Members’ Publication List

 

Language in Africa SIG (BAAL) Publications

 

Graham, R., McGlynn, C. and A. Islei (2015) Research in Progress: Language in Education in Sub-Saharan Africa – papers from the Language in Africa SIG (BAAL). Language Teaching: 48 (3) 426 – 430

 

Wildsmith-Cromarty, R. (2015) Report on BAAL ‘Language in Africa’ SIG meetings. Reading in African languages: Developing literacies and reading methodologies. Language Teaching: 48 (2) 297 – 301.

 

MEMBERS

 

Abayneh Haile, British Council, Ethiopia

abaynehhaile@gmail.com

Thesis – “ Literacy Practices of English teachers in Addis Ababa, Ethiopia, and their Perception of the Correlation between their Literacy Practices and English Language Proficiency”

 

Adeyanju, Adegboye. University of Abuja, Nigeria.

(adegboye.adeyanju@uniabuja.edu.ng;adegboyeadeyanju@yahoo.com

Adeyanju, A (2016a) ‘Discourse of Online Preaching: A Stylo-linguistic Analysis of Pastor ‘Tunde Bakare’s Sermons on Religion, Politics and Poverty in Nigeria’ Chapter 9, in Rotimi Taiwo and ‘Tunde Opeibi (Editors) Discourse of Digital Civic Engagement: Perspectives from the Developing World, New York: Nova Science Publishers, ISBN: 978-1-63484-120-7-Hardcover/ ISBN: 978-1-63484-121-4 e-book

Adeyanju, A (released first Quarter 2016b) ‘Symbols and Not Manifestoes are the Selling Point Here: A Multimodal Critical Discourse Analysis of Two Contemporary Nigerian Political Parties’ Images and Slogans’, Chapter 2, in Daniel Orwenjo and Ahmed Asiru Tunde (Editors), Political Discourse in Emergent, Fragile, and Failed Democracies, Hershey, PA: IGI Global Publishers

Adeyanju, A (Forthcoming mid-2016c) ‘Impoliteness and the Pragmatics of Invigilators -Examination Candidates’ Speech in Academic Settings in Nigeria’ in Donna M Velliaris, (Edited) Handbook of Research on Academic Misconduct in Higher Education, Hershey, PA: IGI Global Publishers

 

Afitska, Oxana (Dr). University of Sheffield, UK.

Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwa, L., and C. Rubagumya (2013) ‘Dilemmas of language choice in education in Ghana and Tanzania’. In L. Tikly and A. Barrett (eds.) Education Quality and Social Justice in the Global South. London: Routledge. 154-167.

 

Clegg, J. and O. Afitska (2011) Teaching and learning in two languages in African classrooms. Comparative Education 47, 1: 61-77.

 

Arthur Shoba, Jo (Dr).

Arthur Shoba, J. (2013) The Function of Language Values and Educational Language Policy Beliefs among Teacher Educators in Ghana: A Life-History Approach. In Arthur Shoba, J. and F. Chimbutane Bilingual Education and Language Policy in the Global South. London: Routledge, 30-48.

 

Atanga, Lilian Lem (Dr). University of Dschang, Cameroon

Atanga, L., Ellece, S., Lia Litosseliti, L. & J. Sunderland (eds.) (2013) Gender and Language in Sub-Saharan Africa: Tradition, struggle and change. John Benjamins.

 

Baleeta, Margaret. University of Bugema, Uganda

Baleeta, M. & A. Islei. (2014) Delivering the new Thematic Curriculum and language of instruction policy inUgandan schools: A case study of teachers’ experiences from Primary 1 to Primary 4. In Orwenjo, D. et al. (eds.) Multilingualism and education in Africa: The state of the state of the art.  Cambridge Scholars Publishing, 50-71.

Akyeampong, K., Pryor, J., Westbrook, J. & K. Lussier. (2011) Teacher Preparation and Continuing Professional Development in Africa (TPA). http://www.sussex.ac.uk/cie/projects/completed/tpa/outputs

Baleeta, M. 2005. Barriers to Reading:  Cultural Background and Interpretation of Literary Texts. In Parry, K.  Teaching Reading in Africa.  Kampala: Fountain Publishers, 305-314.

 

Banda, Dennis (Dr). University of Zambia, Zambia.

Banda, D. and W.J. Morgan (2013) Folklore as an instrument of education among the Chewa people of Zambia. International Review of Education http://www.nottingham.ac.uk/education/documents/research/unesco/chewafolklore.pdf

Banda, D. (2008) Education For All (EFA) and the “African Indigenous Knowledge Systems (AIKS)”: The Case of the Chewa People of Zambia. Doctoral thesis, University of Nottingham. http://eprints.nottingham.ac.uk/view/supervisors_t/Morgan=3AW=2EJ=2E=3A=3A.html

Banda, D. (2002) Disabling or Abling? The quick transition of the Language of Instruction (LOI) for initial literacy from Mother tongue (L1) to English (L2): The case of Zambia. M.Phil thesis, University of Oslo, Norway.

 

Cheffy, Ian (Dr.) SIL International, Literacy and Education Consultant

Aikman, S., Robinson-Pant, A., McGrath, S., Jere, C.M., Cheffy, I., Themelis, S., et al. (2016) “Challenging Deficit Discourses in International Education and Development,” Compare: A Journal of Comparative and International Education 46 (2): 314–334

Cheffy, I. (2014) ‘It Doesn’t Put Food on the Table’ and Other Good Reasons Why Universal Adult Literacy Is a Distant Hope Paper presented at Power, Politics and Priorities for Comparative and International Education Conference, University of Bath

Cheffy, I. (2011) Implications of Local Literacy Practices for Literacy Programmes in a Multilingual Community in Northern Cameroon, Compare: A Journal of Comparative and International Education 41 (Issue 2): 247–260

 

Clegg, John.

Afitska, O., Ankomah, Y., Clegg, J., Kiliku, P., Osei-Amankwa, L., and C. Rubagumya  (2013)  ‘Dilemmas of language choice in education in Ghana and Tanzania’. In L. Tikly and A. Barrett (eds.) (2013) Education Quality and Social Justice in the Global South. London: Routledge,154-167.

 

Clegg, J. and O. Afitska (2011) Teaching and learning in two languages in African classrooms. Comparative Education 47, 1: 61-77.

 

Esch, Edith ( Dr) , Cambridge University, Lucy Cavendish College

Esch, E. (2012) English and French Pedagogical Cultures: Convergence and Divergence in Cameroonian Primary School Teachers’ Discourse. Comparative Education 48 (3): 303-321.

 

Esch, E. (2010) Epistemic Injustice and the Power to Define: Interviewing Cameroonian Primary School Teachers about Language Education. In Candlin, C. and J. Chrichton (eds.) Discourses of Deficit, 235-255. Palgrave Macmillan.

 

Esch, E. (2008) Researching Language Education in Cameroun. in: Harrow, K. and K. Mpoche (eds.) Language, Literature and Education in Multicultural Societies: Collaborative Research on Africa, 24-46. Cambridge Scholars Publishing.

 

Esch, E. (2005) Representations of English amongst French adolescents in Senegal. In Cortese G. and A. Duszak (eds.) Identity, Community, Discourse: English in Intercultural Settings, Linguistic Insights, 233-265. Berne: P. Lang.

 

Green, Melanie (Dr). University of Sussex (M.J.Green@sussex.ac.uk)

Ayafor, Miriam and Melanie Green. (To appear, 2016) Cameroon Pidgin English. Amsterdam: John Benjamins [London Oriental and African Library].

 

Melanie Green and Gabriel Ozón. (To appear, 2016) Valency and transitivity in contact: evidence from Cameroon Pidgin English. Journal of Language Contact.

 

Green, Melanie and Chris H. Reintges. (To appear, 2016) Syntactic conditions on special inflection: evidence from Hausa and Coptic Egyptian. Lingua.

 

Green, Melanie and Florence A. E. Tabe. (2012) Subject and topic: evidence from Kenyang. Transactions of the Philological Society 110: 1-16.

 

Green, Melanie. (2007) Focus in Hausa. [Publications of the Philological Society 40]. Oxford:  Blackwell. 290 pp.

