Languages, Linguistics and Development Practices

✍ Scribed by Deborah Hill (editor), Felix K. Ameka (editor)

• Publisher: Palgrave Macmillan
• Year: 2022
• Tongue: English
• Leaves: 319
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Acknowledgements
Contents
Notes on Contributors
Abbreviations
List of Figures
List of Tables
1 Introduction: What Can Linguistics and Language(s) Contribute to Development Practices?
1 Introduction
2 Human Development
3 The Meaning of Development from Below
4 Linguistics and Development Communication
5 Pillars of Development
6 Organisation of the Book
7 Concluding Remark
References
2 Localising Global Financial Key Terms: Case Studies from East Africa
1 Introduction
2 Language and Linguistics in Development Practice
3 Aflatoun International
The Basics of Aflatoun’s Social and Financial Programme
Contextualisation from the Aflatoun Perspective
4 Methodology
5 The World Bank
Save
Budget (v)
Entrepreneurship
Bank
6 Aflatoun Views
Save
Budget
Entrepreneurship
Bank
7 Local Understandings
The Global Master Trainer in Tanzania
The Kenyan Trainer and Teacher
8 Summary
9 Conclusion
References
3 Asset-Based Community Development in Diverse Cultural Contexts: Learning from Mindanao, the Philippines
1 Introduction
2 Asset-Based Community Development: A Brief Overview
3 ABCD in Mindanao: Adaptions and Examples
4 Language and Other Communication Tools as a Key Component of ABCD+E in Mindanao
5 ABCD—A Description in Simple Words
6 Conclusion
References
4 The Changing Conceptions of Work and the Language of Work in Ghana: Towards a Research Agenda
1 Introduction
2 Notes on the Ghanaian Economy and the Changing Character of Work
3 Ghanaian Popular Culture and Depictions of the Centrality of Work in Ghana
4 The Changing Character and Language of Agricultural Work in Ghana
5 The Changing Language of Work in the Mining Sector
6 The Changing Nature of Urban Informal Work
7 Conclusions—Towards a Research Agenda
References
5 The Importance of Mutual Understanding of Key Terminology in Development Projects: A PNG Example
1 Introduction
2 Understanding Participating Communities
3 Accessible Language
4 Methodology and Results
5 Discussion
6 Conclusion
References
6 Peer-To-Peer Learning: The Dynamics of Kin Relations, Matriliny, and Gender
1 Introduction
2 Peer-to-Peer Learning: An Appropriate Model for the Pacific
3 Matriliny, Households and Kin Relations
Matriliny and Longgu
4 Kin Relations: Likely Peers and Non-Peers
5 Family Farm Teams Approach and Peer-to-Peer Learning
Preparing for Peer Learning
Initial Peer-to-Peer Training Networks
Peer-to-Peer Learning as a Reflection of Kinship Relationships and Practices
6 Implications for Development Practices
7 Conclusion
References
7 ‘I Could Still Be Myself as a Warlpiri Person’: How Bilingual Education Achieves Community Development Aims
1 Setting the Scene: A Day in a Warlpiri-English School Programme
2 Introduction
3 Background: Bilingual Education in the Northern Territory and in Lajamanu Community
4 How Bilingual Education Helps to Achieve the Aims of Community Development
5 Conclusion
References
8 English Language Learning as a Trojan Horse? Examining Early Childhood Teachers’ Views of Teaching Young Children in an English-Medium NGO in India
1 Introduction
2 Indian Linguistic Context
3 Postcolonial Politics of the English Language in India
4 Education Systems and the ‘Double Divide’
5 ‘Banking Approach’ Pedagogical Practices for English Language Learning in India
6 The Case Study: An English-Medium Balwadi
7 Teachers’ Perspectives of English Language Learning in the Early years
8 English as an Antidote? Teaching Children English as Early as Possible is Necessary for Future Success
9 English-Medium Instruction for Young Children is Important
10 Revisiting the Two Key Arguments
11 Conclusion
References
9 The Place of a Lingua Franca in Development Practice: The Case of Tok Pisin in Papua New Guinea
1 Introduction
2 Language Choice and Aims of Development Work—A Personal Reflection
3 Why Choose Tok Pisin in PNG: The Place of Tok Pisin in PNG Identity
4 Tok Pisin in Development Practices
The Place of Glossaries
5 Benefits of Choosing Tok Pisin in Development Projects
Tok Pisin as Middle Language: Examples from Linguistic Research and from HIV and AIDS Awareness
Inclusive Translations
Tok Pisin in Project Evaluation
6 The Challenge with the Use of English
7 Conclusion
References
10 Lost in Translation: Disorienting Research Dilemmas in a Multilingual Country
1 Introduction
2 Language Challenges
Survey Translation
Workshop Interpretation
Qualitative Data Translation
Using Plain English
3 Reflections
4 Conclusion
References
11 The Linguist, Language, and Economic Development: A Commentary on Languages, Linguistics and Development Practices
1 Introduction
2 The Chapters
3 Some Constructive Addenda
References
Index