Language is a tool used to express thoughts, to hide thoughts or to hide lack of thoughts. It is often a means of domination. The question is who has the power to define the world around us. This book demonstrates how language is being manipulated to form the minds of listeners or readers. Innocent words may be used to conceal a reality which people would have reacted to had the phenomena been described in a straightforward manner. The nice and innocent concept "cost sharing", which leads our thoughts to communal sharing and solidarity, may actually imply privatization. The false belief that the best way to learn a foreign language is to have it as a language of instruction actually becomes a strategy for stupidification of African pupils. In this book 33 independent experts from 16 countries in the North and the South show how language may be used to legitimize war-making, promote Northern interests in the field of development and retain colonial speech as languages of instruction, languages of the courts and in politics. The book has been edited by two Norwegians: Birgit Brock-Utne is a professor at the University of Oslo and a consultant in education and development. From 1987 until 1992 she was a professor at the University of Dar es Salaam. Gunnar Garbo, author and journalist and former member of the Norwegian Parliament, was the Norwegian Ambassador to Tanzania from 1987 to 1992.
The last two decades have alerted applied linguists and their bureaucratic counterparts - those who make or advise government on language policy - to the issue of dealing with language problems in an accountable fashion. Why do these problems seem so intractable? How is it that these problems have not yet satisfactorily been solved? What is it that continues to drive the interest in this? To the scholars from many parts of the world who have been invited to discuss this anew in the proposed volume, it was evident that language planners, policy makers and language managers do not know just how much work there is for language teachers to do if all of the academically desirable arrangements or policies proposed are to be implemented successfully. Indeed, the challenge to implement these at times ambitious plans of language policy makers is normally much bigger than the policy makers estimate.
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