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Cover -- Endorsement -- Half Title -- Series Information -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Preface -- Acknowledgements -- 1 Language Policies, Identities and African Nations: 'Language Checks and Balances' -- Introduction -- Language Policy and Identity Diversity -- Language Policy: Towards a Conceptual Framework -- Language Policy Issues and Societal Divisions -- Language Policy and Multilingualism in Africa -- General Language Policy and Planning Principles in Africa -- Language Plan of Action for Africa and Its Consequences -- Standard, National and Official Languages -- Language Policy in Morocco -- Language Policy in Senegal -- Language Policy in Rwanda -- Language Policy in Tanzania -- Language Policy in Botswana -- Language Policy in South Africa -- Conclusion -- 2 Languages, Identities, Politics and Power: 'Speaking Back to Power' -- Introduction -- Economic Policies and Language Usage in Africa: Some General Remarks -- Critical Theory and Power -- Globalisation Further Defined -- Defining Econo-Language Planning -- Post-1994 Position Papers: NEPAD, the NDP, Language and Economic Development -- Language in an African Economy: Lessons From Tshwane Municipality -- Technology and Language Planning Into the Future -- African Languages: Towards a United Voice -- Conclusion -- 3 Languages, Dialects, Identities and Varieties: 'Tower of Babel: Speaking in Tongues' -- Introduction -- African Languages and Society -- Language Variety -- Variety in the Language of Individual Speakers -- Variety Within a Single Language -- IsiXhosa -- English -- Variety of Different Languages -- The Ethnography of Communication -- Ethnomethodology -- Conclusion -- 4 Languages, Identities and Cultures: 'What's Orange for you is Red for Me!' -- Introduction -- Language, Society and Communicative Competence.

[From the text] Effective multilingualism will aid SA in creating Social Cohesion (cultural, linguistic), a National Government initiative forming part of language planning. Languages should be seen as part of our environment and "resource package" within an intercultural paradigm. All students exiting School and University must be proficient in an African language and English or Afrikaans.

This article takes up the challenge of comparative research in Africa by analysing and comparing the oral art of West African griots and Southern African iimbongi or oral poets. Similarities and differences between these performers and their respective societies are highlighted through the use of an ethnographic methodology. A distinction is drawn between the more traditional performers such as Thiam Anchou and D.L.P. Yali-Manisi, and the more modern performers such as M'Bana Diop, Bongani Sitole and Zolani Mkiva. The rich use of genealogy and history in the more traditional performances is highlighted. In comparing the work of the more contemporary, urban poets such as M'bana Diop of Senegal and Zolani Mkiva from Southern Africa, similarities are found in their performances on post-independence leaders such as Senghor and Mandela. Political pressures which have been brought to bear on the performer are also discussed. This article explores the continuity between the past and the present in relation to aspects such as the following: how performers gain recognition, their continued survival, their relationship with politics and religion, the orality- literacy debate, and the stylistic techniques used by these performers. Wherever possible, examples of performers and their work are provided.

