Language choice and education quality in Eastern and Southern Africa: a review

Barbara Trudell

64 citations0/0 files storedComparative Education

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Multilingual Education and Policy Second Language Learning and Teaching Global Educational Policies and Reforms

Abstract

In 2014, UNICEF commissioned a review of language policy and education quality in the 21 countries of UNICEF’s Eastern and Southern Africa Region. This paper examines findings from the review, related to the role of English and local languages in current education practice in the region. National language policies and implementation practices are examined, as is the mismatch between the two. The evident widespread use of English as the language of instruction in primary classrooms of Eastern and Southern Africa, even where the pupils do not speak English, generates two central questions: (1) Is English really the villain in this context? And (2) Why do teachers and pupils in these classrooms have to choose one language or another as medium of instruction?

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 64 citations exist upstream.

References

1993Linguistic Imperialism 2010The Sociolinguistics of Globalization 2009Globalizing Education Policy 2011The sociolinguistics of globalization 2012Negotiating language policies in schools: educators as policymakers 2008TheSociolinguistics of Development in Africa 2013Whatever the law says: language policy implementation and early-grade literacy achievement in Kenya 2007Local community perspectives and language of education in sub-Saharan African communities

Cited by

2016Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach 2022Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania 2019Public perception of early childhood language policy in Ghana: an exploratory study 2016Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations 2019Developing Mother Tongues as Academic Languages in Primary Schools in Kenya: Exploring Extent and Indispensability

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.