Language Ideologies and Challenges of Multilingual Education in Ethiopia: The Case of Harari Region

Front Cover
African Books Collective, 2010 - Education - 162 pages
0 Reviews
During the last decade and a half, The use of local languages for official purposes, particularly in primary education, has become a pronounced characteristic of Ethiopian education system. The fact that as many as 22 languages have been introduced into the school system since mid 1990s represents a major ideological shift from the previous policies the country had adopted over the course of several centuries. The Ethiopian educational language policy is radical in its scope and unique in Sub-Saharan Africa and elsewhere, and it invites a close examination of its ideological foundation and, even more so, its implementation model. The primary objective of this study was to make a critical appraisal of the implementation of vernacular education in the Harari region and examine the challenges of providing primary education in several Ethiopian and international languages, i.e. English, Amharic, Oromo, Arabic and Harari. The study made a comparative assessment of the use of languages as media of instruction for primary education, and concluded with an appraisal of the relative strengths and weaknesses in the use of each language, from both pedagogical and social perspectives.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

CHAPTER ONE INTRODUCTION
1
CHAPTER TWO LANGUAGE IDEOLOGIES AND MULTILINGUALISMIN EDUCATION
11
CHAPTER THREE THE HISTORY OF EDUCATIONAL LANGUAGE POLICIES IN ETHIOPIA
23
A CASE STUDY
47
CHAPTER FIVE LANGUAGE USE ATTITUDES AND PATTERNS OF MULTILINGUALISM
75
LINGUISTIC AND PEDAGOGICAL CONSIDERATIONS
101
CHAPTER SEVEN THE NATURE OF THE CURRICULUM
123
CHAPTER NINE SUMMARY CONCLUSIONS AND RECOMMENDATIONS
151
REFERENCES
156
About the Author
163
Back Cover
165
Copyright

Common terms and phrases

Bibliographic information