Literaturnachweis - Detailanzeige
Autor/in | Kral, Thomas |
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Titel | 'Eventually We'll All Become Anglophones': A Narrative Inquiry into Language-in-Education Policy in Rwanda |
Quelle | In: Globalisation, Societies and Education, 21 (2023) 3, S.377-391 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Kral, Thomas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1476-7724 |
DOI | 10.1080/14767724.2022.2033613 |
Schlagwörter | Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Educational Policy; Educational Change; French; Language Teachers; Rural Areas; Personal Narratives; Teacher Attitudes; Language Attitudes; Civil Rights; Multilingualism; Global Approach; Language Role; Ethnicity; History; African Languages; Criticism; Native Language; Educational Experience; Teacher Education Programs; Colonialism; Scholarships; Study Abroad; Rwanda Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Bildungsreform; Französisch; Language teacher; Sprachunterricht; Rural area; Ländlicher Raum; Erlebniserzählung; Lehrerverhalten; Sprachverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Mehrsprachigkeit; Multilingualismus; Globales Denken; Ethnizität; Geschichte; Geschichtsdarstellung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Kritik; Bildungserfahrung; Kolonialismus; Scholarship; Stipendium; Studies abroad; Auslandsstudium; Ruanda |
Abstract | This article recounts the lived experience of a Rwandan English teacher's journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country's changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider's perspective on Rwanda's switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent's story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |