English as a Medium of Teaching and Learning in a Resource-Poor Country: The Case of Malawi's New Language Policy

Autor/in	Kamwendo, Gregory H.
Titel	English as a Medium of Teaching and Learning in a Resource-Poor Country: The Case of Malawi's New Language Policy
Quelle	In: Africa Education Review, 16 (2019) 6, S.37-52 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamwendo, Gregory H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2018.1464699
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Language of Instruction; Second Language Instruction; Educational Policy; Educational Resources; Policy Analysis; Teaching Methods; Newspapers; Information Sources; Publications; African Languages; Faculty Development; Elementary School Students; Institutional Characteristics; Disadvantaged Schools; Catholic Schools; Comparative Analysis; Teacher Role; Human Resources; Family Environment; Community; Protestants; Churches; Malawi + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Bildungsmittel; Politikfeldanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Newspaper; Zeitung; Information source; Informationsquelle; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Katholische Schule; Lehrerrolle; Humankapital; Familienmilieu; Protestantism; Protestantismus; Church; Kirche
Abstract	This article discusses the resource implications of Malawi's new language-in-education policy. Whilst previous publications on the English as a medium of teaching and learning policy, which was announced in Malawi in 2014, have sharply criticised and dismissed the new language policy from pedagogical and other educational grounds, the current article is the first to dwell exclusively on the resource implications of the new language policy. The qualitative study reported on, which utilised Barron's learning ecologies framework, was based on information drawn from one key informant; readers' comments extracted from a Malawian online newspaper; and some scholarly publications. The article argues that the available resources are too inadequate to lead to a successful implementation of English as a medium of teaching and learning in the non-English-dominant Malawi. The article recommends that Malawi should return to the previous language policy, which was UNESCO compliant, and that adequate and enabling resources be channelled to improving the teaching and learning of English as a subject. Resources should also be injected into the professional development of teachers in order to capacitate them to effectively handle English as a medium of teaching and learning from Grade 5 onwards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01