African Languages for the Mass Education of Africans
Author | : K. K. Prah |
Publisher | : |
Total Pages | : 108 |
Release | : 2000 |
Genre | : African languages |
ISBN | : |
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Author | : K. K. Prah |
Publisher | : |
Total Pages | : 108 |
Release | : 2000 |
Genre | : African languages |
ISBN | : |
Author | : Birgit Brock-Utne |
Publisher | : Symposium Books Ltd |
Total Pages | : 356 |
Release | : 2009-05-11 |
Genre | : Education |
ISBN | : 1873927177 |
The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors – a Norwegian social scientist and a Norwegian linguist, both working in Africa – have wanted to give room for African voices, the majority of contributions to this volume come from Africa.
Author | : Zehlia Babaci-Wilhite |
Publisher | : Springer |
Total Pages | : 149 |
Release | : 2015-02-03 |
Genre | : Education |
ISBN | : 9462099472 |
There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is the greatest educational problem there is in Africa. This is the problem this book discusses and it is therefore an important book. The recent focus on quality education becomes meaningless when teaching is given in a language pupils do not understand. Babaci-Wilhite concludes that any local curriculum that ignores local languages and contexts risks a loss of learning quality and represent a violation of children’s rights in education. The book is highly recommended. Birgit Brock-Utne, Professor of Education and Development, University of Oslo, Norway Zehlia Babaci-Wilhite’s illuminating African case studies display a mastery of the literature on policies related to not only language policies integrally related to human rights in education, but to the relationship between education and national development. The book provides a paradigm shift from focusing on the issue of schooling access to the very meaning education has for personal and collective identity and affirmation. As such, it will appeal to a wide audience of education scholars, policy makers and practitioners. Robert F. Arnove, Chancellor’s Professor Emeritus of Educational Leadership & Policy Studies, Indiana University, Bloomington, USA A very important and timely book that makes crucial contribution to critical reviews of the policies about languages of instruction and rights in education in Africa. Brilliantly crafted and presented with great clarity the author puts into perspective issues that need to be addressed to improve academic performance in Africa’s educational systems in order to attain the goal of providing education for all as well as restoring rights in education. This can be achieved through critical examination of languages of instruction and of the cultural relevance of the curricula. Definitely required reading for scholars of education and human rights in general, in Africa in particular, as well as for education policy makers. Sam Mchombo, Associate Professor of African Languages and Linguistics, University of California, Berkeley, USA This book contributes to enlighten a crucial academic as well as a democratic and philosophical issue: The right to education and the rights in education, as it is seen in the dilemmas of the right to use your local language. It offers a high-level research and the work is both cutting edge and offers new knowledge to the fields of democracy, human rights and education. The book is a unique contribution to a very important academic discussion on rights in education connecting to language of instruction in schools, politics and power, as well as it frames the questions of why education and language can be seen as a human right for sustainable development in Africa. The actuality of the book is disturbing: We need to take the debate on human rights in education for the children of the world, for their future and for their right to a cultural identity. Inga Bostad, Director of the Norwegian Centre for Human Rights, University of Oslo, Norway
Author | : International Development Research Centre (Canada) |
Publisher | : IDRC |
Total Pages | : 87 |
Release | : 1997 |
Genre | : Africa |
ISBN | : 0889368295 |
Languages of Instruction: Policy implications for education in Africa
Author | : Jo Anne Kleifgen |
Publisher | : Multilingual Matters |
Total Pages | : 312 |
Release | : 2009 |
Genre | : Education |
ISBN | : 1847691331 |
This book takes a fresh look at subordinated vernacular languages in the context of African, Caribbean, and US educational landscapes, highlighting the social cost of linguistic exceptionalism for speakers of these languages. Chapters describe contravening movements toward various forms of linguistic diversity and offer a comprehensive approach to language awareness in educative settings.
Author | : Elizabeth C. Zsiga |
Publisher | : Georgetown University Press |
Total Pages | : 160 |
Release | : 2015-03-03 |
Genre | : Language Arts & Disciplines |
ISBN | : 1626161534 |
People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language—written, widespread, sometimes used in school—surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility—and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.
Author | : Ericka A. Albaugh |
Publisher | : Cambridge University Press |
Total Pages | : 337 |
Release | : 2014-04-24 |
Genre | : Political Science |
ISBN | : 1139916777 |
How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power.
Author | : Great Britain. Advisory Committee on Education in the Colonies |
Publisher | : |
Total Pages | : 72 |
Release | : 1944 |
Genre | : Africa |
ISBN | : |
Author | : Timothy Adedeji Awóníyì |
Publisher | : |
Total Pages | : 165 |
Release | : 1982 |
Genre | : African languages |
ISBN | : 9780340281710 |
Author | : |
Publisher | : BRILL |
Total Pages | : 219 |
Release | : 2010-01-01 |
Genre | : Education |
ISBN | : 9460912222 |
This book is based on chapters in a series of four books from the first five years (2002-2006) of the Language of Instruction in Tanzania and South Africa (LOITASA) project. LOITASA is a NUFU-funded (Norwegian University Fund) project which began in January 2002 and will continue through to the end of 2011. The chapters reflect the state of the research at the end of the first five years of LOITASA in 2006 and were selected by reviewers independent of the project.