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Languages, Linguistics and Development Practices 2022 ed. [Kõva köide]

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  • Formaat: Hardback, 301 pages, kõrgus x laius: 210x148 mm, kaal: 555 g, 9 Illustrations, color; 13 Illustrations, black and white; XXV, 301 p. 22 illus., 9 illus. in color., 1 Hardback
  • Ilmumisaeg: 07-May-2022
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030935213
  • ISBN-13: 9783030935214
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Languages, Linguistics and Development Practices 2022 ed.Suurem pilt
  • Formaat: Hardback, 301 pages, kõrgus x laius: 210x148 mm, kaal: 555 g, 9 Illustrations, color; 13 Illustrations, black and white; XXV, 301 p. 22 illus., 9 illus. in color., 1 Hardback
  • Ilmumisaeg: 07-May-2022
  • Kirjastus: Springer Nature Switzerland AG
  • ISBN-10: 3030935213
  • ISBN-13: 9783030935214
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9783030935214.html
Märksõnad:

This edited book presents case-studies and reflections on the role of languages and their analytic study in development practices across four regions: Africa, Asia, Australia, and the Pacific. The authors highlight the importance of conceptual studies of languages and cultures, as well as language choice, for enhancing development practices, demonstrating the value that language analysis and the humanities can add to the already multi-disciplinary field of Development Studies. The chapters draw on the fields of linguistics, human geography, education, diverse economies, community learning, sociology, and anthropology, and topics covered include some significant areas of interest to sustainable human development: education, work, finances, age, gender; as well as a key approach to development (asset-based community development). Chapters on informal adult learning provide opportunities to explore how and why language and linguistic analysis is relevant to development projects. The volume aims to promote collaboration and interdisciplinary dialogue and should be of interest to academics, practitioners and students of language and development, and to those working in the field of development globally.

