Tradition, Globalisation and Language Dilemma in Education: African Options for the 21st Century

Autor/in	Rwantabagu, Hermenegilde
Titel	Tradition, Globalisation and Language Dilemma in Education: African Options for the 21st Century
Quelle	In: International Review of Education, 57 (2011) 3-4, S.457-475 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-011-9214-z
Schlagwörter	African Languages; Native Language; Multilingualism; Foreign Countries; French; Educational Policy; Language of Instruction; English (Second Language); Foreign Policy; Global Approach; Educational Change; Cultural Context; African Culture; Second Languages; Second Language Learning; Burundi + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Mehrsprachigkeit; Multilingualismus; Ausland; Französisch; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Außenpolitik; Globales Denken; Bildungsreform; Culture; Kultur; Second language; Zweitsprache; Zweitsprachenerwerb
Abstract	This paper addresses the dilemma of language in education in African countries with particular reference to Burundi. African languages are still marginalised by colonial languages such as French and English. Looking at other African countries in general and at the case of Burundi in detail, an analysis is made of the adopted policies aimed at promoting the use of the mother tongue as a basis for knowledge acquisition and cultural integration. Burundi has gone through a series of educational reforms both before and after gaining independence in 1962, with French and Kirundi competing as curricular teaching languages. After the integration of Burundi into the East African Community in July 2007, English and Kiswahili were added to the curriculum, complicating education policies. This article places particular emphasis on the contextual challenges that tend to impair the full implementation of the adopted policy reforms. The paper concludes by advocating for a multilingual approach in which the indigenous mother tongue serves as the basis for the acquisition of other languages in the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10