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1. Contemporary Investigations on Academic Freedom and Conflict in Africa: A Metaphorical Linguistic Analysis

Author:
Abdul Karim Bangura
Publication Date:
06-2020
Content Type:
Working Paper
Institution:
Social Science Research Council
Abstract:
That transgression against academic freedom is a major human fault line that leads to conflict in Africa is hardly a matter of dispute. Yet, this topic has not received its deserved attention in the study of peace and conflict on the continent. By arguing that one factor that is employed to contravene academic freedom in Africa comprises the metaphors that are employed in discussing the issue, this paper offers a linguistic analysis of the metaphors that have appeared in contemporary works on the topic, beginning with the one commissioned by CODESRIA, edited by Mamadou Diouf and Mah- moud Mamdani, and published in 1993 to that written by John Higgins and published in 2014. This is essential because metaphors are not just “more picturesque speech.” The power of metaphors hinges upon their ability to assimilate new experiences so as to allow the newer and abstract domain of experience to be understood in terms of the former and more concrete, and to serve as a basis and justification for policy making. We should there- fore be horrified by the metaphors that have become the currency in our discourses within the academy, as some of these lead to the loss of lives, employment, gender equity, benefits, prestige, etc.
Topic:
Linguistics, Academia, Domestic Policy, and Free Speech
Political Geography:
Africa

2. Multilingual Assessment of Early Child Development: Analyses from Repeated Observations of Children in Kenya

Author:
Heather A. Knauer, Patricia Kariger, Pamela Jakiela, Owen Ozier, and Lia C.H. Fernald
Publication Date:
10-2019
Content Type:
Working Paper
Institution:
Center for Global Development (CGD)
Abstract:
In many low- and middle-income countries, young children learn a mother tongue or indigenous language at home before entering the formal education system where they will need to understand and speak a country’s official language(s). Thus, assessments of children before school age, conducted in a nation’s official language, may not fully reflect a child’s development, underscoring the importance of test translation and adaptation. To examine differences in vocabulary development by language of assessment, we adapted and validated instruments to measure developmental outcomes, including expressive and receptive vocabulary. We assessed 505 2-to-6- year-old children in rural communities in Western Kenya with comparable vocabulary tests in three languages: Luo (the local language or mother tongue), Swahili, and English (official languages) at two time points, 5–6 weeks apart, between September 2015 and October 2016. Younger children responded to the expressive vocabulary measure exclusively in Luo (44–59% of 2-to-4-year-olds) much more frequently than did older children (20–21% of 5-to-6-year-olds). Baseline receptive vocabulary scores in Luo (β = 0.26, SE = 0.05, p < 0.001) and Swahili (β = 0.10, SE = 0.05, p = 0.032) were strongly associated with receptive vocabulary in English at follow-up, even after controlling for English vocabulary at baseline. Parental Luo literacy at baseline (β = 0.11, SE = 0.05, p = 0.045) was associated with child English vocabulary at follow-up, while parental English literacy at baseline was not. Our findings suggest that multilingual testing is essential to understanding the developmental environment and cognitive growth of multilingual children.
Topic:
Development, Children, Linguistics, and Language
Political Geography:
Kenya and Africa