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Can Putonghua Relieve Poverty?

While Chinese President Xi Jinping has declared war on poverty, and instructed local governments to create a “moderately well-off society” by the beginning of 2021, in time for the centenary of the ruling Communist Party, regional authorities are failing to teach ethnic minority groups enough Putonghua [Modern Standard Mandarin], Zhu Weiqun, said in an article in the state-backed Global Times newspaper.

Efforts to teach minority peoples Putonghua are “not up to scratch” in various places, said Zhu, who is head of the minorities and religions committee of the Chinese People’s Political Consultative Conference, an advisory body.

Understandably, there has been resistance against the push for linguistic standardization in regions such as Tibet and Xinjiang, where Tibetans and Uyghurs, a Turkic-speaking, mostly Muslim minority, consider language integral to their cultural identity.

Beijing denies that promotion of Putonghua damages minority culture, arguing that learning the official language gives minorities greater opportunities for work and education.

Zhu said in the article that communication issues with workers from Xinjiang could cause a “vicious cycle” when companies group the workers together hindering their ability to work with others. Over 70% of the Chinese population speaks Putonghua, but levels of fluency in west China are 20% lower than in the east, with only 40% of people able to speak the official language in some rural areas, Zhu said.

He added that using a standardized form of the language to alleviate poverty, and using poverty alleviation to promote the language “does not only have an economic importance, but also has a deep political importance”.

Hawaiian Language Sets a Good Example

Young girls in bikini have fun - surfers sit on surf boards, wait for big ocean wave. Females feet underwater photo. People in water sport adventure camp, beach extreme swim on summer beach vacation.Revitalization efforts for the Hawaiian language are now being used as a model for success for other indigenous language programs. Advocates of endangered languages visited the University of Hawaii at Manoa this month for the fifth annual International Conference on Language Documentation and Conservation. A large portion of that conference was the field study He ‘Ōlelo Ola Hilo. The study is hosted each year at UH Hilo in order for international language specialists to learn about the current revitalization efforts in Hawaii for students from preschool to college levels.

This year’s conference had record attendance, according to the college. Most of the attendees were either native themselves or work with endangered languages and came from Australia, Japan, Singapore, New Zealand, Canada, and various U.S. states.

Attendees visit nearby immersion schools ‘Aha Pūnana Leo and Ke Kula ‘o Nāwahīokalani’ōpu’u and the UH Hilo Ka Haka ‘Ula O Ke’elikōlani College of Hawaiian Language. Hawaii first began incorporating complete immersion programs into its curriculum in 1985. “Our K–20 program is in our language, but it’s not only about the language itself—it’s about education through our language,” says Larry Kimura, associate professor of Hawaiian language and Hawaiian studies at the University of Hawaii at Hilo, in UH Hilo Stories.

“Linguists have determined that it takes at least three generations to reestablish a language and bring it back to life,” Kimura explains. In order to keep the language alive, he says, it must be included in the home, not only in the school.

In 1896, the state abolished using the Hawaiian language as a medium of education. Almost a century later, in 1986, Pūnana Leo families protested and were successful at getting Hawaiian back into schools.

Now, the hope is that indigenous communities can take what worked in Hawaii and bring the methods of success to their own schools and governments to revitalize indigenous languages across the globe.

References Paraprofessionals

References

1 “Professional Licensing and Certification in the U.S.”, World Education Services webpage, http://www.wes.org/ info/licensing.asp.

2 Michael Sapiro,“What is the Difference Between A Teaching License and Teaching Certification?” Concordia Online Blog, Concordia University (September 3, 2015), https://online.cuw.edu/blog/what-is-the-differencebetween- a-teaching-license-and-a-teachingcertification/.

3 Conor P. Williams, Amaya Garcia, Kaylan Connally, Shayna Cook, and Kim Dancy, Multilingual Paraprofessionals: An Untapped Resource for Supporting American Pluralism (Washington, D.C.: New America, June 2016), https://na-production.s3.amazonaws.com/ documents/DLLWH_ParasBrief6.1.pdf.

4 Jorge P. Osterling and Keith Buchanan, “Tapping a Valuable Source for Prospective ESOL Teachers: Northern Virginia’s Bilingual Paraeducators Career-Ladder School- University Partnership,” Bilingual Research Journal 27, no. 3 (2003): 503–521; Michael Genzuk and Reynaldo Baca, “The Paraeducator-to-Teacher Pipeline: A 5-Year Retrospective on an Innovative Teacher Preparation Program for Latina(os),” Education and Urban Society (November 1998): 73–88; Christine L. Smith, Focus on an Untapped Classroom Resource: Helping Paraprofessionals Become Teachers (Atlanta, GA: Southern Regional Education Board, April 2003), http://files.eric.ed.gov/ fulltext/ED477170.pdf; Jorgelina Abbate-Vaughn and Patricia C. Paugh, “The Paraprofessional-to-Teacher Pipeline: Barriers and Accomplishments,” Journal of Developmental Education 33, no.1 (2009): 14–27, http:// files.eric.ed.gov/fulltext/EJ887836.pdf; Conor P. Williams, Amaya Garcia, Kaylan Connally, Shayna Cook, and Kim Dancy, Multilingual Paraprofessionals: An Untapped Resource for Supporting American Pluralism (Washington, D.C.: New America, June 2016), https:// na-production.s3.amazonaws.com/documents/ DLLWH_ParasBrief6.1.pdf; Patricia J. Bonner, Maria A. Pacino, and Beverly Hardcastle Stanford, “Transition from Paraprofessionals to Bilingual Teachers: Latino Voices and Experiences in Education,” Journal of Hispanic Higher Education 10, no. 3 (2011): 212–225; Ellen M. Rintell and Michelle Pierce, “Becoming Maestra: Latina Paraprofessionals as Teacher Candidates in Bilingual Education,” Journal of Hispanic Higher Education 2, no. 1 (2003): 5–14, http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.949.1148&rep=rep1&type=pdf; and Kerri J. Wenger, Tawnya Lubbes, Martha Lazo, Isabel Azcarraga, Suzan Sharp, and Gisela Ernst-Slavit, “Hidden Teachers, Invisible Students: Lessons Learned from Exemplary Bilingual Paraprofessionals in Secondary Schools,” Teacher Education Quarterly 31, no. 2 (2004): 89–111, http://files.eric.ed.gov/fulltext/EJ795248.pdf.

5 Conor P. Williams, Amaya Garcia, Kaylan Connally, Shayna Cook, and Kim Dancy, Multilingual Paraprofessionals: An Untapped Resource for Supporting American Pluralism (Washington, D.C.: New America, June 2016), https://na-production.s3.amazonaws.com/ documents/DLLWH_ParasBrief6.1.pdf.

6 National Education Association, “Getting Educated: Paraeducators,” http://www.nea.org/home/18605.htm.

7 Laura Goe and Lauren Matlach, Supercharging Student Success: Policy Levers for Helping Paraprofessionals Have a Positive Influence in the Classroom (Washington, D.C.: Center on Great Teachers and Leaders, American Institutes for Research, September 2014), http:// www.gtlcenter.org/sites/default/files/Snapshot_ Paraprofessional.pdf.

8 Charles T. Clotfelter, Steven W. Hemelt, and Helen F. Ladd, Teaching Assistants and Nonteaching Staff: Do They Improve Student Outcomes? CALDER working paper 169 (Washington, D.C.: National Center for Analysis of Longitudinal Data in Education Research, October 2016), http://www.caldercenter.org/sites/default/files/ WP%20169.pdf.

9 Ibid.

10 “Table 204.27,” Digest of Education Statistics 2015 (Washington, D.C.: National Center for Education Statistics, 2016), http://nces.ed.gov/pubs2016/2016014. pdf.

11 Rachel A. Valentino and Sean F. Reardon, “Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency,” Educational Evaluation and Policy Analysis 37 (April 2015): 612–637; “Study of Dual- Language Immersion in the Portland Public Schools: Year 4 Briefing” (Washington, D.C.: American Councils for International Education, November 2015), https://res. cloudinary.com/bdy4ger4/image/upload/v1446848442/DLI_Year_4_Summary_Nov2015v3_1_jwny3e.pdf; Ilana M. Umansky and Sean F. Reardon, “Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms,” American Educational Research Journal 51, no. 5 (October 2014): 879–912.

12 U.S. Department of Education, Teacher Shortage Areas Nationwide Listing 1990–1991 Through 2016–2017 (Washington, D.C.: Office of Postsecondary Education, 2016), https://www2.ed.gov/about/offices/list/ope/ pol/tsa.html; Gabriela Uro and Alejandra Barrio, English Language Learners in America’s Great City Schools (Washington, D.C.: Council of the Great City Schools, 2013), 10, http://files.eric.ed.gov/fulltext/ED543305.pdf.

13 U.S. Department of Education, Teacher Shortage Areas Nationwide Listing 1990–1991 Through 2016–2017 (Washington, D.C.: Office of Postsecondary Education, 2016), https://www2.ed.gov/about/offices/list/ope/pol/ tsa.html.

14 The State of Teacher Diversity in American Education (Washington, D.C.: Albert Shanker Institute, September 2015), http://www.shankerinstitute.org/sites/shanker/ files/The%20State%20of%20Teacher%20Diversity%20 (3)_0.pdf; and The State of Racial Diversity in the Educator Workforce (Washington, D.C.: U.S. Department of Education, July 2016), http://www2.ed.gov/rschstat/ eval/highered/racial-diversity/state-racial-diversityworkforce. pdf.

15 Hannah Putman, Michael Hansen, Kate Walsh, and Diana Quintero, High Hopes and Harsh Realities: The Real Challenges to Building a Diverse Workforce (Washington, D.C.: Brookings Institution, August 2016), https:// www.brookings.edu/wp-content/uploads/2016/08/ browncenter_20160818_teacherdiversityreportpr_ hansen.pdf.

16 Kaylan Connally and Kim Dancy, “Paraprofessionals Could Help Solve Bilingual Teacher Shortages,” EdCentral (blog), New America, April 26, 2016, https://www. newamerica.org/education-policy/edcentral/bilingualteacher- shortages/; Kaylan Connally and Melissa Tooley, “What Is the Future of Teacher Diversity in U.S. Schools?” New America Weekly, New America, October 1, 2015, https://www.newamerica.org/weekly/94/what-is-thefuture- of-teacher-diversity-in-us-schools/.

Spain Honors Ladino in Israel

Interior of Santa Maria la Blanca Synagogue in Toledo, Spain. Erected in 1190 and considered the oldest synagogue building in Europe still standing. It was consecrated as a church upon the expulsion of the Jews from Spain in the 15th century, but no major renovations were done.

Spain’s Real Academia Española (RAE), the leading authority on the Spanish language, is to establish a special institute in Israel to preserve Ladino—the Judeo-Spanish language of Jewish communities who thrived in Spain before their expulsion in 1492 by King Ferdinand and Queen Isabela, in whose name Columbus claimed the New World of the Americas that same year.

Ladino combines old Spanish with elements of Hebrew and other languages, among them Ottoman Turkish, Arabic, Aramaic and some of the Balkan languages, depending on where it was spoken in the intervening centuries.

Exiles from Spain, known as Sephardim (the Hebrew word for people of Spain), moved to North Africa, the Middle East, Europe, and Latin America after their expulsion.

While Ladino is still spoken by small numbers of people all over the world, about 400,000 speakers live in Israel, making it the world’s largest Ladino community.

Darío Villanueva, the academy’s director, said that Judeo-Spanish was “an extraordinarily important cultural and historical phenomenon.”

“The Jews who were expelled in 1492 dispersed around Europe and the Americas, taking with them the Spanish language as it was spoken at the time of their expulsion,” he told the Guardian newspaper.

“All of this has been miraculously preserved over the centuries. There’s literature, folklore, translations of the Bible and even modern newspapers written in Ladino.”

Five years ago, Spain began to offer nationality to the descendants of expelled Jews, in an attempt to compensate for what the Spanish government called an “historical wrong.”

