Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo

Shimellis Hailu; Negash Abebe

doi:doi:10.11648/j.ipa.20200401.12

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Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo

Shimellis Hailu, Negash Abebe

Published in International and Public Affairs (Volume 4, Issue 1)

Received: 1 September 2019 Accepted: 30 October 2019 Published: 4 August 2020

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Abstract

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.

Published in	International and Public Affairs (Volume 4, Issue 1)
DOI	10.11648/j.ipa.20200401.12
Page(s)	8-19
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2020. Published by Science Publishing Group

Keywords

Language Politics, Language Policy, Language Pluralism, Monolingual Ethos

References

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[2]	“Contradictory interpretation of Ethiopian History: The need for new Consensus”, in, ed, by Turton, David, Ethnic federalism: The Ethiopian Experience in Comparative Perspectives: Oxford, James Currey, Athens: Ohio University Press and Addis Ababa: Addis Ababa University Press, (2006).
[3]	Merera, Gudina, (2004), Ethiopia: Constraints to Transition and Democratization, in, ed, by Nhema, G. Alfred, The Quest for Peace in Africa, Transformation, Democracy and public Policy, OSSREA, Addis Ababa.
[4]	Thomas, Bloor and Wondwosen, Tamrat (1996), Issues in Ethiopian Language Policy and Education, Journal of Multilingual and multicultural development, 17: 5, 321-338, DOI: 10.1080/01434639608666286.
[5]	Küspert-Rakotondrainy, Sophie. Language Policy and Identity in a Diverse Society: The Impact of Language of Instruction on Social Group Identity. A Comparative Case Study from Ethiopia.
[6]	Milkessa Midhaga, (2011), Ethiopia’s Choice of Federal Working Language and Its implications for non-Amharic Languages: The Case of Afaan Oromo, M. A Thesis, AAU.
[7]	Farrokhi, Farahman, (2012), “Rethinking convenience sampling: defining quality criteria”, theory and practice in language studies, Vol. 2, No. 4, pp 784-792.
[8]	Getachew Anteneh and Derib A. 2006. “Language Policy in Ethiopia: History and Current Trends’ In Ethiopian Journal of Education and Science” Vol. 2 No. 1, pp37-62.
[9]	Schmidt, Ronald Sr. (2004). Language Policy, Identity Politics and Political Theory. Conference Papers- Western Political Science Association, 2004, Annual Meeting, Portland, OR, p1-24. 24p.
[10]	Batibo, Herman M. 2005. “Language use optimisation as a strategy for national development”. In Coleman, Hywel, ed. Language and Development: Africa and Beyond, Proceedings of the 7^th International Language and Development Conference Addis Ababa, 26-28 October 2005. Pp. 12-20.
[11]	Baker, C. (2003). A Parents' and Teachers' Guide to Bilingualism, Multilingual Matters.
[12]	Ellis, Elizabeth, (2007), Monolingualism: The Unmarked Case, Estudios De Sociolinguistica, 7 (2), Pp 173-196.
[13]	Serratrice, Ludovica, (2015), Cross Linguistic Influences in Bilingual Development: when, why and how, https://www.researchgate.net/publication/263715104.
[14]	Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness, The modern language journal, 92 (2), Pp 270-283.
[15]	Castro, D. C., Ayankoya, B., & Kasprzak, C. (2011). The new voices/Nuevasvoces: Guide to cultural and linguistic diversity in early childhood. Baltimore, MD: Brookes.
[16]	Rozina G and Karapetjana I. 2009. “The Use of Language in Political Rhetoric: Linguistic Manipulation”. Sosyal Bilimler Dergisi Mayıs, Sayı: 19, ss. 111-122.
[17]	NIKIFOROVA B, (2007), Language Policy and Language of Cultural Pluralism, Filosofija.
[18]	Ghelawdewos, Araia, (2012), What Language should Ethiopians speaks? Institute of Development and Education for Africa, Inc.

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Shimellis Hailu, Negash Abebe. (2020). Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. International and Public Affairs, 4(1), 8-19. https://doi.org/10.11648/j.ipa.20200401.12

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ACS Style

Shimellis Hailu; Negash Abebe. Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. Int. Public Aff. 2020, 4(1), 8-19. doi: 10.11648/j.ipa.20200401.12

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AMA Style

Shimellis Hailu, Negash Abebe. Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. Int Public Aff. 2020;4(1):8-19. doi: 10.11648/j.ipa.20200401.12

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@article{10.11648/j.ipa.20200401.12,
  author = {Shimellis Hailu and Negash Abebe},
  title = {Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo},
  journal = {International and Public Affairs},
  volume = {4},
  number = {1},
  pages = {8-19},
  doi = {10.11648/j.ipa.20200401.12},
  url = {https://doi.org/10.11648/j.ipa.20200401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ipa.20200401.12},
  abstract = {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.},
 year = {2020}
}

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TY - JOUR
T1 - Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo
AU - Shimellis Hailu
AU - Negash Abebe
Y1 - 2020/08/04
PY - 2020
N1 - https://doi.org/10.11648/j.ipa.20200401.12
DO - 10.11648/j.ipa.20200401.12
T2 - International and Public Affairs
JF - International and Public Affairs
JO - International and Public Affairs
SP - 8
EP - 19
PB - Science Publishing Group
SN - 2640-4192
UR - https://doi.org/10.11648/j.ipa.20200401.12
AB - 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.
VL - 4
IS - 1
ER -

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Author Information

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

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APA Style

Shimellis Hailu, Negash Abebe. (2020). Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. International and Public Affairs, 4(1), 8-19. https://doi.org/10.11648/j.ipa.20200401.12

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ACS Style

Shimellis Hailu; Negash Abebe. Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. Int. Public Aff. 2020, 4(1), 8-19. doi: 10.11648/j.ipa.20200401.12

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AMA Style

Shimellis Hailu, Negash Abebe. Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo. Int Public Aff. 2020;4(1):8-19. doi: 10.11648/j.ipa.20200401.12

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@article{10.11648/j.ipa.20200401.12,
  author = {Shimellis Hailu and Negash Abebe},
  title = {Language Politics, Monolingual Ethos and Linguistic Pluralism in Ethiopia: Lesson from Wollo Oromo},
  journal = {International and Public Affairs},
  volume = {4},
  number = {1},
  pages = {8-19},
  doi = {10.11648/j.ipa.20200401.12},
  url = {https://doi.org/10.11648/j.ipa.20200401.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ipa.20200401.12},
  abstract = {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.},
 year = {2020}
}

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