Celebrating the Rich Resources Represented by African Multilingualism and Multiculturalism in Education: Discussant Paper

Autor/in	Benson, Carol
Titel	Celebrating the Rich Resources Represented by African Multilingualism and Multiculturalism in Education: Discussant Paper
Quelle	In: Current Issues in Language Planning, 19 (2018) 2, S.218-225 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2017.1353336
Schlagwörter	Multilingualism; Cultural Pluralism; Educational Policy; Language Usage; Urban Areas; Social Attitudes; Native Language; Language of Instruction; Stakeholders; Dialects; Code Switching (Language); Foreign Countries; African Languages; Morocco; Angola; Seychelles; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Politics of education; Bildungspolitik; Sprachgebrauch; Urban area; Stadtregion; Social attidude; Soziale Einstellung; Teaching language; Unterrichtssprache; Dialect; Dialekt; Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Marokko; Seychellen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper discusses the contributions to this special issue in the context of the African Renaissance and the subsequent need to re-define educational development from a multilingual, multicultural and pan-African perspective. Each contribution offers a different angle to the discussion: a critique of Arabization in Morocco, with questions about whether a new medium of instruction policy will prioritize people's own languages or French; an analysis of urban attitudes in Angola toward a new education policy providing for six mother tongues to be used in lower primary; a description of the challenges for stakeholders in the Seychelles to recognize that Seselwa, a creole, can be an acceptable medium of instruction; and an assessment of the opportunities and limitations in South Africa of classroom trans-languaging between African languages and English. A stronger voice needs to emerge on behalf of African languages and ways of knowing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01