Bilingual Education on the Brink of Return in Boston

The Massachusetts Senate has unanimously approved the LOOK (Language Opportunity for Our Kids) bill that would allow school systems to bring back bilingual education, potentially ending a 15-year-old ban on schools teaching students academic courses in their native language.
The LOOK bill updates MGL Ch 71A English Language Education in Public, allowing all districts to choose high quality alternate language acquisition programs based on the educational and linguistic needs of students, in addition to Sheltered English Immersion.
The bill also:
• Encourages parent involvement by establishing parent advisory councils and providing a mechanism for parents to advocate as a group for a district to adopt a specific language acquisition program (including dual-language programs).
• Directs districts to monitor FLEP and former FLEP students who have exited language acquisition programs.
• Recognizes experienced educators in Language Acquisition Programs by requiring instruction by licensed ESL teachers, as well as directing DESE to establish an educator endorsement for teachers in dual-language programs, and an administrator pathway for directors of Language Acquisition Programs.
• Removes provisions that discourages alternative language acquisition programs, including time limits, the restrictive waiver process, and liability for educators and districts.
• Recognizes the value of bilingualism and biliteracy skills by establishing a state Seal of Biliteracy that districts can award to high school graduates who demonstrate proficiency in two or more languages.

The Senate vote followed passage of a similar bill last month by the House. The next step is for the legislature to reconcile the differences between the two bills (H.3740 and S.2134). Currently, the House bill would loosen current requirements for school systems to seek waivers to the English-only rule, while the Senate version would abolish the waivers and instead give school systems a choice of specific programs, including English immersion and bilingual education.
Massachusetts’s Language Opportunity Coalition has been fundamental in pushing forward both bills. Founded in 2014, coalition members include MATSOL, Massachusetts Association for Bilingual Education (MABE), Massachusetts Foreign Language Association (MaFLA), and MIRA Coalition. It released the following statement in response to the Senate vote: “The Language Opportunity applauds our state representatives for recognizing the need for school districts to have the flexibility to offer English learner programs that best meet the needs of their students. The early action on the bills by both the House and Senate shows that the leadership and members recognize the importance of supporting our students by improving English learner education in Massachusetts.”

Choosing Schools, and Battles

Daniel Ward refuses to be distracted by efforts to divide supporters of public education

The dogdays of summer have been rudely disturbed by the reaction to teachers’ leader Randi Weingarten’s linking of the federal government’s school privatization policies to segregation. Calls for her resigna­tion as president of the American Federation of Teachers (AFT) and accusations of her be­ing racist have come from all corners—even liberals get up in arms at any perceived threat to school choice. However, this ideological battle over school choice is a distraction—the real story is childhood poverty and what we can do to overcome it.

Weingarten’s exact words were: “This use of privatization, coupled with disinvest­ment, are only slightly more polite cousins of segregation. We are in the same fight, against the same forces that are keeping the same children from getting the public education they need and deserve. And what better way to pave the path to privatize education than to starve public schools to the breaking point, then criticize their shortcom­ings, and let the market handle the rest. All in the name of choice.” She went on to explain how school privatization had been used to prevent integration in the South and how the shifting of funds from regular public schools to private and for-profit charters could under­mine federal civil rights law. However, her words were seen by many as an assault on parental choice, and by some as an affront to the minority leaders who have worked so hard to improve the educational options for their communities, including dual-language immersion schools.

Charter schools come in many shapes and forms, but they are all public schools. Some of them have been very successful in improving the educational outcomes of communities which lacked opportunities, while others have failed miserably. Despite the many critical reactions, Weingarten was not attack­ing charter schools per se but the implemen­tation of policies which would “starve public schools to breaking point.”

The real threat to America’s public school system and its promise of a quality education for everyone regardless of race, language, or income level does not come from within the educational sector but from policymak­ers and their supporters who do not believe there is sufficient return on the investment of taxpayer funds for the education of our children despite overwhelming evidence to the contrary. Such is this evidence and the underlying support for our public school system that the only way to undermine it is to pit pro-public education factions against each other. Thus, a situation has been cre­ated where committed educators, parents, and academics are at loggerheads over the means of reaching the same goal. Both sides want the best education for the most kids at the best price, but like all learning, one-size doesn’t fit all, so supporters of regular public schools and supporters of charter schools need to recognize that and work together to achieve their mutual objectives.

As long as the U.S. continues to have one of the highest child poverty rates among developed countries, the public school system will struggle to be effective. In recent years, government policies have helped drive positive outcomes for children and families. Now, 95% of U.S. children have health care coverage, an historic high; fewer children overall live in poverty, and an all-time high of 83% of students nationally completed high school on time. Some charter schools have succeeded in high-poverty areas and some have failed, but income level remains the largest determining factor in educational outcomes. Education supporters need to overcome their differences over modes of operation and work together to ensure that the progress recently made continues despite the powerful campaign to reverse the very policies responsible for its achievement.

