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ERIC Number: ED342273
Record Type: Non-Journal
Publication Date: 1983
Pages: 73
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8191-2980-1
New Directions in Language Teaching in Sub-Saharan Africa. A Seven-Country Study of Current Policies and Programs for Teaching Official and National Languages and Adult Functional Literacy.
Richmond, Edmun B.
During colonial times, education in Africa was based on the European system of education, and the European languages remained the only languages taught in schools. These languages were often taught by poorly trained teachers who passed their errors on to students. Major policy revisions and modifications in language education, teacher training, and textbook and examination writing are changing the situation. These educational and language policy shifts are examined in seven anglophone and francophone countries in western, central, and eastern Africa, including: Senegal, The Gambia, Liberia, Gabon, Rwanda, Burundi, and Kenya. Changes in these countries are seen as indicative of general trends in other African nations. The study examines each of the seven countries' basic cultural and linguistic compositions, present school systems and policies regarding indigenous and foreign languages, teacher training and professional preparation, textbook preparation and use, the use of broadcasting to teach language, and adult functional literacy programs. Educational reforms and changes common to all seven countries are examined, and their common educational needs and priorities are discussed. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
University Press of America, 4720 Boston Way, Lanham, MD 20706.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: United States Information Agency, Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Africa; Burundi; Gabon; Gambia; Kenya; Liberia; Rwanda; Senegal