Author: Birgit Brock-Utne; Rodney Kofi Hopson (eds.)
ISBN No: 1-919932-05-4
Cost: 136.80
Anyone who is looking for a contemporary discussion on the complex educational language scene in postcolonial Africa will find this book an important read. Though written in English, it deals with countries in what are known as the francophone and lusophone parts of Africa as well as the so-called Anglophone countries. It addresses and explores common myths about languages of instruction in Tanzania, Namibia, Mozambique, South Africa, Botswana, Guinea and Nigeria. The editors have see it as important to encourage young/new African scholars to enter into the debates on the language of instruction in Africa alongside well-established authors in the field. The authors gathered in this volume offer an interesting cross-section of voices with varied experience from the African continent. The volume has been put together especially with postgraduate students and teachers as well as policy-makers in Africa in mind. The book should also interest donors to education in Africa, local and international NGOs working in Africa, and students of African education and African languages both in Africa and abroad.
ISBN No: 1-919932-05-4
Cost: 136.80
Anyone who is looking for a contemporary discussion on the complex educational language scene in postcolonial Africa will find this book an important read. Though written in English, it deals with countries in what are known as the francophone and lusophone parts of Africa as well as the so-called Anglophone countries. It addresses and explores common myths about languages of instruction in Tanzania, Namibia, Mozambique, South Africa, Botswana, Guinea and Nigeria. The editors have see it as important to encourage young/new African scholars to enter into the debates on the language of instruction in Africa alongside well-established authors in the field. The authors gathered in this volume offer an interesting cross-section of voices with varied experience from the African continent. The volume has been put together especially with postgraduate students and teachers as well as policy-makers in Africa in mind. The book should also interest donors to education in Africa, local and international NGOs working in Africa, and students of African education and African languages both in Africa and abroad.
