia is highly polarized: ranging from one language to all to no language to all. That is, the regimes before EPRDF dictate one language to be used as a tool of communication to all Ethiopians. On the other hand, the EPRDF regime emphasized local language and culture without (practically) giving any room for national communication. Both approaches contribute little to national identity formation. This book recommends that Ethiopians need to learn from other multilingual countries about language planning. Ethnocentric thinking that assumes one’s own language as superior to the other’s language should be avoided. Politicians also need to abstain from politicizing language (identity) and using it as a means of mobilizing support. This book recommends that bilingual/ multilingual education contributes a lot to Ethiopian national identity formation.

People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.

The focus of this unique publication is on Ethiopian languages and linguistics. Not only major languages such as Amharic and Oromo receive attention, but also lesser studied ones like Sezo and Nuer are dealt with. The Gurage languages, that often present a descriptive and sociolinguistic puzzle to researchers, have received ample coverage. And for the first time in the history of Ethiopian linguistics, two chapters are dedicated to descriptive studies of Ethiopian Sign Language, as well as two studies on acoustic phonetics. Topics range over a wide spectrum of issues covering the lexicon, sociolinguistics, socio-cultural aspects and micro-linguistic studies on the phonology, morphology and syntax of Ethiopian languages.

This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.

Seminar paper from the year 2016 in the subject Politics - Topic: Peace and Conflict, Security, grade: A-, University of Baltimore, language: English, abstract: The study detailed in this paper digs into the assimilative language policy of Ethiopia and how this language policy is fueling ethnic tensions. The paper elaborates specifically on the Oromo language, hereafter Afaan Oromo, and how the speakers of the language are marginalized so as to be included into the Ethiopian identity, an identity believed to be of civilization, through assimilative language policy. This assimilation countered pluralism or diversity in a brutal way in order to homogenize the diverse Ethiopian population - particularly the largest Ethnic group, the Oromo - into the Ethiopian identity or Ethiopianism. As the Ethiopian identity, an identity emanating from and of the ruling class, the Amhara population and the Amharic language, it was a solid state-building instrument with the power of creating belonging and loyalty to the state. Although this policy of assimilation was seemingly countered by the communist regime soon after the communists came to power in 1974, in essence the communist policy did not deter from the predecessor’s language policy of centralization. The centralization process through the Ethiopian identity-making via language suppression and depriving one of one’s identity seemed to come to an end, once again, in 1991 with the fall of the communist regime and the end of singularity, which is the idea of one nation with one language. Although pluralism is growing, still ethnic tensions are high and accompanied by vast grievances about the past and about how the current regime handles ethnic tensions, language issues especially. The example of Afaan Oromo, a predominately spoken language in Ethiopia, is pertinent, as speakers of the language are deprived of job placement in the federal government and systemic means of marginalizing the language are used.

The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

"The first edition of this Handbook is built on surveys by well-known figures from around the world and around the intellectual world, reflecting several different theoretical predilections, balancing coverage of enduring questions and important recent work. Those strengths are now enhanced by adding new chapters and thoroughly revising almost all other chapters, partly to reflect ways in which the field has changed in the intervening twenty years, in some places radically. The result is a magnificent volume that can be used for many purposes." David W. Lightfoot, Georgetown University "The Handbook of Linguistics, Second Edition is a stupendous achievement. Aronoff and Rees-Miller have provided overviews of 29 subfields of linguistics, each written by one of the leading researchers in that subfield and each impressively crafted in both style and content. I know of no finer resource for anyone who would wish to be better informed on recent developments in linguistics." Frederick J. Newmeyer, University of Washington, University of British Columbia and Simon Fraser University "Linguists, their students, colleagues, family, and friends: anyone interested in the latest findings from a wide array of linguistic subfields will welcome this second updated and expanded edition of The Handbook of Linguistics. Leading scholars provide highly accessible yet substantive introductions to their fields: it's an even more valuable resource than its predecessor." Sally McConnell-Ginet, Cornell University "No handbook or text offers a more comprehensive, contemporary overview of the field of linguistics in the twenty-first century. New and thoroughly updated chapters by prominent scholars on each topic and subfield make this a unique, landmark publication."Walt Wolfram, North Carolina State University This second edition of The Handbook of Linguistics provides an updated and timely overview of the field of linguistics. The editor's broad definition of the field ensures that the book may be read by those seeking a comprehensive introduction to the subject, but with little or no prior knowledge of the area. Building on the popular first edition, The Handbook of Linguistics, Second Edition features new and revised content reflecting advances within the discipline. New chapters expand the already broad coverage of the Handbook to address and take account of key changes within the field in the intervening years. It explores: psycholinguistics, linguistic anthropology and ethnolinguistics, sociolinguistic theory, language variation and second language pedagogy. With contributions from a global team of leading linguists, this comprehensive and accessible volume is the ideal resource for those engaged in study and work within the dynamic field of linguistics.