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ERIC Number: EJ998870
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0160-5429
Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa
Truong, Natasha
International Education, v42 n1 p7-22 Fall 2012
The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people's talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress. This is a literature-based, position paper that redresses common arguments against L1 instruction, defends the notion of linguistic rights, and demonstrates the ways in which SSA languages can be integrated into instruction via examples that have been successfully implemented throughout SSA. (Contains 1 note.)
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa