The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training, language policy, lexical development, harmonization efforts, information technology, oral literature and deaf communities. The co-existence of these African languages with English, French and Arabic is examined as well. This wide range of languages and subjects builds on recent field work, giving new empirical evidence from 17 countries: Botswana, Ethiopia, Ghana, Kenya, Madagascar, Malawi, Mali, Mozambique, Niger, Nigeria, Senegal, South Africa, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe, as well as to transnational matters like the harmonization of African transborder languages. As the Editors a a Norwegian social scientist and a Norwegian linguist, both working in Africa a have wanted to give room for African voices, the majority of contributions to this volume come from Africa.In primary school, Ethiopian languages serve as languages of instruction, in some districts for the first four years only, in other ... Amharic and Tigrinya were, however, slightly lower than those who were taught in Afan Oromo, Somali or English.
|Title||:||Languages and Education in Africa|
|Author||:||Birgit Brock-Utne, Ingse Skattum|
|Publisher||:||Symposium Books Ltd - 2009-05-11|