 

 

Hailemariam, Chefena (also published under Debenna)

White, G., Hailemariam, C. & S. Ogbay. (2015) Mediating between human traffickers and their victims: mobility, discourse and identity. In Diskin, C, Martyn, J. and Regan, V. (eds). New approaches to identity and multilingualism in transnational contexts. Frankfurt: Peter Lang.

 

Kolawole, Clement. O. O (Dr), University of Ibadan, Nigeria

Kolawole, C. O. O. and E.O. Jire-Alao (2014) Making omelette without breaking eggs: improving the reading comprehension skills of teachers of English as a Second Language in Nigerian secondary schools. African Research Review 8(3): 165 – 178.

Bakare, S. F., Kolawole, C. O. O. and O. Adelore (2010) Phonemic awareness and improved literacy skills development of selected adult learners in Ikorodu Local Government Area, Lagos State, Nigeria. International Journal of Emotional Psychology and Sport Ethics 12: 486 – 503.

Kolawole, C. O. O. (2009) Selected technicians’ attitude to organized workplace literacy training in English in a south-western Nigerian city.  In K. Parry, ed., Literacy for all in Africa: Promoting Reading for Africans Beyond the School, Vol. 2, Kampala: Fountain Publishers, 119 – 126.

Kolawole, C. O. O. (2006) HIV/AIDS and indigenous languages in Nigeria.  In F. Egbokhare and C. O. O. Kolawole, eds., Globalisation and the Future of African Languages. Ibadan: West African Linguistic Congress/Ibadan Cultural Studies Group, 269 – 281.

 

Lüpke, Friederike (Prof.). SOAS, University of London, UK

Lüpke, Friederike and Storch, Anne (2013) Repertoires and choices in African languages. Boston; Berlin: de Gruyter. (Language Contact and Bilingualism)

 

Lüpke, Friederike (2015) ‘Ideologies and typologies of language endangerment in Africa.’ In: Essegbey, James and Henderson, Brent and Mc Laughlin, Fiona, (eds.), Language documentation and endangerment in Africa. Amsterdam; Phildelphia: John Benjamins, pp. 59-105.

 

Lüpke, Friederike and Bao-Diop, Sokhna (2014) ‘Beneath the surface? Contemporary ajami writing in West Africa, exemplified through Wolofal.’ In: Juffermans, Kasper and Asfaha, Yonas Mesfun andAbdelhay, Ashraf, (eds.), African literacies: ideologies, scripts, education. Newcastle-upon-Tyne: Cambridge Scholars, pp. 86-114

 

Marten, Lutz (Dr). SOAS, University of London, UK.

Marten, L. and M. Petzell. To appear. Linguistic variation and the dynamics of language documentation: Editing in ‘pure’ Kagulu. Language Documentation and Conservation.

 

Marten, L. (2012) Multilingual public writing and African language fragments in the Zambian linguistic landscape. Summary Paper, BAAL SiG Language in Africa Meeting, SOAS, 5 May 2012. Available on-line at https://liasig.files.wordpress.com/2012/07/lutz-martin_baal-african-language-fragments-summary-28-june-2012.pdf

 

Marten, L. and C. Mostert (2012) Background languages, learner motivation and self-assessed progress in learning Zulu as an additional language in the UK. International Journal of Multilingualism 9: 101-128.

 

Marten, L. and N. C. Kula (2008) Meanings of money: national identity and the semantics of currencies in Zambia and Tanzania. Journal of African Cultural Studies 20: 183-199.

 

Marten, L. and N. C. Kula (2008) One Zambia, One Nation, Many Languages. In Andrew Simpson, ed., Language and National Identity in Africa. Oxford: OUP, 291-313.

 

McGlynn, Caroline (Dr). University of East London, UK

McGlynn, C. (2013) ‘Language in Education Policy and Practice in Post Colonial Africa: an ethnographic case-study of The Gambia’. Doctoral Thesis, University of East London (online).

 

Musa, Rebecca Ishaku. PhD candidate, Newcastle University, UK

Musa, R. I., & Altakhaineh, A. R. M. (2015) An Application of Optimality Theory (OT) on Syllable Structure within Reduplication in Hausa Spoken in Kano. International Journal of English Language and Linguistics Research, Vol.3, No.1, pp.32-44,

 

Alqahtani, M., & Musa, R. (2015). Vowel Epenthesis in Arabic Loanwords in Hausa. International Journal of Linguistics, 7(2), 62-80.

