A Panoramic View of Bilingual Education in Sub‐Saharan Africa
A Panoramic View of Bilingual Education in Sub‐Saharan Africa
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撒哈拉以南非洲双语教育全景
DOI：
10.1002/9781118533406.ch36
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
L. Makalela
中科院分区：
文献类型：
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作者：
L. Makalela
撒哈拉以南非洲国家从16世纪以来的殖民意识形态中继承并保持了单语教育政策。本章对撒哈拉以南非洲地区从前殖民时代到现在的双语教育政策和实践进行了历史性的描述。它分析了单一的政策和流动的课堂语言实践之间的紧张关系，这种政策的实施削减。文化，语言和教育的影响，非洲多语制的解释，在这些紧张局势的光。在这方面，本章提出了一个真正的多语种政策和做法，肯定非洲语言儿童的多重身份和全面发展的论点。最后，本章提供了一个替代双/多语教育透镜的二十一世纪，理解和扩展内的跨语言框架和非洲轨迹的多元视野“我是因为你是。"。
Sub‐Saharan African countries have inherited and maintained monoglossic language‐ in‐education policies from colonial ideologies since the sixteenth century. This chapter provides a historical account of bilingual education policies and practices from the precolonial era to the present‐day in sub‐Saharan Africa. It analyzes tensions between monolithic policies and fluid classroom language practices that are curtailed by such policy impositions. Cultural, linguistic, and educational repercussions for African multilingualism are explained in the light of these tensions. In this connection, the chapter presents an argument for true heteroglossic policies and practices that affirm multiple identities and holistic development of African‐multilingual children. Finally, the chapter offers an alternative bi/multilingual education lens for the twenty‐first century, understood and expanded within a plural vision of a translanguaging framework and the African locus of “I am because you are.”.