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In the rst part of this article the question of the language of instruction is seen in relation to questions of poverty, power and partnership. In the second part the fate of the African languages in some selected countries is given a closer look. Two distinct trends are noted, one strengthening the dominant languages which, in the context of Africa, means the former colonial languages and one focusing on a growing concern for a preservation and revival of African languages as languages of instruction in at least the primary schools in Africa. The battle between these two trends is discussed. The article builds partly on discussions the author has had with policy-makers in African countries.

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