Language Identity and Multicultural Diversity in Botswana

Autor/inn/en	Boikhutso, Keene; Jotia, Agreement Lathi
Titel	Language Identity and Multicultural Diversity in Botswana
Quelle	In: International Journal of Lifelong Education, 32 (2013) 6, S.797-815 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2013.814725
Schlagwörter	Foreign Countries; African Languages; Language Usage; Native Language; Rural Areas; Urban Areas; Multilingualism; Cultural Pluralism; Language Planning; Language of Instruction; Surveys; Ethnicity; Language Minorities; Measurement Techniques; Botswana + Suchen Sie Ihr Suchwort? Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachgebrauch; Rural area; Ländlicher Raum; Urban area; Stadtregion; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Sprachwechsel; Teaching language; Unterrichtssprache; Survey; Umfrage; Befragung; Ethnizität; Sprachminderheit; Messtechnik
Abstract	This study explored the common wisdom that sees Botswana as inherently ethnically homogenous. It used the existing Afrobarometer survey data drawn from Round 1 (1999), Round 2 (2003), Round 3 (2005) and Round 4 (2008). The findings of this study revealed that when using language spoken mostly at home, common wisdom is confirmed. However, it is disconfirmed when using disaggregated home language. This is more apparent when language is broken down according to district and rural-urban location. The implications of this study are that multicultural and linguistic diversity of Botswana compels us to view every group as heterogeneously unique and important in its own ways. While Botswana is generally viewed as a shining example of a successful African democracy, its policies towards language, especially within the education system, leave much to be desired. The education system should move beyond the homogenous-thinking doctrine and embrace multicultural diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10