 |
|
|
Item Details
| Title:
|
LANGUAGE POLICY AND IDENTITY CONSTRUCTION
THE DYNAMICS OF CAMEROON'S MULTILINGUALISM |
| By: |
Eric A. Anchimbe |
| Format: |
Hardback |
| List price:
|
£83.00 |
|
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
|
| ISBN 10: |
9027218730 |
| ISBN 13: |
9789027218735 |
| Publisher: |
JOHN BENJAMINS PUBLISHING CO |
| Pub. date: |
7 January, 2013 |
| Series: |
IMPACT: Studies in Language and Society 32 |
| Pages: |
276 |
| Description: |
Focusing on the dynamics of Cameroon's multilingualism, this book contributes to debates on the impact of politic language policy on daily language use in sociocultural and interpersonal interactions, multiple identity construction, and indigenous language teaching and empowerment. |
| Synopsis: |
The (dis)empowerment of languages through language policy in multilingual postcolonial communities often shapes speakers' identification with these languages, their attitude towards other languages in the community, and their choices in interpersonal and intergroup communication. Focusing on the dynamics of Cameroon's multilingualism, this book contributes to current debates on the impact of politic language policy on daily language use in sociocultural and interpersonal interactions, multiple identity construction, indigenous language teaching and empowerment, the use of Cameroon Pidgin English in certain formal institutional domains initially dominated by the official languages, and linguistic patterns of social interaction for politeness, respect, and in-group bonding. Due to the multiple perspectives adopted, the book will be of interest to sociolinguists, applied linguists, pragmaticians, Afrikanists, and scholars of postcolonial linguistics. |
| Illustrations: |
+ index |
| Publication: |
Netherlands |
| Imprint: |
John Benjamins Publishing Co |
| Returns: |
Non-returnable |
|
|
|
 |
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|