Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442058
Title: The role of indigenous languages in southern Sudan : educational language policy and planning
Author: Rondyang, H. Wani
ISNI:       0000 0001 3534 7061
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2007
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Abstract:
This thesis aims to questions the language policy of Sudan's central government since independence in 1956. An investigation of the root causes of educational problems, which are seemingly linked to the current language policy, is examined throughout the thesis from Chapter 1 through 9. In specific terms, Chapter 1 foregrounds the discussion of the methods and methodology for this research purposely because the study is based, among other things, on the analysis of historical documents pertaining to events and processes of sociolinguistic significance for this study. The factors and sociolinguistic conditions behind the central government's Arabicisation policy which discourages multilingual development, relate the historical analysis in Chapter 3 to the actual language situation in the country described in Chapter 4. However, both chapters are viewed in the context of theoretical understanding of language situation within multilingualism in Chapter 2. The thesis argues that an accommodating language policy would accord a role for the indigenous Sudanese languages. By extension, it would encourage the development and promotion of those languages and cultures in an essentially linguistically and culturally diverse and multilingual country. Recommendations for such an alternative educational language policy are based on the historical and sociolinguistic findings in chapters 3 and 4 as well as in the subsequent discussions on language policy and planning proper in Chapters 5, where theoretical frameworks for examining such issues are explained, and Chapters 6 through 8, where Sudan's post-independence language policy is discussed. In the latter chapters, there is a focus on implications for language use language as a national resource for social and cultural development, both of which are examined in the light of historical and sociolinguistic information in the preceding chapters. Chapter 9 concludes the thesis by proposing an alternative educational language policy that would give a role to the nation's indigenous languages.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.442058  DOI: Not available
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