A Lingua Franca for Africa. Esperanto Documents No. 36A.

Autor/in	Farukuoye, Helga
Institution	Universal Esperanto Association, Rotterdam (Netherlands).
Titel	A Lingua Franca for Africa. Esperanto Documents No. 36A.
Quelle	(1986), (19 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Developing Nations; English (Second Language); Foreign Countries; Intercultural Communication; Language Maintenance; Language of Instruction; Language Planning; Language Role; Native Language Instruction; Official Languages; Second Language Instruction; Uncommonly Taught Languages; Africa + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Interkulturelle Kommunikation; Sprachpflege; Teaching language; Unterrichtssprache; Sprachwechsel; Native language education; Muttersprachlicher Unterricht; Office language; Amtssprache; Fremdsprachenunterricht; Minderheitensprache; Afrika
Abstract	The actual possibilities for communication among Africans are unsatisfactory. While the north has adopted Arabic as its lingua franca, most African states south of the Sahara still use the language(s) of their former colonial masters as official languages, thereby neglecting their native languages. This situation excludes many people from higher education because of language difficulties, perpetuating a kind of cultural imperialism, and splitting the continent into different language blocs. Every African child should be taught his native language or the language of the immediate environment through the end of secondary school, but Africa also needs a lingua franca. English and other European languages are inappropriate for a variety of reasons, and many native languages pose political problems. However, Esperanto would satisfy Africa's need for a politically neutral, easy-to-learn, well-developed, and rich language and could be successful if its introduction were well-planned and gradually executed. It should first be propagated privately, especially among teachers and teacher trainers, then introduced as an optional school subject, then be made a compulsory school subject, and finally be used as a medium of instruction. The history and development of Esperanto are explored, and examples of the language's grammatical structure are included. (MSE)
Anmerkungen	Universal Esperanto Association, Nieuwe Binnenweg 176, 3015 BJ Rotterdam, Netherlands (Hfl. 3.00 and 10 percent postage and handling; bulk prices available).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC