澳洲教育学Assignment代写:坦桑尼亚的土著

澳洲教育学Assignment代写:坦桑尼亚的土著

在一个潮汐反殖民情绪浪潮开始席卷欧洲大陆的1954个政党来争取独立形成坦桑尼亚的土著人口,坦噶尼喀非洲民族联盟(TANU)(kiango 2005)。该用斯瓦希里语大量使用在独立运动的团结和融合各民族为坦桑尼亚绝大多数使用的通用弗兰卡是全国的理解(公司2000,kiango 2005,rubagumya 1990,SA 2007)。在独立运动的过程中有很少需要译员在各种活动(rubagumya 1990)。这是不同于其他非洲国家,各民族语言中存在但没有一个民族的语言是本,理解普遍没有土著语言弗兰卡可以用(kiango 2005)。在独立运动在坦桑尼亚斯瓦希里本身成为非洲统一的一个重要标志,是独立运动的一个强大的政治工具。似乎一个国家有一种统一的语言,这是非常多的非洲真的可以真正打破殖民关系。坦桑尼亚的梦想诞生了。 梦想似乎变成了现实与坦桑尼亚(坦噶尼喀1964时与桑给巴尔的联盟更名为坦桑尼亚取得独立后直到)1961(弗格森2006,kiango 2005,SA 2007)。在其他非洲国家获得独立,也缺乏准备分配一个土著语言作为一个殖民地的前身加上搅拌民族偏袒指责的恐惧替代,这将危及国家统一的新的政治领导人都致力于培养,导致殖民语言保留作为官方语言和语言广泛沟通(弗格森2006)。然而坦桑尼亚斯瓦希里的存在意味着殖民语言的选择是不是一个必然的结论(SA 2007)。斯瓦希里语是土著,广泛接受,种族中立,没有殖民霸权和象征着不同于英语的非洲传统风俗(库珀1989,弗格森2006、约翰逊&约翰逊1998,SA 2007)。正如独立运动用斯瓦希里语作为一个统一的影响,现在似乎提供了一个机会,斯瓦希里语的土著语言是国家官方语言,满足渴望摆脱殖民历史

澳洲教育学Assignment代写:坦桑尼亚的土著

In a tidal wave of anti-colonial sentiment that was beginning to sweep through the continent the indigenous population of Tanzania formed in 1954 a political party to fight for independence, the Tanganyika African National Union (TANU) (Kiango 2005). TANU made great use of Swahili in the independence movement to unite and amalgamate the various ethnic groups as the vast majority of Tanzanians used the lingua franca and it was understood throughout the country (Antea 2000, Kiango 2005, Rubagumya 1990, Sa 2007). In the process of the independence movement there was seldom a need for interpreters during the various campaigns (Rubagumya 1990). This was unlike in other African countries where various ethnic languages existed but no one ethnic language was present that was understood universally and no indigenous lingua franca that could be used (Kiango 2005). In the independence movement in Tanzania Swahili itself emerged as a very important symbol of African unity and was a powerful political tool for the independence movement. It seemed one country with one unifying language that was very much African could really make a true break from colonial ties. A Tanzanian dream was born.The dream seemed to be turning into reality with Tanzania (Tanganyika until 1964 when after union with Zanzibar it was renamed Tanzania) achieving independence in 1961 (Ferguson 2006, Kiango 2005, Sa 2007). In other African countries that were also gaining independence a lack of preparation to allocate an indigenous language as a replacement for the colonial predecessor coupled with fears of stirring accusations of ethnic favouritism, which would jeopardize the national unity the new political leaders were dedicated to cultivating, resulted in the retention of the colonial language as both official language and language of wider communication (Ferguson 2006). However the presence of Swahili in Tanzania meant the option of the colonial language was not an inescapable conclusion (Sa 2007). Swahili was indigenous, widely accepted, ethnically neutral, without colonial supremacy and symbolized unlike English an African custom and tradition (Cooper 1989, Ferguson 2006, Johnson & Johnson 1998, Sa 2007). Just as the independence movement used Swahili as a unifying influence, Swahili now seemingly offered an opportunity for an indigenous language to be both the national and official language and fulfil the desire to break away from the colonial past

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