Comparison of the Language Policy of South Africa and Kenya

Comparison of the Language Policy of South Africa and Kenya

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Research Title: Comparison of the Language Policy of South Africa and Kenya

In linguistics, language policy defines rules and regulations governing the enactment of policies regarding the acquisition, promotion, and teaching of languages in multilingual countries. For instance, the ascendancy and rise of English over native languages of South Africa threaten the existence, continued use, and development of perceived minor languages. Besides that, internationally popular and dominant languages, such as English, compete with most languages in these countries. Because of their cultural, economic, and political diversity, a comparison of their language policies will provide policymakers with practical insights for integrating bilingualism and multilingualism in South Africa and Kenya.

Thesis Statement: With non-native speakers outnumbering native speakers, it is critical to compare South Africa’s and Kenya’s language policies and their impact on teaching environments, students’ language needs, the relevance of English language teaching aids, approach, and materials in South given that the deficiencies of current models and policies in multilingual countries.

Objectives

Identify how the spread of English threatens South Africa and Kenya’s linguistic diversity as it disrupts linguistic ecologies, marginalizes, and endangers the survival of specific languages.
Language policy that promotes the use of English creates dire socio-economic inequalities between and within countries.
English is accountable for the cultural homogenization of the population in South Africa and Kenya countries, resulting in these countries’ anglicization.

Research Description

Assessing the implications of language policies in South Africa and Kenya’s linguistic ecologies is beneficial as it provides an understanding of the nature of language interactions. Central to this analysis is the distinction of exploitation and settlement colonies, as evident in South Africa and Kenya, and their relationship to European languages. Accordingly, these factors are crucial to developing interventions governing the teaching of English. As a result, a growing corpus of studies is a rich source of topics covering the English language history, its evolution, variations, attitudes, and teaching practices.

Primary Sources

Phillipson, R. (2016). Myths and realities of ‘global’ English. Language Policy, 16(3), 313-331.
https://doi.org/10.1007/s10993-016-9409-z

This resource investigated the adverse outcomes that English promotion has on the cultural and social fabrics of non-native English speaking countries. The paper reveals the adoption of deliberate efforts by both the UK and US government to promote English as an instrument of projecting the English language as the norm.

I will use this resource to support and substantiate the argument that the implementation of policies based on English domination is detrimental to the development, spread, and use of native languages in South Africa and Kenya.

Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using
the ‘Speak Good English Movement’ to raise awareness of global Englishes. RELC
Journal, 48(3), 294-301.

This paper describes and evaluates taste use in pedagogical approaches in raising awareness about the significance of Global Englishes and its role in contemporary South Africa and Kenyan classrooms. The researchers analyzed data collected from student reflections about using Global English as an alternative to Singlish in Singapore. For this reason, this resource will help the present research study show the critical role—Global Englishes in communities worldwide.

Ushioda, E. (2017). The impact of global English on motivation to learn other languages: Toward an ideal multilingual self. The Modern Language Journal, 101(3), 469-482.
https://doi.org/10.1111/modl.12413

Ushioda (2017), in this article, highlights the popularity of English impacts the climatic and cultural diversity of societies worldwide. Specifically, this resource analyzes the adverse impact of language policies on learners’ motivation to gain bilingualism and multiculturalism skills.

In the proposed study, this article will provide empirical evidence on how English promotion creates social-economic disparities in South Africa and Kenya. The research will also depend on this source to propose language policy recommendations that align with students and policymakers’ needs in non-native English speaking countries.

References

Phillipson, R. (2016). Myths and realities of ‘global’ English. Language Policy, 16(3), 313-331.

https://doi.org/10.1007/s10993-016-9409-z

Rose, H., & Galloway, N. (2017). Debating standard language ideology in the classroom: Using

the ‘Speak Good English Movement’ to raise awareness of global Englishes. RELC

Journal, 48(3), 294-301.