Language Policy And Language Conflict In Afghanistan And Its Neighbors
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Language Policy and Language Conflict in Afghanistan and Its Neighbors
The book was co-edited by Brian Spooner, Professor of Anthropology at the University of Pennsylvania. Language policy in Central Asia, Afghanistan and the immediately surrounding neighboring countries has a long and varied history. The Iranian revolution of 1978, the collapse of the Soviet Union in 1991, and the ongoing conflict in Afghanistan since 2001 have left the area in a state of flux. This volume gives a better picture about what is official and explicit, what is not official but implicit or general practice, and what the likely future developments might be. It is very clear that multilingualism, whether it involves Persian, Russian or English in addition to other languages, not only has long been a part of the scene, but will probably continue to be so.
Language Policy and Language Conflict in Afghanistan and Its Neighbors
The contribution of this collection of articles is to construct an updated picture of languages and language policy in and around Afghanistan, and give potential language learners a clearer picture of what kinds of resources exist, and what is still needed. The book was co-edited by Brian Spooner, Professor of Anthropology at the University of Pennsylvania.
Language Issues in Comparative Education
Author: Carol Benson
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-06-13
This volume compiles a unique yet complementary collection of chapters that take a strategic comparative perspective on education systems, regions of the world, and/or ethnolinguistic communities with a focus on non-dominant languages and cultures in education. Comparison and contrast within each article and across articles illustrates the potential for using home languages – which in many cases are in non-dominant positions relative to other languages in society – in inclusive multilingual and multicultural forms of education. The 22 authors demonstrate how bringing non-dominant languages and cultures into schooling has liberatory, transformative potential for learners from ethnolinguistic communities that have previously been excluded from access to quality basic education. The authors deal not only with educational development in specific low-income and emerging countries in Asia (Afghanistan, Bangladesh, Cambodia, the Philippines Thailand and Vietnam), Latin America (Guatemala and Mexico) and Africa (Mozambique, Senegal and Tanzania), but also with efforts to reach marginalized ethnolinguistic communities in high-income North American countries (Canada and the USA). In the introductory chapter the editors highlight common and cross-cutting themes and propose appropriate, sometimes new terminology for the discussion of linguistic and cultural issues in education, particularly in low-income multilingual countries. Likewise, using examples from additional countries and contexts, the three final chapters address cross-cutting issues related to language and culture in educational research and development. The authors and editors of this volume share a common commitment to comparativism in their methods and analysis, and aim to contribute to more inclusive and relevant education for all. “A richly textured collection which offers a powerful vision of the possible, now and in the future.” Alamin Mazrui, Rutgers State University of New Jersey, USA “This book takes the local perspective of non-dominant language communities in arguing for a multilingual habitus in educational development. Benson and Kosonen masterfully extend theories and clarify terminology that is inclusive of the non-dominant contexts described here.” Ofelia García, City University of New York, USA