Language and Inequality: Global Challenges to Education

Autor/in	Brock-Utne, Birgit
Titel	Language and Inequality: Global Challenges to Education
Quelle	In: Compare: A Journal of Comparative and International Education, 42 (2012) 5, S.773-793 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2012.706453
Schlagwörter	Language Attitudes; Language of Instruction; Foreign Countries; Conferences (Gatherings); Language Usage; Second Languages; Educational Quality; English (Second Language); Second Language Learning; Synchronous Communication; Computer Mediated Communication; Information Technology; Educational Change; Achievement Tests; Africa; Rwanda; Senegal; Tanzania; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Sprachverhalten; Teaching language; Unterrichtssprache; Ausland; Sprachgebrauch; Second language; Zweitsprache; Quality of education; Bildungsqualität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computerkonferenz; Informationstechnologie; Bildungsreform; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Afrika; Ruanda; Tansania
Abstract	This article is an abbreviated version of the BAICE Presidential Address held at the 11th UKFIET International Conference in Oxford on September 16, 2011. It discusses debates on the use of a foreign and ex-colonial language as a language of instruction (LOI) in African schools and argues that the quality of education cannot be seen as an issue separate from the LOI. Nevertheless, the World Bank 2020 strategy, "Learning for All", does not mention the language in which learning is to take place. The article then discusses policy changes in Rwanda where English was made the LOI from the first grade in 2008, and examines the use of "Timms-like" testing. Taking the example of text messaging and chat amongst students in Dakar and Dar es Salaam, it considers how new information and communication technologies seem to offer opportunities for change where linguistic policy has failed. (Contains 11 notes and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10