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Index
Ugandan English
Editorial page
Title page
LCC data
Table of contents
Introduction: Ugandan English - challenges to, and food for, current theories
1. The state of research
2. English in Uganda - A testing ground for current theories
3. Contents of this volume
Acknowledgments
References
Part I. The context
Towards assessing the space of English in Uganda’s linguistic ecology: Facts and issues
1. Introduction
2. Multilingualism in Uganda - facts and issues
2.1 Uganda’s official languages amidst the country’s linguistic diversity
3. The geographical and social space of Uganda’s languages
3.1 The geographical spread of Uganda’s languages
3.2 The social space of Uganda’s languages
4. The functional status, vitality, development and endangerment of Uganda’s languages
4.1 High domains and market value
4.2 Between formal and informal domains - the media
4.3 Languages used as second languages
5. Conclusion
References
Appendix
Questionnaire
A social history of English(es) in Uganda
1. Introduction
2. The history of English in Uganda
2.1 Early contacts with English before the protectorate
2.2 The 1892 civil war and the protectorate
2.3 Post World War II to independence
2.4 Post independence
3. Conclusion: Uganda as a challenge to existing models
References
Part II. Functions of English in multilingual Uganda today
The sociolinguistic situation of English in Uganda: A case of language attitudes and beliefs
1. Introduction
2. Methodology and theoretical framework
3. The national language debate in Uganda
4. The role and status of English in postprotectorate Uganda: Language practices, choices and use
4.1 Language use on public and private signage
4.2 Language use in local government
4.3 English in popular culture
4.4 Attitudes towards Luganda
5. Attitudes towards English and its use in Uganda
5.1 Attitudes influencing the intergenerational transmission of local languages
5.2 Attitudes towards English in the education domain
5.3 English for expressing one’s social status
5.4 The growing prestige of Luganda
5.5 Attitudes towards Ugandan English
6. Conclusion
References
Tensions between English medium and mother tongue education in rural Ugandan primary schools: An ethnographic investigation
1. Introduction
2. The history of MT education in Uganda
3. English versus MTs in the language-in-education policy of Uganda
4. An ethnographic project in rural Ugandan primary schools: Methodological and theoretical issues
5. Tensions between English and the mother tongue
5.1 Tensions expressed in teachers’ beliefs
5.2 Tensions in the classroom: Dealing with classroom rules
6. On the source of tensions between English and the MT
7. Final remarks
References
Part III. Features of Ugandan English
Diphthongs in Ugandan English: Evidence for and against variety status and interactions across Englishes
1. Variation and Interactions across Englishes in Uganda
2. Diphthongs around the world and in Uganda
3. Diphthongs in first and second language varieties of English
3.1 Diphthongs in the history of English
3.2 Diphthongs in L1 varieties of English
3.3 Diphthongs in L2 Englishes
4. Data and methodology
4.1 Informants, setting and reading passage
4.2 Acoustic formant analyses
5. Results and discussion: Commonalities and particularities of Uganda’s Englishes
6. Conclusion
References
Appendix
Amended Comma gets a cure text
Lexical borrowings and calques in Ugandan English
1. Introduction
2. Methodology
3. Lexical borrowings and lexical calques in World Englishes
4. Lexical borrowings in Ugandan English
4.1 Content-word borrowings in Ugandan English
4.2 Discourse marker borrowing in UgE
4.3 Morphemic borrowing in Ugandan English
5. Lexical calques in Ugandan English
6. Conclusion
References
The use of the progressive in Ugandan English
1. Introduction
2. Core, special and extended uses of the progressive in English
2.1 The core meaning of the progressive
2.2 Special uses of the progressive
2.3 Extended uses of the progressive
3. Previous studies of the extended use of the progressive in World Englishes
3.1 The progressive in African Englishes
3.2 The progressive in spoken versus written English
4. The progressive in Ugandan languages: Luganda, Runyankole-Rukiga, and Acholi-Lango
4.1 Tense and aspect in Luganda
4.2 Tense and aspect in Runyankole-Rukiga
4.3 Tense and aspect in Acholi-Lango
5. Data and methodology
6. Results
6.1 Frequency of the progressive in Ugandan English
6.2 Core and special uses of the progressive in Ugandan English
6.3 Extended uses of the progressive in Ugandan English
6.4 Uses of the progressive across the speakers of the three Ugandan first languages
7. Conclusion
References
The use of ditransitive constructions in Ugandan English
1. Introduction
2. Ditransitive constructions
3. Data and methodology
3.1 Instruments and respondents
3.2 Materials for acceptability judgment tasks
4. Results
4.1 Results for the acceptability ratings
4.2 Examples of sentences gleaned from writings
5. Discussion
5.1 Double object construction in Ugandan English
5.2 Benefactive PPCs in Ugandan English
6. Conclusion
References
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Speech acts in Ugandan English social letters: Investigating the influence of sociocultural context
1. Introduction
2. Politeness, culture and speech act realisation
2.1 Approaches to variation in linguistic politeness and culture
2.2 Research on politeness and speech acts in second language varieties of English
3. Politeness in Uganda and other African countries
3.1 Constituents of linguistic politeness
3.2 Linguistic politeness in Uganda
4. Data and methodology
4.1 Data
4.2 Methodology
5. Explicit speech acts in Ugandan social letters and speech act verbs
5.1 Sentence structure and explicitness
5.2 Speech act types
6. Requests in Ugandan social letters
7. Conclusion
References
Part IV. Ugandan English and beyond
Indian English in Uganda: The historical sociolinguistics of a migrant community
1. Social history
1.1 Pre-colonial times
1.2 Colonial era
1.3 Post-independence period
2. Sociolinguistic characteristics
3. Linguistic features
4. Summary and conclusion
References
Index
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