Africa's Endangered Languages: Documentary and Theoretical Approaches
Language and languages -- West Africa, Literacy, Language revival, Atlantic languages
This paper reports on the applicability of a pedagogical model for use in West Africa drawn from adult literacy practices in the United States. It proposes bridging the gap between linguists, teachers, and community organizers, and building on the ethnographic skills of language documenters. One increasingly important goal of language documentation has been “creating and mobilizing documentation in support of pedagogy” (Nathan and Fang 2009:132) or even as a “social movement” (Dobrin and Berson 2011). A documentary perspective is here synthesized with an adult literacy one, fitted to the context of West Africa, to offer some guidelines for revitalization efforts.
Childs, George Tucker (2017). Busy intersections: A framework for revitalization. In Africa’s Endangered Languages, ed. by Jason Kandybowicz and Harold Torrence. Oxford: Oxford University Press. DOI:10.1093/oso/9780190256340.003.0007
Author's version of a paper that subsequently appeared as Chapter 7 in Africa's Endangered Languages: Documentary and Theoretical Approaches, Jason Kandybowicz and Harold Torrence. Published 2017 by Oxford University Press. May be found at https://doi.org/10.1093/oso/9780190256340.001.0001.