This paper seeks to understand the relationship between the intellectualisation of African languages and the facilitation of a research approach which will enhance this intellectualisation. The paper examines the legislative language policies and other documents published by government since 1994, which guide language use and practices in higher education, including the Catalytic Project on Concept Formation in indigenous African languages (one of the recommendations contained in the Report commissioned by the Minister of Higher Education for the Charter for Humanities and Social Sciences and the language clauses of the Green Paper for Post-Secondary School Education and Training). These policy documents are analysed against the backdrop of the research work of the newly initiated NRF SARChI Chair in the Intellectualisation of African Languages, Multilingualism and Education hosted by Rhodes University. The paper argues that while policy provides an enabling environment for the promotion and development of indigenous African languages and advocates for promotion of equity and equality, in actual fact, HEIs still grapple in implementing provisions of these policies. The paper further discusses the teaching, learning and research in the African Language Studies Section of the School of Languages at Rhodes University and how the Section adopted the provisions of the national policy and institutional policy on language in turning itself into a source of intellectual vitality in the teaching, learning and research of particularly isiXhosa. Six focus areas of research, linked to the NRF SARChI Chair, will be outlined in order to create a practical link between Policy, Implementation and the Intellectualisation of African Languages. ; Ucwaningo lolu luhlose ukuqonda ubudlelwano obuphakathi kokusetshenziswa kwezilimi zesintu emazingeni aphakame kanye nokusetshenziswa kwendlela yocwaningo ezokwengeza amathuba okusetshenziswa kwezilimi lezi (Finlayson & Madiba 2002). Ucwaningo luhlaziya inqubomgomo yolimi esemthethweni neminye imibhalo eshicelelwe uhulumeni elawula ukusebenza nokusetshenziswa kwezilimi kwezemfundo ephakame kusuka ngonyaka wezi-1994, kanye ne-Catalytic Project on Concept Formation in indigenous African languages (esinye seziphakamiso esiqukethwe embikweni owethulwa ngungqonqoshe wezemfundo ephakeme nge-Charter of Humanities and Social Sciences (HSSC 2011) kanye nezinhlamvu zamazwi e-Green paper for Post-secondary School education and training (2012). Imibhalo yenqubomgomo ihlaziywa kubhekwe umsebenzi wocwaningo kasihlalo we- NRF SARChl ekusetshenzisweni kwezilimi zesintu emazingeni aphakeme nobuliminingi kanye nezemfundo e- Rhodes University. Ucwaningo lolu luphakamisa umbono othi noma inqubomgomo isipha amandla okukhuphula nokuthuthukisa izilimi zesintu kanye nokukhuthaza ukulingana nokungacwasi, eqinisweni izikhungo zemfundo ephakeme zihlangabezana nobunzima bokusebenzisa izihlinzeko zenqubomgomo. Ucwaningo lolu luzoxoxa futhi ngokufundisa nokufunda kanye nocwaningo emnyangweni wezifundo zezilimi zesintu esikoleni sezilimi e-Rhodes University kanye nokuthi umnyango lo wamukela njani izihlinzeko zenqubomgomo kazwelonke kanye nezesikhungo eziphathelane nokuguqulwa kwezilimi zibe umthombo wenhlakanipho ekufundiseni nasekufundeni kanye nocwaningo ngolimi lwesiXhosa. Imikhaka emqoka eyisithupha yocwaningo ehlobene nesihlalo se-NRF SARChl izovezwa ukuze kwakhiwe ubudlelwano obenzekayo phakathi kwenqubomgomo, ukusetshenziswa kwayo kanye nokusetshenziswa kwezilimi zesintu emazingeni aphakeme.

"The Politics of Language Education in Africa" published on by Oxford University Press.

My familiarity with Professor Yusef Waghid's scholarship and our collaborationspan more than two decades. Therefore, a few words cannot appropriatelyencompass my account of the magnitude of his academic profile coupled withhis personal qualities and engagement.

Intro -- Contents -- List of Figures -- List of Tables -- Dedication -- Acknowledgements -- About the Editors -- Foreword -- Introduction -- PART 1 - Police investigating interviewing -- 1 Incarcerated, incriminated or vindicated? -- 2 Tell us the story in your Potuguguese, we can understand you -- PART 2 - Language practice in the legal process -- 3 "Like giving a wheelchair to someone who should be walking -- 4 Monolingual language of record -- 5 Multilingialism in the Sputh African legal system -- 6 Justice in the mother tongue -- 7 Langauge and the right of access to procedural justice in South Africa -- PART 3 - Language as evidence -- 8 Judges as language referees for Caribbean English vernacular speakers -- 9 A Zimbabwean perspective on the effect of interpreter-initiated turns -- 10 Conflicts emanating from the translation and interpretation of the term "domicile -- 11 Interpreters' renditions in Zimbabwean courtrooms -- PART 4 - Forensic linguistic evidence -- 12 Road markers for reliability in authorship identification evidence -- 13 The act of threatening -- 14 Sign language and hate speech -- 15 A case of crying wolf? -- About the Contributors.