Paradigm shift in language planning and policy : game-theoretic solutions / by Ettien Koffi.

Includes bibliographical references and index.

Abbreviations -- 1. Ten deadly impediments to language planning in Africa Introduction -- 1.1. Excessive theorization -- 1.2. The glorification of the LWC mode -- 1.3. Faulty assessment of ethnolinguistic loyalty -- 1.4. Elite hypocrisy -- 1.5. Unaddressed parental concerns -- 1.6. The low marketability of African languages -- 1.7. The "dependency" syndrome -- 1.8. The rigidity of mother-tongue acquisition models -- 1.9. The alleged prohibitive cost -- 1.10. "Manisfesto syndrome" and the language plan of action for Africa -- 1.11. Summary -- 2. The strategic Game theory and 3±1 language outcome -- Introduction -- 2.1. Correcting some misconceptions about the Game theory -- 2.2. The universality of games -- 2.3. Modern Game theory -- 2.4. The working parables of the Game theory -- 2.5. Introducing the Predictioneer's Model -- 2.6. Summary -- 3. A Game-theoretic assessment of language of education policies in French and Portuguese colonies -- Introduction -- 3.1. The Game theory and colonialism studies -- 3.2. The rationales for colonialism -- 3.3. Overview of French colonialism -- 3.4. A Game-theoretic analysis of players' preference -- 3.5. Overview of Portuguese colonialism -- 3.6. Implications for language planning in French and Portuguese colonies -- 3.7. Summary -- 4. A Game-theoretic assessment of language of education policies in Belgian, British, and German colonies -- Introduction -- 4.1. The legacy of the pluralistic language ideology -- 4.2. Overview of British colonialism -- 4.3. Overview of Belgian colonies: Congo, Burundi, Rwanda -- 4.4. Overview of German colonies -- 4.5. Summary -- 5. Case study: Rethinking mother-tongue education in Cote d'Ivoire -- Introduction -- 5.1. Sociolinguistic survey of Cote d'Ivoire -- 5.2. The co-habitation of French and indigenous Ivorian languages -- 5.3. Experimentation with TIM5.4 Workable models of language of education -- 5.5. MM and the 3±1 language outcome -- 5.6. Personnel planning -- 5.7. Potential obstacles -- 5.8. Summary -- 6. Game-theoretic assessment of language of education policies in African megacities -- Introduction -- 6.1. Urbanization in Africa: Historical overview -- 6.2. Colonial and post-colonial urbanization -- 6.3. Rationale of the unprecedented urban growth -- 6.4. Unemployment, underemployment and urbanization -- 6.5. Assessing ethnolinguistic loyalty -- 6.6. The ethnolinguistic profile of African megacities -- 6.7. The ethnolinguistic occupation of urban spaces -- 6.8. Urbanization and social network analysis -- 6.9. Social network analysis in megacities -- 6.10. Language of education policy in megacities with linguistic homogeneity -- 6.11. Language of education policy in megacities with ethnolinguistic dominance -- 6.12. Language of education policy in megacities with ethnolinguistic dominance -- 6.13. Language planning in cities with ethnolinguistic equilibrium -- 6.14. Abidjan as a case study -- 6.15. The implementation of MM in Abidjan -- 6.16. Language endangerment in African megacities -- 6.17. Summary -- 7. Framework and rationale for literacy planning in rural Africa.

The book proposes a paradigm shift in language planning and language policy in Africa. The new democratic model for language planning has several assets over the traditional hegemonic language of wider communication (LWC) model: It does not endanger minority languages, nor does it endanger social cohesion in multilingual countries; it is less costly and makes literacy in the mother tongue marketable. The theory that undergirds the democratic model is the Strategic Game Theory.

In English.

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