Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa

Autor/in	Truong, Natasha
Titel	Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa
Quelle	In: International Education, 42 (2012) 1, S.7-22 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-5429
Schlagwörter	Stellungnahme; Educational Policy; Access to Education; Foreign Countries; Language of Instruction; Sustainable Development; Native Language; African Languages; Alienation; Economic Development; Indigenous Populations; Talent; Indigenous Knowledge; Cultural Maintenance; Civil Rights + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Teaching language; Unterrichtssprache; Nachhaltige Entwicklung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Entfremdung; Wirtschaftsentwicklung; Sinti und Roma; Begabung; Hochbegabung; Bürgerrechte; Grundrechte; Zivilrecht
Abstract	The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people's talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress. This is a literature-based, position paper that redresses common arguments against L1 instruction, defends the notion of linguistic rights, and demonstrates the ways in which SSA languages can be integrated into instruction via examples that have been successfully implemented throughout SSA. (Contains 1 note.) (As Provided).
Anmerkungen	College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10