INTERTEXTUALITY AND INTERDISCURSIVITY IN POST-COLONIAL LANGUAGE POLICIES IN KENYA

Authors

  • Chege Samuel Nganga Department of Humanities, Murang’a University of Technology, Kenya
  • Geoffrey Maroko Department of Linguistics and Languages, Machakos University, Kenya
  • Anashia Nancy Ong’onda Department of Linguistics and Languages, Machakos University,

DOI:

https://doi.org/10.46827/ejals.v6i2.480

Keywords:

critical discourse analysis, interdiscursivity, intertextuality, language practices, post-colonial language policies

Abstract

Addressing the intricate challenges within the realm of language planning and policy involves establishing meaningful connections between language policy texts, discourse, and actual language practices. Moreover, navigating connections across diverse domains, contexts, levels, layers, and scales presents a formidable challenge. Therefore, this study endeavours to unravel intertextual connections as a means of comprehending language-policy texts in the Kenyan context. Focusing on post-colonial language policies in Kenya, this paper explores intertextuality and interdiscursivity. Employing Fairclough's (1992) Critical Discourse approach, this analysis explores how language policy documents undergo decontextualization from prior discourses (intertextuality) and examine their correlation with different generic chains (interdiscursivity). The study employs a qualitative research design, specifically historical and documentary analysis. The study's findings reveal that post-colonial language policies exhibit links to both pre-colonial and current policy documents, showcasing vertical and horizontal intertextuality. Additionally, these policies are linked to a myriad of past and present discourses, such as those related to culture and diversity (interdiscursivity). Notably, the analysis of intertextuality and interdiscursive discourse reveals revisions to language policy and tracks the shifts in discourses surrounding this policy over time. In conclusion, this study emphasises that the meaningful interpretation of intertextuality and interdiscursivity renders language policy texts significant. It is anticipated that this research will shed light on understanding language policy through the lens of intertextuality and interdiscursivity, contributing to a more comprehensive perspective on language policy dynamics.

 

Author Biographies

  • Chege Samuel Nganga, Department of Humanities, Murang’a University of Technology, Kenya

    Chege Samuel Nganga is a linguist and Communication specialist at Muranga University of Technology. He focuses on Discourse Analysis, Language maintenance and revitalisation, and language planning and policy. His expertise lies in Discourse Analysis. Chege also contributes to Language Planning and Policy by exploring the complex processes of language policy development and implementation in multilingual societies. Chege's diverse research agenda advances linguistic scholarship, and has significant implications for language education, cultural preservation, and language policy formation.

  • Geoffrey Maroko, Department of Linguistics and Languages, Machakos University, Kenya

    Professor Geoffrey Maroko is a highly regarded language lecturer and researcher, with extensive experience in the fields of Applied linguistics and education. He has made significant contributions to the study of emerging issues in language and has participated in numerous multidisciplinary and multi-institutional research projects. In addition to his academic accomplishments, Professor Maroko has also served in various administrative capacities within the university system. As an accomplished academic, he is committed to using his expertise to promote the advancement of knowledge in his field.

  • Anashia Nancy Ong’onda, Department of Linguistics and Languages, Machakos University,

    Dr. Anashia Nancy Ong'onda, a Senior Lecturer at Machakos University, has made significant contributions to the field of Applied Linguistics through her extensive publication record. The focus of her research is on language usage, discourse practices, and sociocultural implications, with a particular emphasis on the impact of linguistic power on society and language ideologies. Dr. Ong'onda's work has advanced the boundaries of knowledge in critical discourse studies, language, power, and ideologies. Her publications, which include articles, research papers, and academic publications, are of great value to scholars and students in these fields.

References

Allen, K. R. (2000). A conscious and inclusive family studies. Journal of Marriage and Family, 62(1), 4-17.

Bhatia, V. K. (2010). Interdiscursivity in professional communication. Discourse & communication, 4(1), 32-50.

Brundage, A. (2017). Going to the sources: A guide to historical research and writing. John Wiley & Sons.

Candlin, C. N., & Maley, Y. (1997). Intertextuality and interdiscursivity in the discourse of alternative dispute resolution. The construction of professional discourse, 201-222.

Chouliaraki, L., & Fairclough, N. (2004). The critical analysis of discourse. Critical strategies for social research, 262-271.

Cummins, J. (2000). Academic language learning, transformative pedagogy, and information technology: Towards a critical balance. Tesol Quarterly, 34(3), 537-548.

Devitt, A. J. (2000). Integrating rhetorical and literary theories of genre. College English, 62(6), 696-718.

Devitt, M. (1991). Aberrations of the realism debate. Philosophical Studies: An International Journal for Philosophy in the Analytic Tradition, 61(1/2), 43-63.

Fairclough, N. (1992). Discourse and text: Linguistic and intertextual analysis within discourse analysis. Discourse & society, 3(2), 193-217.

