Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo
International and Public Affairs
Volume 4, Issue 1, June 2020, Pages: 8-19
Received: Sep. 1, 2019;
Accepted: Oct. 30, 2019;
Published: Aug. 4, 2020
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Shimellis Hailu, Department of Political Science and International Relations, College of Social Science and Humanities, Wollo University, Dessie, Ethiopia
Negash Abebe, Department of Social Anthropology, College of Social Science and Humanities, Wollo University, Dessie, Ethiopia
This study examines the effects of post 1991 Ethiopian language policy on Wollo Oromo. Specifically, the study discusses language politics, monolingual ethos and linguistic pluralism in Ethiopia by focusing on Wollo Oromo. To realize the objectives of the study, the researchers employed both qualitative and quantitative research approach (mixed), which enabled the researchers to explore the socio-economic significance of multilingual policy and challenges in the study community. In this study, both primary and secondary data collection techniques were used. The primary sources of data were collected via interviews, Focus Group Discussion and Questionnaires. Finally, both the secondary and primary data were organized thematically and analyzed just to increase the consistency and strength of the finding of the study. Besides, the quantitative data is analyzed using SPSS version 20. Based on this, the researchers reach upon the following finding; the finding prevail that multilingual policy is significant for local socio-economic development, exploration of local knowledge and innovation. The finding also prevail that learning in mother tongue enhances children learning capacity. The overall data shows that the Oromo nationality zone people are happy with the current multilingual language policy. Nevertheless, the policy implementation is not free from challenges. Among others the implementation of multilingual language policy is challenged by monolingual ethos, politicization of language, lack of understanding and misconception of parents about the use of learning in mother language, attitudes toward local languages and lack of enough materials and teachers for the teaching of this language. Hence, there is the need to depoliticize language and have comprehensive language academy, which develop comprehensive curriculum and create awareness about significances of multilingualism.
Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo, International and Public Affairs.
Vol. 4, No. 1,
2020, pp. 8-19.
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