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Language of instruction in education in Africa: How new questions help generate new answers

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  • van Pinxteren, Bert

Abstract

This paper reviews the major arguments used over the years in favour of mother-tongue instruction in Africa. It analyses the reasons that have been given for the lack of progress made. It suggests that the current Western paradigms obstruct a view of current and expected developments in this area. It offers a new analysis, based on the evolution of enrolment rates in education. The paper argues that in the next decade or so, a transition to using African languages more at all levels of education will become unavoidable.

Suggested Citation

  • van Pinxteren, Bert, 2022. "Language of instruction in education in Africa: How new questions help generate new answers," International Journal of Educational Development, Elsevier, vol. 88(C).
    • Handle: RePEc:eee:injoed:v:88:y:2022:i:c:s0738059321001772
    DOI: 10.1016/j.ijedudev.2021.102524
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    References listed on IDEAS

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    1. Bennell, Paul, 2021. "The political economy of attaining Universal Primary Education in sub-Saharan Africa: Social class reproduction, educational distancing and job competition," International Journal of Educational Development, Elsevier, vol. 80(C).
    2. Bennell, Paul, 2021. "The political economy of attaining Universal Primary Education in sub-Saharan Africa: The politics of UPE implementation," International Journal of Educational Development, Elsevier, vol. 80(C).
    3. Garrouste, Christelle, 2011. "Explaining learning gaps in Namibia: The role of language proficiency," MPRA Paper 25066, University Library of Munich, Germany.
    4. Carter, Emma & Sabates, Ricardo & Rose, Pauline & Akyeampong, Kwame, 2020. "Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana," International Journal of Educational Development, Elsevier, vol. 76(C).
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