Literacy, Ethnolinguistic Diversity and Transitional Bilingual Education in Malawi

Autor/in	Matiki, Alfred J.
Titel	Literacy, Ethnolinguistic Diversity and Transitional Bilingual Education in Malawi
Quelle	In: International Journal of Bilingual Education and Bilingualism, 9 (2006) 2, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
Schlagwörter	Foreign Countries; Literacy; Linguistics; Bilingual Education; Educational Policy; Primary Education; Cultural Influences; Language Role; English (Second Language); Language Planning; African Languages; Native Language Instruction; Indigenous Populations; Malawi + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Linguistik; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Primarbereich; Cultural influence; Kultureinfluss; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachwechsel; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Native language education; Muttersprachlicher Unterricht; Sinti und Roma
Abstract	This paper examines recent attempts by the Malawi government to introduce local languages into the primary school system and other secondary domains of national life, breaking more than 30 years of Chichewa/English monopoly. In a country where the language policy has essentially established the hegemony of English over indigenous languages, the fundamental question that this policy must consider should revolve around the role that these languages can play in the development of Malawi(ans) from a traditionally oral to an increasingly literate culture, ever more connected to the international community through the English language. For many Malawians, economic success is predicated on one's ability to speak, read and write English. There are, therefore, enormous attitudinal, political, economic and social problems that the policy has to contend with. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10