Cusco Study Abroad VLOG #3

Hola and bienvenidos to my study abroad video blog! Follow along and hear about my adventures, and watch my Spanish improve. In this Vlog I talk about my trip to the jungle and all of the fun animals that I saw.

 

Belarus Opens First Chinese Department

Belarus flagMinsk State Linguistic University (MSLU) will open Belarus’ first Chinese language and culture department in the new academic year, according to MSLU Rector Natalya Baranova.

The department plans to enroll nearly 300 students. “We have long been preparing for this. We already have the lecturers and teaching staff for it. Today Chinese is taught in three different departments of the university, which will be joined into one,” said Baranova.

The new department will train teachers, translators, and specialists in intercultural communications, public relations, and international tourism. There are plans to set up research laboratories and centers at the department. “In the next five years, we are planning to set up a language lab for interpretation proficiency, a center of language to support website translation, and a center for Belarusian-Chinese comparative cultural linguistics and ethnography,” said Baranova.

“Belarus is expanding contacts with China in economy, art, culture, tourism. Therefore, there will be the demand for interpreters and translators,” she added.

“Students will receive a high-quality education thanks to cooperation with the East China Normal University in Shanghai and foreign language universities in Beijing and Tianjin. They will help us with teaching staff while we grow as a young scientific and methodological school of the Chinese language.”

An Act of Commitment, Generosity, and Mediation

Celebrated author John le Carré believes that anglophones need to learn a second language now more than ever 

 

At the German embassy in London, UK, last month, during an awards ceremony recognizing outstanding teachers of the language, the renowned British author John le Carré, famous for spy novels like Tinker, Tailor, Soldier, Spy, which was made into a Hollywood blockbuster movie, and The Night Manager, which has now been adapted into a hit television series, delivered an inspiring keynote speech from which the following has been extracted:

“The decision to learn a foreign language is to me an act of friendship. It is indeed a holding out of the hand. It’s not just a route to negotiation. It’s also to get to know you better, to draw closer to you and your culture, your social manners and your way of thinking. And the decision to teach a foreign language is an act of commitment, generosity, and mediation.

It’s a promise to educate—yes—and to equip, but also to awaken; to kindle a flame that you hope will never go out; to guide your pupils toward insights, ideas, and revelations that they would never have arrived at without your dedication, patience, and skill.

To quote Charlemagne: ‘To have another language is to possess a second soul.’ He might have added that to teach another language is to implant a second soul.

Of course, the very business of reconciling these two souls at any serious level requires considerable mental agility. It compels us to be precise, to confront meaning, to think rationally and creatively, and never to be satisfied until we’ve hit the equivalent word, or, which also happens, until we’ve recognized that there isn’t one, so hunt for a phrase or circumlocution that does the job.

No wonder then that the most conscientious editors of my novels are not those for whom English is their first language, but the foreign translators who bring their relentless eyes to the tautological phrase or factual inaccuracy. My German translator is particularly infuriating.

In the extraordinary period we are living through—may it be short-lived—it’s impossible not to marvel at every contradictory or unintelligible utterance issuing from across the Atlantic, and in marveling, we come face to face with the uses and abuses of language itself.

Clear language—lucid, rational language—to a man at war with both truth and reason is an existential threat. Clear language to such a man is a direct assault on his obfuscations, contradictions, and lies. To him, it is the voice of the enemy. To him, it is fake news, because he knows, if only intuitively, what we know to our cost—that without clear language, there is no standard of truth.

And that’s what language means to a linguist. Those who teach language, those who cherish its accuracy and meaning and beauty, are the custodians of truth in a dangerous age.

I began learning German at the age of 13, and I’m still trying to explain to myself why it was love at first sound. The answer must surely be the excellence of my teacher. At an English public [private] school not famed for its cultural generosity, Mr. King was that rare thing: a kindly and intelligent man who, in the thick of the Second World War, determinedly loved the Germany that he knew was still there somewhere.

Rather than join the chorus of anti-German propaganda, he preferred, doggedly, to inspire his little class with the beauty of the language, and of its literature and culture. One day, he used to say, the real Germany will come back. And he was right. Because now it has.

