Context or Key? Language in Four Adult Learning Programmes

Autor/in	Robinson, Clinton
Titel	Context or Key? Language in Four Adult Learning Programmes
Quelle	In: International Journal of Educational Development, 27 (2007) 5, S.542-551 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2006.10.008
Schlagwörter	Foreign Countries; Multilingualism; Adult Learning; Adult Education; Program Development; Program Design; Developing Nations; Language of Instruction; Educational Policy; Cultural Context; Educational Environment; Politics of Education; Language Role; Rural Development; Literacy; Bhutan; Burma; Ghana; Uganda + Suchen Sie Ihr Suchwort? Ausland; Mehrsprachigkeit; Multilingualismus; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Education; Adult basic education; Programmplanung; Programme design; Programmaufbau; Developing country; Developing countries; Entwicklungsland; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational policy; Rural environment; Development; Ländliches Milieu; Entwicklung; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both to the broader socio-political contest and to the purposes and assumptions of the programmers themselves. Both the functional and the symbolic roles affect the choice of language, and its impact, and must be factored into the design and implementation of adult learning programmes. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10