Multilingualism and education in Africa: the state of the state of the art
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne
Cambridge Scholars Press
2014
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XII, 369 S. |
| ISBN: | 1443862223 9781443862226 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Table of Contents
List of Authors
..........................................................................................viii
Acknowledgement
....................................................................................xiii
Introduction
.................................................................................................1
Part One:
Multilingualism
and Language in Education Policy
in Africa
Chapter One
.................................................................................................8
The Language of Instruction versus Learning in Lower Primary
Schools in Kenya
J. I. Wangia, M. Furaha and B. Kikech
Chapter Two
..............................................................................................24
Language of Instruction and Science Learning in African Science
Classrooms
S. O. Oyoo
Chapter Three
............................................................................................50
Delivering the New Thematic Curriculum and Language of Instruction
Policy in Ugandan Schools: A Case Study of Teachers Experiences
from Primary
1
to Primary
4
M. Baleeta and A. Islei
Chapter Four
..............................................................................................72
The Introduction of Bilingual Schools in Burkina
Faso:
From Theory to Reality
B. Sambaré
Part Two:
M
ultilingualism as an Educational Resource in Africa
Chapter Five
..............................................................................................86
Benefits of Mother Tongue in Early Childhood Education:
The Case of Kenya
C. M. Ndungo and W. W. Mwangi
vi Multilingualism and
Education
in Africa
Chapter Six..............................................................................................
102
Use
of Children s Literature in Multilingual Education in Kenya
P. M. Ngugi
Chapter Seven
..........................................................................................117
Multilingualism
and Education in Nigeria: Practices and Challenges
V. Tyonum
Chapter Eight
...........................................................................................130
Language Diversity: A Cause of Reading Difficulties in Zambia
B. Matafwali and
G. B.
Adriana
Chapter Nine
............................................................................................153
Multilingualism
and Multiculturalism as Resources for Students
in German Studies Class Rooms in Kenyan Universities
T. Weber
Chapter Ten
.............................................................................................166
Benefits of Mother-Tongue Education in Early Childhood:
The Case of Nigeria
A. A. Adeyinka
Chapter Eleven
........................................................................................177
Language, Education and Development in Cameroon: The German
Colonial Approach and Perspectives for Post-Independent Cameroon
V. Boulleys
Part Three: Attitudes to and Challenges of Multilingualism
and Education in Africa
Chapter Twelve
.......................................................................................204
Value Addition and Attitude Change in Language Revitalization:
The Case of Kitharaka
J. Mutiga
Chapter Thirteen
............................................................................ 226
The Growth of English as a Status Language in Africa:
Insights from Kenya
F. E.
Kanana
Mulîilingualism and Education
in Africa
vii
Chapter Fourteen
.....................................................................................239
Our Teacher Doesn t Speak Like Theirs : Analysis of Variations
in the Spoken English of Teachers in Multilingual Settings in Kenya,
Africa
M C.
Njoroge,
R. W. Ndung u and
M. G. Gathigia
Chapter Fifteen........................................................................................
267
Multilinguaüsm
and Linguistic Democracy in Zimbabwean Schools:
Current Practices, Challenges and Prospects for the Future
E. Chabata
Chapter Sixteen
.......................................................................................286
Teachers* Attitudes towards Sign Language Medium of Instruction:
An Empirical Study (A Case Study of Two Schools) in South Africa
P. A. O. Akach
Chapter Seventeen
...................................................................................317
Li Proficiency in Multilingual Educational Settings:
A Case of Pupils in Meru Central District, Kenya
S. G. Ntalala, D. O. Orwenjo and
С
M. Gecaga
Chapter Eighteen
.....................................................................................337
Onthe-Ground Realities and Activities of the Multilingual Education
(MLE) Network in Eastern Africa
M. J. Muthwii and T. Kazungu
Chapter Nineteen
.....................................................................................356
Exploiting Linguistic Diversity to Promote the Development of English
Oral Skills: Insights from Kenya, Africa
P. W. Mwangi
This book is a must-read for every language teaching professional and researcher working in a
multilingual context. Multilingualism and Education in Africa: The State of the State of the Art is an
up-to-date exploration and wide-ranging review of the symbiotic relationship between
multilingualism and education in Africa. The African continent is rich in languages. Most of her
inhabitants are multilingual and many of the nations have embraced multilingual education. This
book examines multilingualism in education from three broad perspectives: Multilingualism and
language in education policy in Africa; Multilingualism as an educational resource in Africa; and
Attitudes and challenges of multilingualism and education in Africa. The book s nineteen chapters
discuss these three perspectives from East, West, Central and South Africa. All the contributors are
leading authorities in multilingualism and education. The chapters combine a wide range of
viewpoints based on theoretical, empirical and personal experiences. The reader is left with a
deeper understanding of the unique features of multilingualism and education in Africa that have
seldom been addressed by those who experience them first-hand. The book demonstrates
successful practices in multilingualism and education; showing how African nations have
determined what works for them without ignoring challenges such as policies on paper, attitudes
towards African languages and limited resources. The benefits of multilingual education override
the challenges. The book s extensive coverage makes it an important resource for scholars and
policy makers in the field of multilingualism and education. Overall, this book represents an
important contribution to an important subject in education globally. The editors have provided an
introductory overview to the book and commentaries on the three sections.
Daniel O. Orwenjo holds a Doctor of Philosophy degree in Linguistics from the University of Frankfurt,
Germany. He is currently a Lecturer in the Department of English and Linguistics at Kenyatta University,
Kenya. He has published widely on various topics in linguistics in internationally acclaimed journals.
Martin C. Njoroge is the Director of the Confucius Institute and a Senior Lecturer of Linguistics at Kenyatta
University, Kenya. He is a former SRF Postdoctoral Fellow and a Visiting Professor at the University of
Pennsylvania, USA. He has published widely on language variation, English language teaching and
multilingual education.
Ruth W. Ndung u is a Senior Lecturer in Phonology and Applied Linguistics at the Department of English
and Linguistics, Kenyatta University, Kenya. She is a researcher on second language use and education, and a
member ot the Multilingual Education Network, Kenya. Ruth has published articles in refereed journals and
textbooks for secondary and tertiary levels.
Phyllis W. Mwangi is a Senior Lecturer and Chairperson at the Department of English and Linguistics,
Kenyatta University. She has published articles in refereed journals, and co-authored textbooks at primary,
secondary and tertiary levels. She has a keen interest in the teaching of English through an integrated approach.
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| title | Multilingualism and education in Africa the state of the state of the art |
| title_auth | Multilingualism and education in Africa the state of the state of the art |
| title_exact_search | Multilingualism and education in Africa the state of the state of the art |
| title_full | Multilingualism and education in Africa the state of the state of the art ed. by Daniel O. Orwenjo ... |
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| title_full_unstemmed | Multilingualism and education in Africa the state of the state of the art ed. by Daniel O. Orwenjo ... |
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