Paradigm shift in language planning and policy : game-theoretic solutions

Paradigm shift in language planning and policy : game-theoretic solutions /

The book proposes a paradigm shift in language planning and language policy in Africa. The new democratic model for language planning has several assets over the traditional hegemonic language of wider communication (LWC) model: It does not endanger minority languages, nor does it endanger social co...

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Bibliographic Details
Online Access: Full text (MCPHS users only)
Main Author: Koffi, Ettien N'da, 1963-
Format: Electronic eBook
Language:English
Published: Berlin ; Boston : De Gruyter Mouton, 2012
Series:Contributions to the sociology of language ; 101.
Subjects:
Language planning > Africa.
Language policy > Africa.
Sociolinguistics > Africa.
Local Note:ProQuest Ebook Central
Table of Contents:
  • Abbreviations
  • 1. Ten deadly impediments to language planning in Africa Introduction
  • 1.1. Excessive theorization
  • 1.2. The glorification of the LWC mode
  • 1.3. Faulty assessment of ethnolinguistic loyalty
  • 1.4. Elite hypocrisy
  • 1.5. Unaddressed parental concerns
  • 1.6. The low marketability of African languages
  • 1.7. The "dependency" syndrome
  • 1.8. The rigidity of mother-tongue acquisition models
  • 1.9. The alleged prohibitive cost
  • 1.10. "Manisfesto syndrome" and the language plan of action for Africa
  • 1.11. Summary
  • 2. The strategic Game theory and 3±1 language outcome
  • Introduction
  • 2.1. Correcting some misconceptions about the Game theory
  • 2.2. The universality of games
  • 2.3. Modern Game theory
  • 2.4. The working parables of the Game theory
  • 2.5. Introducing the Predictioneer's Model
  • 2.6. Summary
  • 3. A Game-theoretic assessment of language of education policies in French and Portuguese colonies
  • Introduction
  • 3.1. The Game theory and colonialism studies
  • 3.2. The rationales for colonialism
  • 3.3. Overview of French colonialism
  • 3.4. A Game-theoretic analysis of players' preference
  • 3.5. Overview of Portuguese colonialism
  • 3.6. Implications for language planning in French and Portuguese colonies
  • 3.7. Summary
  • 4. A Game-theoretic assessment of language of education policies in Belgian, British, and German colonies
  • Introduction
  • 4.1. The legacy of the pluralistic language ideology
  • 4.2. Overview of British colonialism
  • 4.3. Overview of Belgian colonies: Congo, Burundi, Rwanda
  • 4.4. Overview of German colonies
  • 4.5. Summary
  • 5. Case study: Rethinking mother-tongue education in Cote d'Ivoire
  • Introduction
  • 5.1. Sociolinguistic survey of Cote d'Ivoire
  • 5.2. The co-habitation of French and Indigenous Ivorian languages
  • 5.3. Experimentation with TIM5.4 Workable models of language of education
  • 5.5. MM and the 3±1 language outcome
  • 5.6. Personnel planning
  • 5.7. Potential obstacles
  • 5.8. Summary
  • 6. Game-theoretic assessment of language of education policies in African megacities
  • Introduction
  • 6.1. Urbanization in Africa: Historical overview
  • 6.2. Colonial and post-colonial urbanization
  • 6.3. Rationale of the unprecedented urban growth
  • 6.4. Unemployment, underemployment and urbanization
  • 6.5. Assessing ethnolinguistic loyalty
  • 6.6. The ethnolinguistic profile of African megacities
  • 6.7. The ethnolinguistic occupation of urban spaces
  • 6.8. Urbanization and social network analysis
  • 6.9. Social network analysis in megacities
  • 6.10. Language of education policy in megacities with linguistic homogeneity
  • 6.11. Language of education policy in megacities with ethnolinguistic dominance
  • 6.12. Language of education policy in megacities with ethnolinguistic dominance
  • 6.13. Language planning in cities with ethnolinguistic equilibrium
  • 6.14. Abidjan as a case study
  • 6.15. The implementation of MM in Abidjan
  • 6.16. Language endangerment in African megacities
  • 6.17. Summary
  • 7. Framework and rationale for literacy planning in rural Africa.

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