Originally presented as the author's Thesis (doctoral)--Uppsala universitet, 2002. / Includes bibliographical references (p. 329-343).

Thesis (Ph. D.)--University of Michigan, 1992. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 247-259).

Thesis (Ph. D.)--University of Michigan, 1993. / Includes bibliographical references (p. 142-150).

Thesis (Ph. D.)--University of Michigan, 1994. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 206-217).

Originally presented as the author's Thesis (doctoral)--Uppsala universitet, 2002. / Includes bibliographical references (p. 329-343).

No description available.

This study examines the current state of advertising in Cameroon and South Africa; two multilingual and multicultural societies with rich historical and linguistic backgrounds. Advertising in Douala, Cameroon, is not given enough attention and the inhabitants, not only of the city but the country as a whole, feel rejected and not taken on board in the discourse of advertising. The study identified personal characteristics of participants and their degree of satisfaction with the current state of advertising in Douala and Mafikeng. The research design is mainly qualitative with a minor supporting component from the quantitative approach. A purposive sampling approach was used to select fifty participants in Douala and fifty in Mafikeng as well as five interviewees (three in Douala and two in Mafikeng). Data collected was analysed qualitatively and quantitatively. The qualitative analysis involved presenting the findings in major themes using information provided by participants in the open-ended items of the questionnaire and verbatim quotations from the interviews. Excerpts from the questionnaires and interviews were used to support identified themes emanating from the participants. Quantitative data was captured and analysed through Excel. Descriptive statistics such as frequency distribution and percentages were used to identify important and relevant characteristics about participants. Descriptive statistics were also used to summarise, compare data and enhance readability of results. The study revealed that Douala city-dwellers are not satisfied with the dominant use of French and English in advertising as it deprives citizens of vital and useful information in their own languages. In Mafikeng, even though there is moderate use of Setswana, respondents apparently felt justified in recommending the exclusion of languages prevalent during the apartheid era (Afrikaans and English) in advertising. The researcher therefore suggests that policy and decision-makers, advertisers and stakeholders involved in advertising consider the local population in the selection of languages to be used in the sector and for Cameroonian advertising to take a leaf from the multilingual advertising practices of South Africa. / Thesis (PhD) North-west University, Mafikeng Campus, 2013

No description available.

Canada actively promotes itself as a multicultural nation. Seeing that in the 2001 census, almost half of all Canadians reported an origin other than British, French, or Aboriginal, it can be said that Canada truly contains the globe within its borders. As the global economy becomes increasingly interdependent, and as linguistic and cultural diversity rapidly increase, it is as important as ever to address how Canada can fulfill its desire to become a multilingual and multicultural society. The 1971 federal policy of multiculturalism positioned the retention of heritage languages [HLs] as integral to maintaining cultural diversity. Yet, since the early nineties, HLs have been neglected by both federal and provincial governments. For many communities, language is at the core of ethnic identity. It has been Iong argued that the two are inextricably linked. Though the relationship between language and culture is a contentious issue, few deny the benefits of a multihngual society. Th~s thesis asks whether the government's laissez-faire approach to linguistic diversity has impaired cultural diversity and its maintenance. It investigates how the language policies of the Canadian government and three of its provinces, British Columbia, Ontario, and Alberta, have supported the maintenance of HLs, in talk and action, over the past thirty years. Through a critical analysis of federal and provincial discourse, it is demonstrated that government policy and action have excluded and diminished the value of languages and their role in sustaining multiculturalism. What is more, the lack of support for HLs, at both levels of government, has demonstrated an attack on culture and the core value of multiculturalism; the creation of an inclusive society that ensures all Canadians access to and participation in Canada's social, cultural and economic institutions. The goal of this study is to develop a policy framework which works to decelerate the loss of one of Canada's most valuable assets -- its hguistic and cultural mosaic.

This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.