Suchergebnisse

This volume focuses on the linguistic constructs involved in ethnic borders. Ethnic borders have proven themselves to be surprisingly long-lived: in nearly all European countries and beyond, border demarcation, exclusion of foreigners, and minority conflicts are some of the most persistent challenges for nations and societies. Which linguistic factors play a role in the formation of these borders, especially those drawn along ethnic lines? Which linguistic constructs contribute to the negotiation, establishment and maintenance of ethnic groups and identities? Under which conditions can processes of linguistic convergence, hybrids, or transcultural identities be observed?

Languages like German, Spanish and Italian that are taught at tertiary education institutions, currently have become more significant in Algeria than is generally assumed. The continuing expansion of these languages at tertiary level will gradually contribute to a resolution in the battle for status between French and English in language planning debates. This paper considers which parties currently oppose French and promote English as the first foreign language (FL1), what the reasons are for attempting to establish English as FL1 at primary schools, why such an endeavour is doomed from the onset, and how an FL3, like German, may benefit from this state of affairs. Attached to this, the status of indigenous lanuages, like Algerian and Berber are considered in the complex plurilinguistic environment where "arabicization" is an issue. The paper topicalises linguistic and didactic consequences of such considerations, specifically concerning plurilingualism at primary school level and in academia.Keywords: Algeria, education policy, language conflict, mother tongue, second language, foreign languageSchlüsselbegriffe: Algerien, Bildungspolitik, Sprachkonflikt, Muttersprache, Zweitsprache, Fremdsprache

Abstract:Languages like German, Spanish and Italian that are taught at tertiary education institutions, currentlyhave become more significant in Algeria than is generally assumed. The continuing expansion of theselanguages at tertiary level will gradually contribute to a resolution in the battle for status betweenFrench and English in language planning debates. This paper considers which parties currently opposeFrench and promote English as the first foreign language (FL1), what the reasons are for attempting toestablish English as FL1 at primary schools, why such an endeavour is doomed from the onset, andhow an FL3, like German, may benefit from this state of affairs. Attached to this, the status ofindigenous lanuages, like Algerian and Berber are considered in the complex plurilinguisticenvironment where "arabicization" is an issue. The paper topicalises linguistic and didacticconsequences of such considerations, specifically concerning plurilingualism at primary school leveland in academia.Keywords: Algeria, education policy, language conflict, mother tongue, second language, foreignlanguageSchlüsselbegriffe: Algerien, Bildungspolitik, Sprachkonflikt, Muttersprache, Zweitsprache,Fremdsprache

Examines the effect of the "Anglophone Problem" on the democratisation process in Cameroon. Argues that the regime of Paul Biya cannot ignore the concerns of the English speaking population for political and economic inclusion. Suggests that the multiple organisations that claim to crusade for these people, rised to almagamate and that the Anglophone population should pursue realistic goals in the interest of peace. (Afr Inst S Afr/DÜI)