Multilingual Education and Literacy: Research from sub-Saharan Africa

Heugh, Kathleen (2013) Multilingual Education and Literacy: Research from sub-Saharan Africa. Language and Language Teaching, 2 (1). pp. 5-9. ISSN 2277-307X

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In this article, I discuss some of the most recent, large-scale research conducted on literacy and multilingual education systems in Africa; I believe they may offer comprehensive findings which may be relevant for countries where multilingualism and multilinguality (Agnihotri, 2007) are the norm, rather than the exception. Kenyan scholar Alamin Mazrui (2002) argues that solutions to the current failure of education to meet the needs of school pupils in Africa include the dissemination of research regarding what works well and what does not work. He further emphasizes the importance of multidirectional exchange of information, research and experience, i.e., from Africa to the diaspora (South-South and South-North), rather than the mono-directional North-South exchange which has undermined development in Africa since the nineteenth century.

Item Type: Articles in APF Magazines
Authors: Heugh, Kathleen
Document Language:
Uncontrolled Keywords: : Language, Multilinguality, Multilingual Education, Learning Classrooms
Subjects: Language
Divisions: Azim Premji University > University Publications > Language and Language Teaching
Full Text Status: Public
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Note: Published twice a year in January and July, Language and Language Teaching (LLT) reaches out to language teachers, researchers and teacher educators on issues and practices relevant to language teaching. The primary focus of the publication is language pedagogy in elementary schools. LLT proposes to establish a dialogue between theory and practice so that practice contributes to theory as much as theory informs practice. The purpose is to make new ideas and insights from research on language and its pedagogy accessible to practitioners while at the same time inform theorists about the constraints of implementation of new ideas.
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