Abstract
African youths in the current digitised and globalised world appropriate various sociolinguistic tools to construct identities for themselves and in codes or languages peculiar to them as a social group. Several studies on youth languages in Africa deal with urban youth language varieties, e.g. “Naija” in Nigeria (cf. Ajibade, et al., 2012), Sheng and Engsh in Kenya (cf. Meierkord 2011), Tsotsitaal in South Africa (cf. Brooks, 2014), Camfranglais in Cameroon (cf. Kouega 2003), and Nouchi in Côte d'Ivoire (cf. Newell 2009). Some of these studies address youth languages in digital communication, music, performance poetry, film, and daily interaction (cf. Boluwaduro, 2021).
This panel examines the identity(es) youths construct for themselves that signal their (un)belonging in these spaces and the language(s) they appropriate. Furthermore, attention is on the ways youths live and experience (un)belonging within African societies and their cultural and linguistic practices that are spatio-temporarily negotiated. Some more thematic leads include:
Presenters
Elizabeth Murrey
Moi University (Kenya)
Negotiating Youth Identity and Belonging in Globalized and Digital Sociolinguistic Spaces: Insights from Kenya
This study explores how Kenyan youth navigate their identities and sense of belonging within globalized and digital sociolinguistic spaces. With the rise of digital technologies and globalization, young Kenyans are increasingly exposed to diverse linguistic, cultural, and ideological influences that shape their self-perceptions and social interactions. Drawing on sociolinguistic theories of identity and belonging, the research examines how digital platforms facilitate multilingual practices, hybrid identities, and cross-cultural exchanges among Kenyan youth. It investigates the tensions between global influences and local traditions, highlighting how youth negotiate cultural authenticity, linguistic hybridity, and social acceptance.
The study anticipates finding that Kenyan youth exhibit hybrid identities, blending global cultural trends with local traditions, enabled by their engagement with multilingual practices, such as Sheng, and global languages like English. Digital platforms are expected to emerge as empowering spaces where youth express themselves, resist traditional norms, and redefine cultural authenticity while navigating tensions between local belonging and global integration. Additionally, the research anticipates uncovering how these sociolinguistic negotiations shape broader social dynamics, including inclusion, exclusion, and cultural sustainability. These findings aim to contribute to understanding how globalization and digitalization reshape youth identities in African contexts, offering insights into sociolinguistic diversity and social cohesion.
Bolatito Kolawole
University of Lagos (Nigeria)
Caught Between Linguistic Worlds: How Nigerian English First Language Speakers Navigate Cultural Identity in the Third Space
In Tower of Babel, Mazrui and Mazrui (1998) predict that by the end of the century, the number of black people, that speak English as a native tongue, or “Afro-Saxons” will outnumber the inhabitants of the British Isles. This seemingly prophetic prognosis echoes, Max Siollun (2021)’s observation that Nigeria now has more English speakers and English literate people than Britain.
Nigeria’s rapid linguistic transition or language shift, has not gone unnoticed. Scholars have drawn attention to the endangerment of Nigeria’s indigenous languages and called for the need to engage in revitalization efforts.
Still, amidst these calls to action, very little attention has been paid to those at the very center of the language shift. Namely, the increasing number of Nigerians growing up with English as a first language, who may possess only a minimal level of competency in their indigenous language.
While Adegbite (2003) contends that “A human being without competence in his/her mother tongue is deprived and dehumanised” this paper stems from the assumption that there is life after language loss.
Drawing on Weerasuriya (2024)’s concept of how youth navigate identity and belonging in the third space, this paper examines how Nigerian youth negotiate their cultural identities in Nigeria absent native indigenous language proficiency.
The paper proposes that the perspectives of such youth can provide valuable insights into Nigeria’s post-colonial identity, growing cultural hybridity and ultimately benefit future indigenous language regeneration efforts.
Nan Lan
University of Bayreuth (Germany)
Youth Identity and Mandarin Learning in Tanzania: A Case Study of Mandarin Major Students in Dar es Salaam
In the context of globalization and China’s Belt and Road Initiative (BRI), Mandarin has emerged as one of the fastest-growing and most popular foreign languages in Africa, driven by increasing Sino-African economic exchanges. Tanzania, a pioneer among African countries in introducing Mandarin into its education system, officially integrated Mandarin into its national secondary school examinations in 2017.
This study explores how Tanzanian youth learning Mandarin construct their identities and negotiate their belonging in a “third place” characterized by Tanzanian and Chinese cultural and linguistic hybridity, drawing on identity and poststructuralist theory in second language acquisition (Norton, 1995) and the concept of youth belonging and language in the third space (Weerasuriya,2024).
The analysis is based on survey data collected in November 2024 from 20 Mandarin majors students (Diploma and Bachelor) at the University of Dar es Salaam, mostly aged 20-23, with 1-2 years of Mandarin learning experience. The findings indicate that employment and career opportunities are the primary motivations for learning Mandarin, followed by academic ambitions and cultural interests. The participants perceive Mandarin as a language of economic opportunity and global connection, enabling them to assert agency in shaping their futures.
The study further highlights the fluid identities of Tanzanian youth navigating a multilingual context where Kiswahili, English, and Mandarin converge. This linguistic and cultural negotiation reflects broader themes of globalization, economic aspiration, and transnational belonging, positioning Tanzanian youth as active agents in constructing dynamic, multi-layered identities in an interconnected world.