An Innovative 'Simultaneous' Bilingual Approach in Senegal: Promoting Interlinguistic Transfer While Contributing to Policy Change

Autor/in	Benson, Carol
Titel	An Innovative 'Simultaneous' Bilingual Approach in Senegal: Promoting Interlinguistic Transfer While Contributing to Policy Change
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1399-1416 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Benson, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1765968
Schlagwörter	Foreign Countries; Bilingual Education; Elementary Education; Nongovernmental Organizations; Language of Instruction; Native Language; French; African Languages; Program Effectiveness; Senegal + Suchen Sie Ihr Suchwort? Ausland; Bilingual teaching; Bilingualer Unterricht; Elementarunterricht; Teaching language; Unterrichtssprache; Französisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache
Abstract	This paper describes an innovative bilingual education program developed and implemented in 208 primary classes in Senegal from 2009 to 2018 by a Senegalese NGO working with the national Ministry of Education to address issues of quality in primary education. "L'approche simultanée" or simultaneous approach, also known as "bilinguisme en temps réel" or real-time bilingualism, developed organically through a consultative process between NGO development actors, university linguists and educators. Unlike the early-exit transitional bilingual programs previously piloted in Senegal that are common throughout West Africa, this program taught literacy, mathematics and the sciences in both a national language (Wolof or Pulaar) and French from the first year of primary school. Using data collected for an external evaluation conducted in 2018, along with follow-up research conducted in 2019 with designers and implementers of the simultaneous approach, this paper analyzes the effectiveness of the program and its implications for Senegal, where the Ministry of Education appears close to adopting a national language-in-education policy. There are also implications for the field of L1-based multilingual education, as ARED's simultaneous approach provides a refreshing new perspective on teaching and learning non-dominant and dominant languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01