Local Languages as a Human Right in Education Comparative Cases from
There seems to be general agreement that children learn better when they understand what the teacher is saying. In Africa this is not the case. Instruction is given in a foreign language, a language neither pupils nor the teachers understand well. This is
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COMPARATIVE AND INTERNATIONAL EDUCATION: A Diversity of Voices Volume 36 Series Editors Allan Pitman University of Western Ontario, Canada Miguel A. Pereyra University of Granada, Spain Editorial Board Ali Abdi, University of Alberta, Canada Clementina Acedo, UNESCO International Bureau of Education Mark Bray, University of Hong Kong, China Christina Fox, University of Wollongong, Australia Steven Klees, University of Maryland, USA Nagwa Megahed, Ain Shams University, Egypt Crain Soudain, University of Cape Town, South Africa David Turner, University of Glamorgan, England Medardo Tapia Uribe, Universidad Nacional Autónoma de Mexico Scope Comparative and International Education: A Diversity of Voices aims to provide a comprehensive range of titles, making available to readers work from across the comparative and international education research community. Authors will represent as broad a range of voices as possible, from geographic, cultural and ideological standpoints. The editors are making a conscious effort to disseminate the work of newer scholars as well as that of well-established writers. The series includes authored books and edited works focusing upon current issues and controversies in a field that is undergoing changes as profound as the geopolitical and economic forces that are reshaping our worlds. The series aims to provide books which present new work, in which the range of methodologies associated with comparative education and international education are both exemplified and opened up for debate. As the series develops, it is intended that new writers from settings and locations not frequently part of the English language discourse will find a place in the list.
Local Languages as a Human Right in Education Comparative Cases from Africa
Zehlia Babaci-Wilhite University of California, USA and University of Oslo, Norway
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-945-6 (paperback) ISBN: 978-94-6209-946-3 (hardback) ISBN: 978-94-6209-947-0 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Foreword by P. David Pearson
vii
Acknowledgments
ix
Acronyms
xi
List of Tables
xiii
List of Figures
xv
Chapter 1: Introduction
1
Chapter 2: Languages Issues in Africa Language Imperialism in Africa The East Africa Lingua Franca Local Languages for Knowledge Acquisition and Cultural Identity Local Languages of Instruction for Social Equity Conclusion
5 7 8 11 15 16
Chapter 3: Human
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