Literaturnachweis - Detailanzeige
Autor/in | McFerren, Margaret |
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Institution | Center for Applied Linguistics, Washington, DC. Language/Area Reference Center. |
Titel | Chad: Country Status Report. |
Quelle | (1984), (10 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Adult Education; Arabic; Armed Forces; Bilingualism; Dialects; Elementary Secondary Education; Foreign Countries; French; Higher Education; Industry; Language Maintenance; Language of Instruction; Language Planning; Language Role; Language Standardization; Language Usage; Mass Media; Monolingualism; Multilingualism; Official Languages; Public Policy; Sara; Chad Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arabisch; Military; Militär; Bilingualismus; Dialect; Dialekt; Ausland; Französisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Industrie; Sprachpflege; Teaching language; Unterrichtssprache; Sprachwechsel; Sprachgebrauch; Massenmedien; Mehrsprachigkeit; Multilingualismus; Office language; Amtssprache; Öffentliche Ordnung; Tschad |
Abstract | A survey of the status of language usage in Chad begins with an overview of the usage patterns of four languages. They include: French, designated the official language as a practical necessity; Chadian Arabic and Sara, important popularly spoken languages in their respective regions; and Toubou, a less prevalent language but one that is spoken by the present chief of state and his main opponent. A matrix follows that rates these four languages on: (1) their usage rating using State Department classifications; (2) increase and decrease trends by the year 2000; (3) chief of state use in addressing the populace; (4) use in armed forces, government, court, and diplomatic communications, written and oral; (5) use as a language of instruction or required language in higher education, on the secondary and elementary levels, and in adult education; (6) use in the popular press, radio and television broadcasting, and film; (7) business and professional use, written and oral; (8) use in intellectual circles; (9) the alphabet situation; (10) the status of indigenous literature; (11) use in public signs and notices; and (12) the availability of instructional materials and dictionaries in the native languages for use in English as a second language. Explanatory notes give the number and population percentages using the languages, the type of alphabet used, and specific instructional material titles. A selected bibliography is also included. (MSE) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |