東華大學圖書館 |

Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies = = La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies =/ Mama Adobea Nii Owoo.
其他題名:	La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement /
作者:	Nii Owoo, Mama Adobea,
面頁冊數:	1 electronic resource (342 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
標題:	Education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31333607
ISBN:	9798342760232

Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies = = La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement /
Nii Owoo, Mama Adobea,

Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies =La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement /Mama Adobea Nii Owoo. - 1 electronic resource (342 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

This research analyzed the extent to which Global Northern Orthodox knowledge shapes language policy interpretation of Global South teachers in Medium of Instruction MOI models. The study explored language policy from a Southern Perspective (Makoni et al., 2022; Santos, 2016), specifically through the lens of Africanity (Mudimbe, 1988; 1994; Mafeje, 2000; Prah, 2012) and African personality theory (Nkrumah, 1967; Quaison-Sackey, 1963). I used a multimethod interpretative qualitative research design in this multimodal thesis, comprised of a written dissertation and a 30-minute documentary film, to explore Global South teachers' experience of language planning and policy, focusing on Ghana's multilingual educational context. The study asks (1) How does personal experience with national language policy influence teachers' interpretation and implementation of MOI policies in Ghana? 2) How are teachers portrayed in Ghana's national language policies, and how does this portrayal contribute to their civic conception of themselves in relation to languages, literacy, and policy, and their interpretation of bilingual instruction? I combined historical data, language biographical interviews, and classroom observations to study how five teachers interpret English Medium of Instruction and Mother tongue-based bilingual education policies in a Ghanaian urban primary school. The findings suggest a reciprocal influence between national language policy discourses and teachers' personal experiences with language policy as reconfiguring educational experiences and outcomes for multilingual learners. The research also uses portraiture to depict a locus of African teachers drawing on lived language experiences to produce authentic interlocutions of language policy in their Southern multilingual environment. Using the notion of personal archaeologies of language policy, this research proposes a framework for strengthening the multilingual authority of African teachers in MOI policy interpretation through a personalized exploration of language policy experiences in teacher education and teacher development. By exploring language policy through teachers' personal experience, this research situates Southern interpretations of language policy in the complex experiential realities of African multilingualism that go beyond problem versus resource orientations articulated within Northern interpretations of Language Planning and Policy, which derive authority in the practice of formal linguistics.

English

ISBN: 9798342760232Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Ghana

Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies = = La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement /
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245 1 0 $a Language Policy as Personal Experience: A Southern Perspective of Language Policy via Ghana's Practice of Medium of Instruction Policies = $b La politique linguistique en tant qu'experience personnelle: Une perspective meridionale de la politique linguistique a travers la pratique ghaneenne des politiques relatives aux moyens d'enseignement / $c Mama Adobea Nii Owoo.
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500 $a Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisors: Bale, Jeff Committee members: Kerekes, Julie; Le Pichon-Vorstman, Emmanuelle; Makoni, Sinfree; Wai, Zubairu; Tucker, Shawna-Kaye.
502 $b Ph.D. $c University of Toronto (Canada) $d 2024.
520 $a This research analyzed the extent to which Global Northern Orthodox knowledge shapes language policy interpretation of Global South teachers in Medium of Instruction MOI models. The study explored language policy from a Southern Perspective (Makoni et al., 2022; Santos, 2016), specifically through the lens of Africanity (Mudimbe, 1988; 1994; Mafeje, 2000; Prah, 2012) and African personality theory (Nkrumah, 1967; Quaison-Sackey, 1963). I used a multimethod interpretative qualitative research design in this multimodal thesis, comprised of a written dissertation and a 30-minute documentary film, to explore Global South teachers' experience of language planning and policy, focusing on Ghana's multilingual educational context. The study asks (1) How does personal experience with national language policy influence teachers' interpretation and implementation of MOI policies in Ghana? 2) How are teachers portrayed in Ghana's national language policies, and how does this portrayal contribute to their civic conception of themselves in relation to languages, literacy, and policy, and their interpretation of bilingual instruction? I combined historical data, language biographical interviews, and classroom observations to study how five teachers interpret English Medium of Instruction and Mother tongue-based bilingual education policies in a Ghanaian urban primary school. The findings suggest a reciprocal influence between national language policy discourses and teachers' personal experiences with language policy as reconfiguring educational experiences and outcomes for multilingual learners. The research also uses portraiture to depict a locus of African teachers drawing on lived language experiences to produce authentic interlocutions of language policy in their Southern multilingual environment. Using the notion of personal archaeologies of language policy, this research proposes a framework for strengthening the multilingual authority of African teachers in MOI policy interpretation through a personalized exploration of language policy experiences in teacher education and teacher development. By exploring language policy through teachers' personal experience, this research situates Southern interpretations of language policy in the complex experiential realities of African multilingualism that go beyond problem versus resource orientations articulated within Northern interpretations of Language Planning and Policy, which derive authority in the practice of formal linguistics.
520 $a Cette recherche a analyse la mesure dans laquelle les connaissances orthodoxes du Nord faconnent l'interpretation de la politique linguistique des enseignants du Sud dans les modeles d'enseignement median (MOI). L'etude a explore la politique linguistique dans une perspective du Sud (Makoni et al., 2022 ; Santos, 2016), en particulier a travers le prisme de l'africanite (Mudimbe, 1988 ; 1994 ; Mafeje, 2000 ; Prah, 2012) et de la theorie de la personnalite africaine (Nkrumah, 1967 ; Quaison-Sackey, 1963). J'ai utilise un modele de recherche qualitative interpretative multimethode dans cette these multimodale, composee d'une dissertation ecrite et d'un film documentaire de 30 minutes, pour explorer l'experience des enseignants du Sud global en matiere de planification et de politique linguistiques, en mettant l'accent sur le contexte educatif multilingue du Ghana. L'etude pose les questions suivantes : 1) Comment l'experience personnelle de la politique linguistique nationale influence-t-elle l'interpretation et la mise en oeuvre des politiques du ministere de l'Education au Ghana ? 2) Comment les enseignants sont-ils representes dans les politiques linguistiques nationales du Ghana et comment cette representation contribue-t-elle a la conception civique qu'ils ont d'eux-memes par rapport aux langues, a l'alphabetisation et a la politique, ainsi qu'a leur interpretation de l'enseignement bilingue ? J'ai combine des donnees historiques, des entretiens biographiques linguistiques et des observations en classe pour etudier la maniere dont cinq enseignants interpretent les politiques d'enseignement bilingue basees sur l'anglais comme moyen d'instruction et la langue maternelle dans une ecole primaire urbaine ghaneenne.Les resultats suggerent une influence reciproque entre les discours sur la politique linguistique nationale et les experiences personnelles des enseignants en matiere de politique linguistique, qui reconfigurent les experiences educatives et les resultats pour les apprenants multilingues. La recherche utilise egalement le portrait pour depeindre un lieu ou les enseignants africains s'appuient sur des experiences linguistiques vecues pour produire des interlocutions authentiques de la politique linguistique dans leur environnement multilingue du Sud. En utilisant la notion d'archeologie personnelle de la politique linguistique, cette recherche propose un cadre pour renforcer l'autorite multilingue des enseignants africains dans l'interpretation de la politique du ministere de l'education par le biais d'une exploration personnalisee des experiences de la politique linguistique dans la formation et le developpement des enseignants. En explorant la politique linguistique a travers l'experience personnelle des enseignants, cette recherche situe les interpretations du Sud de la politique linguistique dans les realites experientielles complexes du multilinguisme africain qui vont au-dela des orientations probleme versus ressource articulees dans les interpretations du Nord de la planification et de la politique linguistiques, qui tirent leur autorite de la pratique de la linguistique formelle.
546 $a English
590 $a School code: 0779
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650 4 $a Teacher education. $3 3172312
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language. $3 516208
650 4 $a Education policy. $3 2191387
650 4 $a Instructional design. $3 3172279
653 $a Ghana
653 $a Language planning and policy
653 $a Multilingualism
653 $a Southern theory
653 $a Multiliteracy
653 $a Language policy
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690 $a 0530
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690 $a 0447
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $e degree granting institution. $3 3819525
720 1 $a Bale, Jeff $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-05A.
790 $a 0779
791 $a Ph.D.
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