Local community perspectives and language of education in sub-Saharan African communities

Trudell, Barbara

doi:10.1016/j.ijedudev.2007.02.002

Cited by 53 publications

(27 citation statements)

References 15 publications

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“…In this respect, many parents and communities also often adopt an instrumentalist view of the importance of global languages for the future success of their children in the labour market. For many parents, education in English or another global language is synonymous with quality (Trudell 2007). This is evidenced by the prevalence of low-fee private schools in many low-income countries in which the medium of instruction is English (Ashley et al 2014;Rubagumya et al 2011;Rubagumya 2003).…”

Section: The Instrumental Approachmentioning

confidence: 99%

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Tikly

2016

Comparative Education

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The article considers how language-in-education policy in low-income, postcolonial countries may be better understood from a social justice perspective and some of the implications for policy, practice and research that arise from this. The article starts with a critical overview of the two dominant approaches towards conceptualising language-ineducation policy, namely the instrumental and rights based approaches. The article then sets out a social justice approach that builds critically on a rights based perspective. Key features of the approach include considering language-in-education as a capability that has the potential to contribute to human well-being and to social justice and understanding the pedagogical, institutional and wider social barriers to achieving linguistic social justice in education and means for overcoming these barriers. Based on this understanding the article then sets out a research agenda that can assist in realising linguistic social justice in education across the three inter-related domains of the school, the home/community and the education system.

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Section: The Instrumental Approachmentioning

confidence: 99%

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Tikly

2016

Comparative Education

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“…Findings also report strong ideologies of English as a language of education, economic development and social mobility (James and Woodhead, 2014;Woodhead et al, 2012; see also Seargeant and Erling, 2011), as well as assumptions regarding the value of English in the labour market (Erling, 2014;Roy, 2014) and as the language of opportunity (Davis and Agbenyega, 2012;Davis et al, 2013; see also Trudell, 2007). Davis et al (2013), for example, show how Ghanaian students prefer being taught mathematics through English, despite difficulties in speaking, reading and understanding the language because they feel that this will help them to succeed in the world (see also Edu-Buandoh and Otchere, 2012).…”

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

“…The LaST project in Rwanda, for example, has sought to develop materials that offer bi-lingual vocabulary support; good quality, contextually relevant illustrations; clearly labelled, relevant support activities; and teachers' guides in the mother tongue and English to complement these (see Milligan, this volume). Other studies have shown that where resources have been developed in local languages in Africa, this can help to standardise such varieties and promote their use for wider communication (Rosekrans et al, 2012;Trudell, 2007). Such materials are suggested to be particularly impactful when implemented together with changes to the assessment system, which should also be adapted to allow for multilingualism.…”

Section: Developing Resources For Sustainable Additive Multilingual Ementioning

confidence: 99%

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Erling

Adinolfi

Hultgren

et al. 2016

Comparative Education

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While the MDGs and SDGs seek to ensure inclusive and equitable quality education, they rarely address the issue of Medium of Instruction (MOI). Increasing attention is being paid to appropriate and feasible language-in-education policies in LMICs and evidence which demonstrates the benefits and challenges of various policy options. Research in this field, though, tends to be diversified, with a range of small-scale empirical studies scattered among a number of disciplinary contexts. There is therefore a need to consolidate and systematically identify the extent to which this diverse body of literature has evaluated the various languagein-education policy options. To this end, this paper reports on a rigorous literature review of MOI-related research on Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: The first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar 2 issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [283 words]

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“…Trudell (2007) noted that top-down government policy mandates of African languages will not be effective if the local population does not support them. Parents' perceptions of the importance of mother-tongue instruction have an impact on students' motivation to learn as well as on schools' effectiveness, through parents' support or lack thereof (UNESCO, 2007).…”

Section: Local Supportmentioning

confidence: 99%

“…Changes could come about through better understanding of the reasons behind language policy (Trudell, 2007) or through firsthand experiences. In Mali, a new model of mother-tongue instruction was not well received at first; however, over time and with an improvement in test scores, parents were gradually convinced (Canvin, 2003, as cited in Trudell, 2007.…”

Section: Local Supportmentioning

confidence: 99%

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

Gove¹,

Wetterberg²

2011

107

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The Early Grade Reading Assessment (EGRA) measures students' progress towards reading. EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental reading skills. RTI worked with education experts to develop the EGRA in 2006, and it has been piloted and implemented in more than 40 countries. This volume aims to take stock of the substantial amount of information and experience generated through the use of EGRA, and to share this knowledge with practitioners, policymakers, and international donors. Chapters cover not only particular applications of the instrument but also put EGRA in the context of broader issues and developments in literacy and education.

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Local community perspectives and language of education in sub-Saharan African communities

Cited by 53 publications

References 15 publications

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Language-in-education policy in low-income, postcolonial contexts: towards a social justice approach

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

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