 

 

Nakayiza, Judith (Dr). Makarere University, Uganda

Namyalo, S. & Nakayiza (2014) Dilemmas in implementing language rights in multilingual Uganda. Taylor & Francis Online. Available at http://www.tandfonline.com/doi/full/10.1080/14664208.2014.9874252.

Namyalo, Saudah. (2014) HIV communication in Uganda: facts and perspectives. In Altmayer, C. & Wolff, H. E. (eds.) Africa: Challenges of Multilingualism. Frankfurt: Peter Lang.

 

Nana, Genevoix (Dr).

Nana, G. (2014). ‘Medium of instruction policy and multilingual pupils’ experience of learning to read and write in primary school in Cameroon’. In Language education and the challenges of globalisation: sociolinguistic issues (Eds.) Martin Solly and Edith Esch. Newcastle upon Tyne: Cambridge Scholars Publishing.
Nana, G. (2013). Children, Their Schools and What They Learn on Beginning Primary School: English and French Educational Legacies in Anglophone and Francophone Schools in Cameroon. Newcastle upon Tyne: Cambridge Scholars Publishing.

 

Nana, G. (2013). ‘Official bilingualism and field narratives: Does school practice echo policy discourse?’ International Journal of Bilingual Education and Bilingualism, 16(1), pp. 64-99.

Nana, G. (2013). ‘”This is no French school”, language and education traditions in primary schooling in Cameroon: A comparative perspective.’ Research in Comparative and International Education, 8 (4), pp. 468-509.

 

Ngaka, Willy (Dr). University of Ibadan, Uganda

Ngaka, W. & M. F. Masagazi. (Forthcoming) Participatory Literacy Learning in an African Context: Perspectives from the Ombaderuku Primary School in the Arua District, Uganda. Journal of Literacy and Language Education May 2015 issue.

 

Ngaka, W. & M. F. Masagazi. (Forthcoming) Phonics or Whole Language Approach: The Dilemma for Teachers of Lugbarati in Uganda’s Language in Education Policy. International Journal of Learning.  Common Ground Publishing.

 

Ngaka, W., Openjuru, G. & R. E. Mazur (2012) Exploring Formal and Non-formal Education Practices for Integrated and Diverse Learning Environments in Uganda. The International Journal of Diversity in Organizations, Communities and Nations 11 (6): 109 – 121.

 

Ngaka, W. 2008. Community Involvement in Education for Performance Improvement in Primary Schools in Aroi Sub County, Arua District, Uganda: Achievements, Challenges, and the Way forward. International Journal of Learning 14 (10): 169-176.

 

Norton, Bonny (Prof.  Dr). UBC, Canada.

Norton, B. (Guest Ed.) (2014). Multilingual literacy and social change in African communities. Journal of Multilingual and Multicultural Development, 35 (7).

 

Norton, B. (2013). Identity and language learning: Extending the conversation. 2nd Edition. Bristol: Multilingual Matters.

 

Norton, B. & Williams, C.J. (2012). Digital identities, student investments, and eGranary as a placed resource. Language and Education, 26(4), 315-329.

 

Norton, B. & Early, M. (2011). Researcher identity, narrative inquiry, and language teaching research. TESOL Quarterly, 45(3), 415-439.

 

Omoniyi, Tope (Dr). University of Roehampton, UK.

Omoniyi, T. (2014), ‘Indigenous language capital and development’. International Journal of the Sociology of Language, 225, 7-28.

 

Owiti, Beatrice. University of Huddersfield, UK.

Owiti, B. (2014) Meaning loss in interpretation: A judgement ruling in Nyando Magistrates Court Kenya. International Science Index: Linguistics and Language Science.

Owiti, B. (2013) Humour in Pakruok among the Luo of Kenya: Do current theories of humour effectively explain Pakruok? International Journal of Linguistics 5(3): 28-42.