I discovered that the language fitted me. It fitted my tongue. It pleased my Nordic ear.

I also loved the idea that these poems and this language that I was learning were mine and no one else’s, because German wasn’t a popular subject and very few of my schoolmates knew a word of it beyond the Achtung! and Hände hoch! that they learned from propaganda war movies.

But thanks to Mr. King, I knew better. And when I decided I couldn’t stand my English public school for one more day, it was the German language that provided me with my bolt-hole. The year was 1948. I couldn’t go to Germany, so I went to Switzerland and, at 16, enrolled myself at Bern University.

So it’s no wonder that when later I went into the army for my national service, I was posted to Austria. Or that after the army I went on to study German at Oxford. And on to Eton School, to teach it.

You can have a lot of fun with the German language, as we all know. You can tease it, play with it, send it up. You can invent huge words of your own—but real words all the same, just for the hell of it. Google gave me Donaudamp-fschiffsfahrtsgessellschaftskapitän.

You’ve probably heard the Mark Twain gag: ‘Some German words are so long they have a perspective.’ You can make up crazy adjectives like ‘my-recently-by-my-parents-thrown-out-of-the-window PlayStation.’ And when you’re tired of floundering with nouns and participles strung together in a compound, you can turn for relief to the pristine poems of a Hölderlin, or a Goethe, or a Heine, and remind yourself that the German language can attain heights of simplicity and beauty that make it, for many of us, a language of the gods. And for all its pretending, the German language loves the simple power of monosyllables.

And if they [educators] teach German—and teach it in this, my beleaguered country—they are quite particularly to be prized, all the more so because they are an endangered species. Every time I hear a British politician utter the fatal words, ‘Let me be very clear,’ these days I reach for my revolver.

By teaching German, by spreading understanding of German culture and life, today’s honorands and their colleagues will be helping to balance the European argument, to make it decent, to keep it civilized.

They will be speaking above all to this country’s most precious asset: its enlightened young, who—Brexit or no Brexit—see Europe as their natural home, Germany as their natural partner, and shared language as their natural bond.”

BBC launches Pidgin Portal

Afro women using tablet computer in the parkThe BBC has launched a new online section that delivers news exclusively in Pidgin for West African audiences. Pidgin is a language spoken by over 75 million Nigerians. While the number of speakers is large, Pidgin offers unique challenges: it is a language without official spelling or grammar that is in constant flux.

The portal is a huge step forward for Pidgin, which is a language previously thought of as having lower prestige. The programming indicates a growing expansion of recognition of the popular language, and the importance of local dialects.

While lacking official status, the language is the lingua franca of Nigeria. The program is one of 12 new language services being launched by BBC World Service in Africa and Asia as part of a $372 million expansion announced last year.  In addition to BBC Pidgin, broadcasts will also be launched in Afaan Oromo (Ethiopia); Amharic (Ethiopia); Gujarati (India); Igbo (Nigeria); Korean (North Korea, South Korea); Marathi (India); Punjabi (India, Pakistan); Serbian (Serbia, Bosnia and Herzegovina), Telugu (India); Tigrinya (Ethiopia, Eritrea); Yoruba (Nigeria, Benin, Togo), Arabic and Russian languages.

This is the biggest expansion of the World Service since the 1940s. It will require the hiring 1,400 staff and is being funded by the UK government.  Tony Hall, director general of the BBC, said the new services marked “the start of a new chapter for the BBC” and called the World Service “one of the UK’s most important cultural exports”.

The BBC portal says it aims to also enhance television services across Africa, including more than 30 new TV programs for partner broadcasters in sub-Saharan Africa.

The portal is currently featuring coverage of local and international news, sports, culture, and technology—much like the subjects typically on the front page of other BBC portals.

“It’s a challenging, exciting experiment,” said Bilkisu Labaran, the corporation’s editor-in-chief in Lagos. “We want to be pioneers in what written Pidgin can be,” she told AFP.

The push for legitimization of Pidgin in the media seems to be a growing wave, as the service is following in the footsteps of Wazobia FM, a Nigerian broadcaster that launched a Pidgin radtio station in 2007 and TV channel in 2014. Pidgin is also seeing growth in the US, with artists like Fela Kuti and Davido making a splash in the American music scene.

Visit the BBC portal here.

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