温哥华代写Essay:殖民统治

2017-05-10 07:08

殖民统治和德国占领的出现表明斯瓦希里实力。德国殖民政府决定在学校用殖民语言是可怕的力量，它是连接语与伊斯兰教。正如殖民列强害怕斯瓦希里的伊斯兰教的父母和孩子联系怀疑德国的学校，认为他们是传播基督教（kiango 2005）。德国人最终让步和斯瓦希里语作为在学校教育中，普遍认可和推广（kiango 2005，SA 2007）。看似无能为力的人在某种程度上确实能够影响到殖民地德国语言规划者的决定。即使个人和家庭的殖民主体的决策，以及国外的各种刺激如语言的商人和传教士不构成语言规划变得明显的是，语言规划并不详尽地考虑在语言情况记录发展的决定，和其他人“不在”的语言情况的影响（弗格森2006，Gupta和弗格森1977），德国学校的目标是为殖民地的官僚，所以这是明显的回落由德国殖民列强只是屈服于当地人的愿望和实现学校的目标相结合？还是有更险恶的动机？这可能是德国的殖民地不想坦桑尼亚人通过学习殖民语言因此使用语的教育会使殖民地的臣民在自己的地方感觉与占领者平等（SA 2007）。无论是德国人的决定是为了让坦桑尼亚人在他们的地方，还是源于对人民的意愿，很明显这是一个高度政治化的决策。语言规划往往是一个政治和社会现象，经常发生的更广泛的社会政治问题的一个组成部分，对政治思想（Roy Campbell 1990，辛格2000）。
温哥华代写Essay:殖民统治
The advent of colonial rule and German occupation demonstrated the real strength of Swahili. The German colonial government decided to use the colonial language in schools and was fearful of the strength of Swahili and it's connection with Islam. Just as the colonial powers were afraid of Swahili's connection with Islam parents and children mistrusted German schools and perceived them to be propagators of Christianity (Kiango 2005). The Germans eventually backed down and Swahili was used as the medium of education in schools, and generally endorsed and promoted (Kiango 2005, Sa 2007). Seemingly powerless individuals did appear to some extent to be able to influence the decisions of the colonial German language planners. Even if individual and family decisions of colonial subjects, as well as the decisions of various foreign stimuli such as traders and missionaries on language do not constitute language planning what becomes apparent is that language planning does not exhaustively account for the developments documented in the language situation, and others "not in power" can influence the language situation (Ferguson 2006, Gupta & Ferguson 1977).The goals of the German schools were to prepare for colonial bureaucracy, so was this apparent back down by the German colonial powers simply a combination of yielding to the wishes of the local people and achieving the goals of the schools? Or was there a more sinister motive? It is possible the German colonial powers didn't want the Tanzanians to feel a sense of equality with the occupiers by learning the colonial language and therefore using Swahili for education would keep the colonial subjects in their place (Sa 2007). Whether the decision of the Germans was made to keep Tanzanians in their place, or stemmed from giving in to the peoples' wishes it is clear that it was a heavily politicised decision. Language planning is often a political as well as a social phenomenon and often takes place as a component of wider socio-political matters, enthused by political ideology (Roy-Campbell 1990, Singh 2000).