Instructional Language Policy in Ethiopia: Motivated by Politics or the Educational Needs of Children?

Autor/inn/en	Alemu, Daniel S.; Tekleselassie, Abebayehu A.
Titel	Instructional Language Policy in Ethiopia: Motivated by Politics or the Educational Needs of Children?
Quelle	In: Planning and Changing, 37 (2006) 3-4, S.151-168 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	Foreign Countries; Educational Needs; Language Planning; Language of Instruction; Secondary School Students; Elementary School Students; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Educational need; Bildungsbedarf; Sprachwechsel; Teaching language; Unterrichtssprache; Sekundarschüler; Äthiopien
Abstract	The purpose of this study is to explain the formulation, implementation, and outcome of Ethiopia's instructional language policy in light of the PRINCE system of power analysis as adapted by Fowler (2004), along with several literature references pertinent to the issue. After providing a brief background on Ethiopia and its education and language of instruction policies, the authors analyze the formulation and implementation of Ethiopia's present instructional language policy and problems therein. The authors recommend that, along with the instruction of mother tongue, children need to be given adequate opportunities to learn English, which is the lingua franca of science and technology, right from the elementary level. A chart on the population size of Ethiopia by ethnic group, urban, and rural, is appended.(Contains 2 tables.) (ERIC).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10