This work has attempted to give an overview of how the language policy of the different regimes in Ethiopia has contributed to the sense of national identity. Although language is not the only factor that consolidates or weakens national identity, it plays a significant role. It is with this mine that the book is written. Different language-related policies and documents of the imperial, military and EPRDF regimes were closely investigated. Sections and statements in the policy pertaining to language use were considered as units of analysis. Furthermore, empirical and theoretical literature written in areas of language policy and national identity were consulted. The autoher also included his personal experiences as a university instructor and informal meetings held with people in different walks of life.
The evidence obtained from the sources mentioned above reflects that the language policy used in Ethiopia is highly polarized: ranging from one language to all to no language to all. That is, the regimes before EPRDF dictate one language to be used as a tool of communication to all Ethiopians. On the other hand, the EPRDF regime emphasized local language and culture without (practically) giving any room for national communication.
Both approaches contribute little to national identity formation.
This book recommends that Ethiopians need to learn from other multilingual countries about language planning. Ethnocentric thinking that assumes one’s own language as superior to the other’s language should be avoided. Politicians also need to abstain from politicizing language (identity) and using it as a means of mobilizing support. This book recommends that bilingual/ multilingual education contributes a lot to Ethiopian national identity formation.
Table of Contents
- Preface
- Introduction
- Chapter 1. The concept of nation-building
- Elements of Successful Nation-building
- Unifying and persuasive ideology
- Integration of society
- Functional State Apparatus
- Importance of Building National Identity
- Language Policy and National Identity
- Language as an instrument of communication/information
- Language as an emblem of identity
- Language as a sign of recognition and inclusion
- Language Planning
- Monolingual policies
- Multilingual Language policies
- Education and National Identity
- Chapter II. Language Policy of Education and National Identity in Pre-1991 Ethiopia
- Language Policy of Education and National Identity during the Imperial System of Governance, (1941-74)
- Language Policy of Education and National Identity during the Socialist System of Governance (1974-1991)
- Language Discrimination
- Impact of Language Discrimination
- Coping with Language Discrimination
- Chapter III. Language Policy of Education and National Identity in Post 1991 Ethiopia
- Use of Nationality Languages as a Medium of Instruction
- Limitations of Mother Tongue Instruction
- Limitation on mobility
- Limitation on intergroup relations
- The problem of Intergroup Prejudice and discrimination
- Amharic as a Language of Countrywide Communication (Lingua franca)
- Nationality Language for Cultural Relations
- Importance of Learning Nationality Languages to National Identity
- English as a Medium of Instruction for Secondary and Higher Education
- Chapter IV. Conclusions and Recommendations
Objectives and Key Themes
This work aims to analyze the relationship between language policy in education and national identity formation in Ethiopia, particularly examining the impact of different language policies across various historical periods. The study explores how language policies have influenced national unity, ethnic relations, and the development of national identity.
- The impact of language policy on nation-building in Ethiopia.
- The role of language in shaping and expressing national identity.
- Analysis of monolingual versus multilingual language policies in education.
- The effects of language discrimination on intergroup relations and conflict.
- The relationship between language policy, political movements, and social change.
Chapter Summaries
Chapter 1. The concept of nation-building: This chapter lays the groundwork for understanding nation-building, exploring its essential elements such as a unifying ideology, societal integration, and a functional state apparatus. It emphasizes the crucial role of national identity and how language policy significantly contributes to, or hinders, its development. The chapter introduces various perspectives on language—as a tool for communication, a symbol of identity, and a means of inclusion or exclusion—and discusses different language planning approaches, namely monolingual and multilingual policies, within the context of education and national identity formation.
Chapter II. Language Policy of Education and National Identity in Pre-1991 Ethiopia: This chapter analyzes the language policies implemented in Ethiopia before 1991, under both the Imperial and Socialist systems of governance. It reveals the consequences of a monolingual Amharic-centric approach, highlighting the resulting language discrimination and its negative impact on various ethnic groups. The chapter discusses how this discriminatory policy fueled ethno-nationalist sentiments and contributed to armed conflicts, demonstrating the direct link between language policy, political unrest, and the struggle for ethnic recognition. It details the experiences and coping mechanisms of those affected by the repressive linguistic environment.
Chapter III. Language Policy of Education and National Identity in Post 1991 Ethiopia: This chapter examines the shift in language policy following the 1991 change in government. It focuses on the adoption of a multilingual approach, emphasizing the use of nationality languages as media of instruction in education. However, it also acknowledges limitations of this approach, such as restrictions on mobility and the potential for intergroup prejudice and discrimination. The continued role of Amharic as a lingua franca and English in higher education are also discussed, along with the importance of fostering national identity through the recognition and promotion of diverse languages.
Keywords
Language policy, national identity, Ethiopia, multilingualism, monolingualism, education, nation-building, language discrimination, ethnic conflict, political movements, linguistic diversity, Amharic, mother tongue instruction, lingua franca.
Frequently Asked Questions: Language Policy, National Identity, and Nation-Building in Ethiopia
What is the main topic of this text?
This text comprehensively analyzes the relationship between language policy in education and national identity formation in Ethiopia. It examines the impact of various language policies across different historical periods, focusing on how these policies have shaped national unity, ethnic relations, and the development of national identity.
What time periods does the text cover?
The text covers the pre-1991 era in Ethiopia, encompassing both the Imperial (1941-1974) and Socialist (1974-1991) systems of governance, and the post-1991 period following a significant political change.
What are the key themes explored in the text?
Key themes include the impact of language policy on nation-building, the role of language in shaping national identity, a comparison of monolingual versus multilingual language policies in education, the effects of language discrimination on intergroup relations and conflict, and the connection between language policy, political movements, and social change.
What are the main chapters and their focuses?
Chapter 1 introduces the concept of nation-building and its elements, emphasizing the role of language policy in shaping national identity. Chapter 2 analyzes language policies in pre-1991 Ethiopia, highlighting the negative consequences of Amharic-centric policies and their impact on ethnic relations. Chapter 3 examines the post-1991 shift towards multilingual language policies, acknowledging both successes and limitations. Finally, Chapter 4 presents conclusions and recommendations.
What language policies are discussed?
The text discusses both monolingual (primarily Amharic) and multilingual language policies. It explores the implications of each approach on national unity, ethnic relations, and the development of a national identity. The role of Amharic as a lingua franca and the use of English in higher education are also addressed.
What are the consequences of language discrimination highlighted in the text?
The text details how language discrimination, particularly under the pre-1991 regimes, fueled ethno-nationalist sentiments, contributed to armed conflicts, and hindered the development of a cohesive national identity. It explores the coping mechanisms employed by those affected by repressive linguistic policies.
What is the role of education in shaping national identity according to this text?
The text strongly emphasizes the crucial role of education in shaping national identity. Language policy within the education system is presented as a significant factor influencing national unity, ethnic relations, and the development of a shared national identity.
What are the limitations of the multilingual approach in post-1991 Ethiopia, according to the text?
While the post-1991 shift towards multilingualism is acknowledged as a positive development, the text identifies limitations such as potential restrictions on mobility, intergroup prejudice, and discrimination, despite the inclusion of various mother tongues.
What are the key words associated with this study?
Key words include: Language policy, national identity, Ethiopia, multilingualism, monolingualism, education, nation-building, language discrimination, ethnic conflict, political movements, linguistic diversity, Amharic, mother tongue instruction, and lingua franca.
- Citation du texte
- Yirgalem Alemu (Auteur), 2019, Language Policy of Education and National Identity in Ethiopia, Munich, GRIN Verlag, https://www.grin.com/document/498852