Fairclough, N. (1993). Critical Discourse Analysis and the Marketization of Public Discourse: The Universities. Discourse & Society, 4(2), 133-168. https://doi.org/10.1177/0957926593004002002

Fairclough, N. (2003). Analysing discourse: Textual analysis for social research. Psychology Press.

Fairclough, N. (2005). Critical discourse analysis in transdisciplinary research. A new agenda in (critical) discourse analysis, 53-70.

Fairclough, N. (2013). Critical discourse analysis: The critical study of language. Routledge.

Gachathi, P. J. (1976). Report of the national committee on educational objectives and policies. Government Printers Nairobi, Kenya.

Halliday, M. A. (1992). Language as system and language as instance: The corpus as a theoretical construct. Directions in Corpus Linguistics: Proceedings of Nobel Symposium 82, Stockholm, 4—8 August 1991,

Hornberger, N. H., & Johnson, D. C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. Tesol Quarterly, 41(3), 509-532.

Hult, F. M. (2010). Analysis of language policy discourses across the scales of space and time. Retrieved from https://www.researchgate.net/publication/249930560_Analysis_of_Language_Policy_Discourses_Across_the_Scales_of_Space_and_Time

Johnson, D. C. (2009). Ethnography of language policy. Language policy, 8, 139-159.

Johnson, D. C. (2015). Intertextuality and language policy. Research methods in language policy and planning: A practical guide, 166-180.

Johnson, D. C., & Johnson, D. C. (2013). What is language policy? Springer.

Kamunge, J. M. (1988). Report of the presidential working party on education and manpower training for next decade and beyond [in Kenya]. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000169888

Kaviti, L. (2018). The New Curriculum of Education in Kenya: a Linguistic and Education Paradigm Shift. In. University of Nairobi.

Kenya, L. O. (2013). The constitution of Kenya: 2010. Chief Registrar of the Judiciary.

Koech, D. K. (1999). Totally integrated quality education and training, TIQET: Report of the Commission of Inquiry into the Education System of Kenya. Republic of Kenya.

Kristeva, J. (1986). The kristeva reader. Columbia University Press.

Kristeva, J. (2002). "Nous deux" or a (hi) story of intertextuality. Romanic Review, 93(1/2), 7.

Mackay, C. (1981). Report of the Presidential Working Party on Second University in Kenya. Nairobi. Government Printers.

Mazrui, A. M., & Mazrui, A. A. (1996). A tale of two Englishes: The imperial language in post-colonial Kenya and Uganda. Post-Imperial English: Status Change in Former British and American Colonies, 1940-1990, 271-302.

Mbaabu, I. (1996). Language policy in East Africa: A dependency theory perspective. Retrieved from https://books.google.ro/books/about/Language_Policy_in_East_Africa.html?id=SMcbAQAAIAAJ&redir_esc=y

Mortimer, K. S. (2016). Language policy as metapragmatic discourse: A focus on the intersection of language policy and social identification. Discursive approaches to language policy, 71-96.

Moseley, C. (2012). The UNESCO atlas of the world's languages in danger: Context and process. World Oral Literature Project.

Ominde, S. H. (1964). Kenya education commission report. Kenya Education Commission.

Pace, D. S. (2021). Probability and non-probability sampling-an entry point for undergraduate researchers. International Journal of Quantitative and Qualitative Research Methods, 9(2), 1-15.

Pérez-Milans, M., & Tollefson, J. W. (2018). Language policy and planning: Directions for future research. Retrieved from https://academic.oup.com/edited-volume/35184/chapter-abstract/299535122?redirectedFrom=fulltext

Phillipson, R. (1992). Linguistic imperialism. Oxford University Press.

Phillipson, R., & Skutnabb‐Kangas, T. (2012). Linguistic imperialism and endangered languages. The handbook of bilingualism and multilingualism, 495-516.

Scollon, R. (2002). Mediated discourse: The nexus of practice. Routledge.

Scollon, R., & Scollon, S. W. (2007). Nexus analysis: Refocusing ethnography on action. Journal of Sociolinguistics, 11(5), 608-625.

Tollefson, J. W. (2006). Critical theory in language policy. An introduction to language policy: Theory and method, 1, 42-59.

Wanjohi, A. M. (2017). New education system in Kenya: An excerpt from basic education curriculum framework. Retrieved October, 6, 2019.

Watras, J. (2010). UNESCO’s programme of fundamental education, 1946–1959. History of Education, 39(2), 219-237.

Wodak, R., & Fairclough, N. (2010). Recontextualizing European higher education policies: The cases of Austria and Romania. Critical Discourse Studies, 7(1), 19-40.

Wu, J. (2011). Understanding Interdiscursivity: A Pragmatic Model? Retrieved from https://core.ac.uk/download/pdf/35281946.pdf

Downloads

Published

2023-12-05

Issue

Vol. 6 No. 2 (2023)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).