{"title":"(Re)考虑Haugen在乌干达标准斯瓦希里语教学中的模式","authors":"Caesar Jjingo, Zainab Ali Iddi","doi":"10.1080/02572117.2022.2094084","DOIUrl":null,"url":null,"abstract":"In Uganda, Kiswahili is a foreign language and is provided for as the second official language of the country mainly due to its growing importance in the region. While such an official status has significantly increased its teaching in post-primary phases across the country, the question on which Kiswahili variety or varieties to be considered in schools has remained predominantly undecided. As a result, given that the existing language-in-education policy is silent on this matter, the widespread use of various Kiswahili varieties has unceasingly and gradually flourished in the learning institutions of Uganda. This practice contrasts with Kaplan’s and Baldauf Jr.’s perspectives on schools, as formal sites for the teaching of a selected or standard variety of a given language. Employing Bowen’s document analysis techniques, this article primarily reviews postulations on the teaching of Kiswahili, as primarily outlined in the Uganda’s existing language-in-education policy. The review offers justifications to explore Haugen’s revised language planning model to purposely establish possibilities for (re-)emphasising the teaching and learning of standard Kiswahili in the Uganda’s education systems.","PeriodicalId":42604,"journal":{"name":"South African Journal of African Languages","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"(Re)considering Haugen’s model in the teaching and learning of standard Kiswahili in Uganda\",\"authors\":\"Caesar Jjingo, Zainab Ali Iddi\",\"doi\":\"10.1080/02572117.2022.2094084\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In Uganda, Kiswahili is a foreign language and is provided for as the second official language of the country mainly due to its growing importance in the region. While such an official status has significantly increased its teaching in post-primary phases across the country, the question on which Kiswahili variety or varieties to be considered in schools has remained predominantly undecided. As a result, given that the existing language-in-education policy is silent on this matter, the widespread use of various Kiswahili varieties has unceasingly and gradually flourished in the learning institutions of Uganda. This practice contrasts with Kaplan’s and Baldauf Jr.’s perspectives on schools, as formal sites for the teaching of a selected or standard variety of a given language. Employing Bowen’s document analysis techniques, this article primarily reviews postulations on the teaching of Kiswahili, as primarily outlined in the Uganda’s existing language-in-education policy. The review offers justifications to explore Haugen’s revised language planning model to purposely establish possibilities for (re-)emphasising the teaching and learning of standard Kiswahili in the Uganda’s education systems.\",\"PeriodicalId\":42604,\"journal\":{\"name\":\"South African Journal of African Languages\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2022-05-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"South African Journal of African Languages\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02572117.2022.2094084\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of African Languages","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02572117.2022.2094084","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
(Re)considering Haugen’s model in the teaching and learning of standard Kiswahili in Uganda
In Uganda, Kiswahili is a foreign language and is provided for as the second official language of the country mainly due to its growing importance in the region. While such an official status has significantly increased its teaching in post-primary phases across the country, the question on which Kiswahili variety or varieties to be considered in schools has remained predominantly undecided. As a result, given that the existing language-in-education policy is silent on this matter, the widespread use of various Kiswahili varieties has unceasingly and gradually flourished in the learning institutions of Uganda. This practice contrasts with Kaplan’s and Baldauf Jr.’s perspectives on schools, as formal sites for the teaching of a selected or standard variety of a given language. Employing Bowen’s document analysis techniques, this article primarily reviews postulations on the teaching of Kiswahili, as primarily outlined in the Uganda’s existing language-in-education policy. The review offers justifications to explore Haugen’s revised language planning model to purposely establish possibilities for (re-)emphasising the teaching and learning of standard Kiswahili in the Uganda’s education systems.
期刊介绍:
The South African Journal of African Languages is a peer-reviewed research journal devoted to the advancement of African (Bantu) and Khoi-San languages and literatures. Papers, book reviews and polemic contributions of a scientific nature in any of the core areas of linguistics, both theoretical (e.g. syntax, phonology, semantics) and applied (e.g. sociolinguistic topics, language teaching, language policy), and literature, based on original research in the context of the African languages, are welcome. The journal is the official mouthpiece of the African Language Association of Southern Africa (ALASA), established in 1979.