ERIC Number: ED227656
Record Type: Non-Journal
Publication Date: 1980-Jun
Reference Count: N/A
A Model for Functional Trilingual Education Planning in Africa.
The basic hypothesis of this study is that language education could be more effective if planning were to aim at developing an individual functional trilingualism involving a first (indigenous) language, a second African (national) language, and an official (foreign) language. The study covers the following matters: (1) a survey of developments in language education policy in several African countries and a summary of similarities noted in the various reports on language education reforms; (2) a discussion of these reforms within the framework of the overall national language-planning efforts; (3) social factors influencing the emergence of a model for language education planning, and an outline of a trilingual model along with theoretical arguments and underlying principles; (4) a discussion of the functional apsect of the model, including examples of functional second language programs; (5) the significance of the trilingual model for postsecondary education and adult literacy in Africa; (6) economic considerations for the implementation of the model; and (7) an application of the suggested model to Cameroon. Included in the summary are recommendations for further research in African countries. (AMH)
Descriptors: African Languages, Economic Factors, Educational Policy, Indigenous Populations, Language Planning, Language Usage, Models, Multilingualism, Native Language Instruction, Program Design, Second Language Programs, Sociocultural Patterns
Division of Structures, Content, Methods, and Techniques of Education (ED/SCM), Unesco, 7, place de Fontenoy, 75700 Paris, France.
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Identifiers - Location: Africa; Cameroon