多语环境下身份之争对语言规划的挑战:以伽莫为例

Hirut Woldemariam
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引用次数: 2

摘要

在多元社会的地方,一个常见的语言规划问题是决定哪种语言应该成为教育语言。事实上,决定哪一种语言应该被确立为教学媒介(以下简称MOI)是一种政治决定,如果管理不善,可能会导致可怕的后果。通常,政治意识形态和身份争论相互作用,并对语言努力的解释产生影响。在(重新)阐明和执行埃塞俄比亚目前的多语文政策的过程中,加莫地区的语言多样性已与政治利益纠缠在一起。在政策的实施过程中,人们采取了截然不同的立场。一方面,地方当局倾向于采取一种同化主义的做法。考虑到语言群体之间的密切遗传关系,已为前北奥莫地区的几个民族语言群体规定了共同的MOI。另一方面,尽管存在很强的语言相似性和相互可理解性,但不同的群体声称他们彼此不同。他们之间的相互理解被否定了。这一过程导致了语言规划的不稳定。身份和独特性的问题甚至在本研究的重点——伽莫的子群体中也一直存在。这表明,教育语言既被视为一种社会实践,也被视为一种符号系统,通过这种系统,身份被标记和代表。在加莫的多语言环境中,教育语言的问题变得复杂,因为它与种族认同相结合。在加莫地区,这种情况导致语文规划一再改变和行政单位结构的改组。本研究的目的是探讨在加莫所属的多语种行政单位实施新语言政策的轨迹和挑战。它显示了身份问题如何使在多语言地区实现固定的语言规划变得困难。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Language Planning Challenged by Identity Contestation in a Multilingual Setting: the Case of Gamo
A common language-planning problem in places with plural societies is deciding which language should be the language of education. Indeed, de-cisions regarding which languages should be established as the medium of instruction (MOI hereafter) are political decisions which, if ill managed, can lead to appalling consequences. Often, political ideologies and identity contestations interact with and bring influence to on the interpretation of linguistic endeavors. Linguistic diversity in the Gamo area has become entangled with political interests in the process of (re)articulating and implementing the current multilingual language policy in Ethiopia. Contrasting positions have been taken in the course of implementation of the policy. On the one hand, the local authorities have tended to adopt a type of assimilationist approach. Considering the close genetic relationship among the linguistic groups, a common MOI has been prescribed for several ethno-linguistic groups in the former North Omo Zone. On the other hand, despite the existing strong linguistic similarities and mutual intelligibility, various groups have asserted that they differ from each other. Mutual intelligibility between them has been denied. The process has resulted in unstable language planning. The issue of identity and distinctiveness has persisted even among the subgroups of Gamo, the focus of this study. This shows that the language of education has been viewed both as a social practice and as a symbolic system through which identity is marked and represented. The issue of the language of education has become complex in multilingual settings of Gamo, since it is compounded with ethnic identity. In the Gamo area, the situation has resulted in the repeated alteration of language planning and reorganization of the structure of the administrative unit. The aim of this study is to investigate the trajectories and challenges of implementing the new language policy in the multilingual administrational unit to which Gamo belongs. It shows how issues of identity have made it difficult to achieve settled language planning in a multilingual area.
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