Optimising learning, education and publishing in Africa: the language factor: a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa

other titles
Optimiser l'apprentissage, l'éducation et l'édition en Afrique : le facteur langue : étude bilan sur la théorie et la pratique de l'enseignement en langue maternelle et l'éducation bilingue en Afrique subsaharienne

This publication presents the results of comprehensive research that assesses the experiences of mother-tongue and bilingual education programmes in 25 sub-Saharan African countries in recent years.1 Its overall conclusion is encapsulated in the statement Language is not everything in education, but without language, everything is nothing in education (Wolff, Chapter 1). The need for the research arose out of UIL’s work on mother-tongue education (Ouane, 1995, 2003) and especially the large-scale study carried out by the Association for the Development of Education in Africa (ADEA) for the 2003 ADEA Biennial Meeting The Challenge of Learning: Improving the Quality of Basic Education in sub-Saharan Africa.2 One of the major themes discussed during this meeting was the need to adapt curricula to the use of African languages. The contributions on mother-tongue education and bilingual education created a momentum for intense discussions and a subsequent need for further research.

author
Glanz, Christine
Ouane, Adama
language
ENG
Institutions
UNESCO Institute for Lifelong Learning
date
2011
Pages
380 p.
regions
Africa
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themes
Bilingual education
Pays
Ethiopia
Benin
Zambia
Uganda
Cameroon
Burkina Faso
Mali
Tanzania UR
Niger

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