A Model for Functional Trilingual Education Planning in Africa.

Autor/in	Tadadjeu, Maurice
Institution	United Nations Educational, Scientific, and Cultural Organization, Paris (France).
Titel	A Model for Functional Trilingual Education Planning in Africa.
Quelle	(1980), (153 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; African Languages; Economic Factors; Educational Policy; Indigenous Populations; Language Planning; Language Usage; Models; Multilingualism; Native Language Instruction; Program Design; Second Language Programs; Sociocultural Patterns; Cameroon + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ökonomischer Faktor; Politics of education; Bildungspolitik; Sinti und Roma; Sprachwechsel; Sprachgebrauch; Analogiemodell; Mehrsprachigkeit; Multilingualismus; Native language education; Muttersprachlicher Unterricht; Programme design; Programmaufbau; Programmplanung; Soziokulturelle Theorie; Kamerun
Abstract	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)
Anmerkungen	Division of Structures, Content, Methods, and Techniques of Education (ED/SCM), Unesco, 7, place de Fontenoy, 75700 Paris, France.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC