A Three-Tier Citizenship: Can the State in Tanzania Guarantee Linguistic Human Rights?

Autor/inn/en	Rubagumya, Casmir M.; Afitska, Oksana; Clegg, John; Kiliku, Patrick
Titel	A Three-Tier Citizenship: Can the State in Tanzania Guarantee Linguistic Human Rights?
Quelle	In: International Journal of Educational Development, 31 (2011) 1, S.78-85 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.06.007
Schlagwörter	Foreign Countries; African Languages; Economic Development; Civil Rights; Citizenship; Bilingual Education; Equal Education; Educational Quality; Academic Achievement; Language Role; Language of Instruction; Advocacy; Developing Nations; Educational Environment; Educational Development; Educational Policy; Sociolinguistics; Language Minorities; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Wirtschaftsentwicklung; Bürgerrechte; Grundrechte; Zivilrecht; Staatsbürgerschaft; Bilingual teaching; Bilingualer Unterricht; Quality of education; Bildungsqualität; Schulleistung; Teaching language; Unterrichtssprache; Sozialanwaltschaft; Developing country; Developing countries; Entwicklungsland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Politics of education; Bildungspolitik; Soziolinguistik; Sprachminderheit; Tansania
Abstract	This paper explores how the concept of linguistic citizenship can be applied to the Tanzanian situation in terms of the delivery of bilingual education as well as addressing issues of equity and quality in education. It starts by a brief overview of how the concepts "linguistic human rights" and "linguistic citizenship" are theorized. It then goes on to show that in the Tanzanian context the "linguistic human rights" paradigm cannot adequately address the concerns of speakers of marginalized languages. The paper argues that all efforts to guarantee linguistic human rights in Tanzania have so far been top-down and have to a large extent failed. The paper further argues that it is the people who can empower themselves by giving value to their marginalized languages. This valorisation will make education meaningful in people's struggle towards socio-economic development. The paper discusses in particular the role which African languages play in raising achievement in African education and highlights the importance of research into educational language use and persuasive communication of this research in increasing this role. Finally the paper emphasises the role of advocacy and the increasing status of African languages in society in the development of mother-tongue medium education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10