1 Introduction: What Can Linguistics and Language(s) Contribute to Development Practices?
1(22)
Felix K. Ameka
Deborah Hill
1 Introduction
1(3)
2 Human Development
4(3)
3 The Meaning of Development from Below
7(4)
4 Linguistics and Development Communication
11(3)
5 Pillars of Development
14(2)
6 Organisation of the Book
16(4)
7 Concluding Remark
20(1)
References
20(3)
2 Localising Global Financial Key Terms: Case Studies from East Africa
23(36)
Froukje Krijtenburg
Michelle Tjeenk Willink
Felix K. Ameka
Aflatoun
1 Introduction
24(2)
2 Language and Linguistics in Development Practice
26(2)
3 Aflatoun International
28(1)
The Basics of Aflatoun's Social and Financial Programme
29(1)
Contextualisation from the Aflatoun Perspective
29(3)
4 Methodology
32(1)
5 The World Bank
33(1)
Save
34(1)
Budget (v)
35(1)
Entrepreneurship
36(1)
Bank
37(1)
6 Aflatoun Views
37(1)
Save
38(1)
Budget
38(1)
Entrepreneurship
39(1)
Bank
39(1)
7 Local Understandings
40(1)
The Global Master Trainer in Tanzania
40(4)
The Kenyan Trainer and Teacher
44(3)
8 Summary
47(6)
9 Conclusion
53(1)
References
54(5)
3 Asset-Based Community Development in Diverse Cultural Contexts: Learning from Mindanao, the Philippines
59(28)
Ann Hill
Anselmo B. Mercado
Anne Shangrila Fuentes
Deborah Hill
1 Introduction
59(3)
2 Asset-Based Community Development: A Brief Overview
62(2)
3 ABCD in Mindanao: Adaptions and Examples
64(7)
4 Language and Other Communication Tools as a Key Component of ABCD+E in Mindanao
71(6)
5 ABCD---A Description in Simple Words
77(6)
6 Conclusion
83(1)
References
84(3)
4 The Changing Conceptions of Work and the Language of Work in Ghana: Towards a Research Agenda
87(24)
Akosua K. Darkwah
Dzodzi Tsikata
1 Introduction
87(4)
2 Notes on the Ghanaian Economy and the Changing Character of Work
91(5)
3 Ghanaian Popular Culture and Depictions of the Centrality of Work in Ghana
96(2)
4 The Changing Character and Language of Agricultural Work in Ghana
98(4)
5 The Changing Language of Work in the Mining Sector
102(1)
6 The Changing Nature of Urban Informal Work
103(1)
7 Conclusions---Towards a Research Agenda
104(2)
References
106(5)
5 The Importance of Mutual Understanding of Key Terminology in Development Projects: A PNG Example
111(24)
Jo Caffery
Lalen Simeon
Kiteni Kusunan Kurika
1 Introduction
111(3)
2 Understanding Participating Communities
114(4)
3 Accessible Language
118(3)
4 Methodology and Results
121(7)
5 Discussion
128(2)
6 Conclusion
130(1)
References
131(4)
6 Peer-To-Peer Learning: The Dynamics of Kin Relations, Matriliny, and Gender
135(28)
Deborah Hill
Delmay Basi
Godwin Rahe
1 Introduction
135(1)
2 Peer-to-Peer Learning: An Appropriate Model for the Pacific
136(2)
3 Matriliny, Households and Kin Relations
138(1)
Matriliny and Longgu
139(3)
4 Kin Relations: Likely Peers and Non-Peers
142(6)
5 Family Farm Teams Approach and Peer-to-Peer Learning
148(2)
Preparing for Peer Learning
150(1)
Initial Peer-to-Peer Training Networks
151(1)
Peer-to-Peer Learning as a Reflection of Kinship Relationships and Practices
152(2)
6 Implications for Development Practices
154(3)
7 Conclusion
157(1)
References
158(5)
7 `I Could Still Be Myself as a Warlpiri Person': How Bilingual Education Achieves Community Development Aims
163(26)
Carmel O'Shannessy
Marlkirdi Napaljarri Rose
Elaine Nangala Johnson
Gracie Napaljarri White
1 Setting the Scene: A Day in a Warlpiri-English School Programme
163(2)
2 Introduction
165(2)
3 Background: Bilingual Education in the Northern Territory and in Lajamanu Community
167(9)
4 How Bilingual Education Helps to Achieve the Aims of Community Development
176(7)
5 Conclusion
183(1)
References
184(5)
8 English Language Learning as a Trojan Horse?: Examining Early Childhood Teachers' Views of Teaching Young Children in an English-Medium NGO in India
189(32)
Zinnia Mevawalla
Sanobia Palkhiwala
1 Introduction
189(3)
2 Indian Linguistic Context
192(2)
3 Postcolonial Politics of the English Language in India
194(2)
4 Education Systems and the `Double Divide'
196(3)
5 `Banking Approach' Pedagogical Practices for English Language Learning in India
199(1)
6 The Case Study: An English-Medium Balwadi
200(4)
7 Teachers' Perspectives of English Language Learning in the Early years
204(3)
8 English as an Antidote? Teaching Children English as Early as Possible is Necessary for Future Success
207(3)
9 English-Medium Instruction for Young Children is Important
210(3)
10 Revisiting the Two Key Arguments
213(1)
11 Conclusion
214(1)
References
215(6)
9 The Place of a Lingua Franca in Development Practice: The Case of Tok Pisin in Papua New Guinea
221(24)
Catherine Levy
1 Introduction
221(2)
2 Language Choice and Aims of Development Work---A Personal Reflection
223(2)
3 Why Choose Tok Pisin in PNG: The Place of Tok Pisin in PNG Identity
225(3)
4 Tok Pisin in Development Practices
228(1)
The Place of Glossaries
229(3)
5 Benefits of Choosing Tok Pisin in Development Projects
232(1)
Tok Pisin as Middle Language: Examples from Linguistic Research and from HIV and AIDS Awareness
232(2)
Inclusive Translations
234(1)
Tok Pisin in Project Evaluation
235(2)
6 The Challenge with the Use of English
237(2)
7 Conclusion
239(1)
References
240(5)
10 Lost in Translation: Disorienting Research Dilemmas in a Multilingual Country
245(22)
Barbara Pamphilon
1 Introduction
245(3)
2 Language Challenges
248(1)
Survey Translation
248(4)
Workshop Interpretation
252(2)
Qualitative Data Translation
254(3)
Using Plain English
257(2)
3 Reflections
259(4)
4 Conclusion
263(1)
References
264(3)
11 The Linguist, Language, and Economic Development: A Commentary on Languages, Linguistics and Development Practices
267(20)
Salikoko S. Mufwene
1 Introduction
267(2)
2 The
Chapters
269(12)
3 Some Constructive Addenda
281(6)
References 287(4)
Index 291
Deborah Hill is Associate Professor in TESOL and Linguistics at the University of Canberra, Australia. Her interests are language and culture, language description, semantics, and language in development. She has published on the grammar and (ethno-)semantics of Longgu, Solomon Islands. She is currently leading an agricultural research for development project in the Solomon Islands. 





Felix K. Ameka is a socio-cultural-cognitive linguist, and Chair Professor Ethnolinguistic Vitality and Diversity at Leiden University, The Netherlands. He is a Fellow of the Ghana Academy of Arts and Sciences, Australian Academy of Humanities and Academia Europaea. His interests are language documentation and description, language and culture, and sociolinguistics of development. He has published on the lexicon, grammar, (ethno-)semantics, (ethno-)pragmatics, and language contact of West African languages.