Multilingualism and local literacy practices in Ethiopia: Language contact in regulated and unregulated spaces

The study of the linguistic landscape has provided a new dimension to theories and issues related to multilingualism, including language policy. In this growing field of inquiry, however, not enough attention has been given to the linguistic landscape in sites in the Global South. Since one of the aims of literacy studies is to reveal the variety and social patternings of practices, there is a need to compare linguistic landscape data with other various textual materials

Language Planning Challenged by Identity Contestation in a Multilingual Setting: the Case of Gamo

A common language-planning problem in places with plural societies is deciding which language should be the language of education. Indeed, de-cisions regarding which languages should be established as the medium of instruction (MOI hereafter) are political decisions which, if ill managed, can lead to appalling consequences. Often, political ideologies and identity contestations interact with and bring influence to on the interpretation of linguistic endeavors. Linguistic diversity in the Gamo area has become entangled with political interests in the process of (re)articulating and implementing the current multilingual language policy in Ethiopia. Contrasting positions have been taken in the course of implementation of the policy. On the one hand, the local authorities have tended to adopt a type of assimilationist approach. Considering the close genetic relationship among the linguistic groups, a common MOI has been prescribed for several ethno-linguistic groups in the former North Omo Zone. On the other hand, despite the existing strong linguistic similarities and mutual intelligibility, various groups have asserted that they differ from each other. Mutual intelligibility between them has been denied. The process has resulted in unstable language planning. The issue of identity and distinctiveness has persisted even among the subgroups of Gamo, the focus of this study. This shows that the language of education has been viewed both as a social practice and as a symbolic system through which identity is marked and represented. The issue of the language of education has become complex in multilingual settings of Gamo, since it is compounded with ethnic identity. In the Gamo area, the situation has resulted in the repeated alteration of language planning and reorganization of the structure of the administrative unit. The aim of this study is to investigate the trajectories and challenges of implementing the new language policy in the multilingual administrational unit to which Gamo belongs. It shows how issues of identity have made it difficult to achieve settled language planning in a multilingual area

Language contact, agency and power in the linguistic landscape of two regional capitals of Ethiopia

The issue of language contact in the linguistic landscape has been rarely addressed, especially in regards to issues of agency and power in this domain of multilingual practices. The linguistic landscape provides an arena for investigating agency as related to literacy, language rights and identity. In this article, we explore the linguistic landscape of two different regions in Ethiopia to provide an analysis of language contact that takes place between regional languages, which only recently have made the transition to literacy in the country as the result of a new language policy, and Amharic, the federal working language, which has a long and established history of literacy. The study is based on data collected through field work and participant observation from two federal regions in the country – Tigray and Oromia – two regions that have fought for the recognition of language rights, for Tigrinya and Oromo, the former a Semitic language like Amharic and the latter a Cushitic language. Results indicate ways in which speakers of the regional languages draw on their multilingual resources to create a new arena for language use and thereby assert their agency in developing new literacy practices