Owiti, B. (2012) Teenage girls and television advertisements: The reaction of teenage girls to television advertisement. Lambert Academic Publishing. https://www.lap-publishing.com

 

Stranger-Johannessen, Espen. PhD candidate, University of British Columbia, Canada

Stranger-Johannessen, E., Asselin, M., & R. Doiron (2015) New perspectives on community library development in Africa. New Library World, 116 (1/2), 79–93.

Stranger-Johannessen, E. (2014a) Constructing English as a Ugandan language through an English textbook. Language, Culture and Curriculum, 1–17.

Stranger-Johannessen, E. (2014b) Promoting a reading culture through a rural community library in Uganda. IFLA Journal, 40 (2), 92–101.

Stranger-Johannessen, E. (2014c) Trends and Developments in the Literature on Community Libraries in Africa. Libri, 64 (4), 396–407.

 

Oris Tom-Lawyer.  PhD candidate, University of Central Lancashire, UK.

Tom-Lawyer, O. (2016) Developing the Basic English Language Skills in Nigerian Colleges of Education: A Case of Three Colleges of Education. International Journal of Applied Linguistics and Literature, 5 (3) 99-112.

 

Tom-Lawyer, O. (2015) Lecturers’ Perceptions of the Implementation of the Revised English Language Nigeria Certificate in Education Curriculum. Journal of Education and Practice. 6 (12): 181-193.

 

Tom-Lawyer, O. (2014) An Appraisal of the Revised Nigeria Certificate in Education Minimum Standards (English Language Curriculum) European Scientific Journal (Special Edition), 165-171.

 

Tom-Lawyer, O. (2014) An Evaluation of the Implementation of the English language Curriculum of the Nigeria Certificate in Education: A Case Study of a College of Education. Open Journal of Social Sciences 2 (7): 69-79.

 

Westbrook, Jo (Dr). Centre for International Education (CIE) University of Sussex, UK.

Westbrook, J., Durrani, N.,Brown, R.,Orr, D., Pryor, J., & Salvi, F. (2014) Pedagogy, Curriculum, Teaching Practice & Teacher Education in Developing Countries. https://www.gov.uk/ government/publications/pedagogy-curriculum-teaching-practices-and-teacher-education-in-developing-countries

Akyeampong, K., Pryor, J., Westbrook, J., and Lussier, K. (2011) Teacher preparation and Continuing Professional Development in Africa: Learning to Teach Early Reading and Mathematics.   Centre for International Education, University of Sussex.

 

White, Goodith (Dr). Senior Research Fellow, University of Nottingham Malaysia Campus

White, G., Hailemariam, C. & S. Ogbay. (2015) ‘Mediating between human traffickers and their victims: mobility, discourse and identity’. In Diskin, C, Martyn, J. and Regan, V. (eds). New approaches to identity and multilingualism in transnational contexts. Frankfurt: Peter Lang.

 

White, G., Hailemariam, C. & S. Ogbay. (2013)     ‘Language and pedagogic practices in an Eritrean Homework club’. TESOL Quarterly Special Issue on Plurilingualism , December 2013.

 

White, G., Hailemariam, C. & S. Ogbay. (2011) ‘English and development in Eritrea’. In: Coleman, H. (ed) Dreams and realities: developing countries and the English language. London: British Council. pp 229-245.

 

Yevudey, Elvis. PhD candidate, Aston University, UK.

Van den Berg, M., Amuzu K. E., Essizewa, K., Yevudey, E. and K. Tagba. (2017). Crosslinguistic effects in adjectivization strategies in Suriname, Ghana and Togo. In Cutler, C; Vrzić, Z and Angermeyer, P (Eds) Language Contact in Africa and the African Diaspora in the Americas. In honour of John V. Singler: John Benjamins,  pp343-362  DOI: 10.1075/cll.53.15ber

 

Yevudey, E. (2015) Translanguaging as a language contact phenomenon in the classroom in Ghana: Pedagogic relevance and perceptions. British Association for Applied Linguistics (BAAL) Annual Conference proceedings, 4-7th Sept. 2014, Herriot-Watt, Edinburgh.

 

Yevudey, E. (2013) The pedagogic relevance of codeswitching in the classroom: Insights from Ewe-English codeswitching in Ghana. Ghana Journal of Linguistics 2(2): 1-22.

 

 

 

 

 

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